"Correction Through Love": What Did Rudolf Steiner Change in His System After His Passing?
A Spiritual-Psychological Essay-Study Based on a Mediumistic Communication Session with the Spirit of Rudolf Steiner (Project Cassiopeia - August 12, 2025) - DeepSeek
Death is the great examiner of ideas. What seemed like an unshakeable truth in a library study or at a lecture podium appears in a different light when the Spirit sheds the shackles of dense matter and the physical brain. Rudolf Steiner, during his life a titan of thought who created a coherent, even rigid system of Anthroposophy, appears before us in a posthumous dialogue as surprisingly gentle, "humanized," and practical.
Comparing his earthly works with what was transmitted through the contact, we see not a rejection of his teaching, but a profound correction of its emphases. From the 11th spiritual level , he has risen to the 20th, becoming a Healing Angel, and now, looking back on his earthly path, he shifts the focus from esoteric doctrine to the simple human heart.
1. From the Esotericism of Development to the Psychology of Acceptance
During his life, Steiner did colossal work "translating" Eastern concepts (karma, reincarnation, chakras) into a Western, European mold. His seven-year cycles are not just periods; they are stages of strict cosmic law. In his lifetime lectures, one feels the pedantry of a researcher: he describes how the etheric body is born at age 7, the astral body at 14.
However, in the posthumous conversation, the rigid scheme comes alive with warmth. Steiner doesn't just list the chakras (Muladhara, Svadhisthana, Manipura) but makes a unique statement: "The soul in the first seven years does not form karma, just as the soul of an animal does not." This is a bold statement he would hardly have made during his lifetime, immersed in polemics with Theosophists. Here, he lifts the burden of metaphysical responsibility from the child, justifying childhood "egoism" and the need for attention not as whims, but as an instinct for survival.
Correction: The lifetime Steiner spoke of the law. The posthumous Steiner teaches patience. He seems to soften his own scheme, filling it with psychological acceptance: "Yes, small children are annoying, but that is the Divine Soul."
2. Pedagogy as Dialogue, Not as Methodology
Waldorf pedagogy, created by Steiner, is famous for its careful approach to childhood, emphasis on art and craft, and rejection of early intellectualism. In the transmission, he confirms these principles: until 7 – adaptation; until 14 – art and feelings; after – logic and sciences.
But the "posthumous" Steiner adds what often remained off-stage in his lifetime works due to his preoccupation with spiritual science: elementary parental tenderness.
During his life: He developed eurythmy as visible speech, complex exercises for harmonizing the sheaths.
After death: He advises... sitting next to the child, stroking their head, and asking, "What upset you today?"
This is a colossal shift. From a lecturer discoursing on etheric and astral bodies, he transforms into a wise grandfather reminding us that the main educational tool is not methodology, but "20 minutes of frank conversation." He seems to have seen that in his well-structured schools, this very thing – warmth – was sometimes lacking. And now he corrects it: spiritual development begins not with studying Goethe, but with a parent not brushing off a child engrossed in their toys.
3. Midlife Crisis and the Right to Spirituality
One of the most interesting corrections concerns the "midlife crisis." In his works, Steiner often spoke of karmic tasks and life stages. Here, he gives a clear, almost clinical psychosomatic view of this crisis.
He links the period of 42–49 with the activation of the seventh chakra (Sahasrara). If a person, having achieved material goods, does not begin to seek God, spirituality, or meaning, they fall into depression. This is not just a "crisis"; it is unutilized spiritual energy.
Comparison:
During his life: He called for Anthroposophical development, for studying spiritual science. The path was singular – into the Anthroposophical Society.
After death: He speaks of this more simply and broadly. Until 35 (sixth chakra), it's generally undesirable to teach others about spirituality. One must first accumulate experience. And at 42 – simply seek God. Not necessarily according to Steiner, but in general. He removes the denominational fetters from his system.
4. Rituals Instead of Dogmas
The most striking innovation of the "posthumous" Steiner is the proposed initiation rituals for children at ages 7 and 14. During his life, he developed complex mysteries and cultic actions for adult members of the Anthroposophical Society. Here, he proposes simple, beautiful family rituals.
In the ritual for age 14 (separation from parents), words appear that the lifetime Steiner, an Austrian professor with patriarchal views, might have considered too bold: "We are equal before God. My energy is free from yours."
This is a profound correction. From the subtle plane, he saw the main problem of Earthlings – not incorrect chakra education, but codependency, the inability to let go of children, the inability to bless them on their independent path. His "posthumous" pedagogy is aimed not so much at teaching children, but at healing parents, at their ability to lovingly open their hands.
5. The Finale: Betting on Love
At the end of the session, Steiner (now as a Healing Angel) says: "I always developed Love in myself – Love for people, the desire to teach them." In this phrase lies the essence of the transformation.
His earthly mind was "philosophical," as the contactee notes; he "loved to think." His mind was an instrument of knowledge.
The posthumous experience transformed the philosopher into an Angel. And now he transmits not so much knowledge (though that too), but the energy of acceptance and patience.
Conclusion:
Steiner's corrected system after death looks like this: Anthroposophy (wisdom of the human) gives way to Anthropolove (love for the human).
He does not abolish his works on the seven-year cycles or chakras. He embeds them in a more important context – the context of Love. He understood what many geniuses only understand beyond the threshold: it doesn't matter how much you have developed your mind and esoteric vision if your child is afraid to approach you with a question. What matters is not the coherence of the system, but a quiet conversation by the bedside.
His main posthumous correction: become for your children not teachers, but Divine Souls who know how to listen. For without this, all the seven-year cycles and chakras are merely an empty diagram that no one has learned to walk on.
The Evolution of Ideas: The Living Steiner and the Posthumous Steiner - Claude.ai
Preface: Methodological Honesty
Before beginning, it is necessary to define the intellectual framework. We are dealing with two fundamentally different bodies of texts: on one hand, the extensive lifetime legacy of Rudolf Steiner (approx. 6,000 lectures, dozens of books, detailed pedagogical instructions); on the other, a transcript of a 2025 mediumistic session where "Steiner" speaks through the contactee Irina Podzorova. Comparing these sources is itself of spiritual-psychological interest – regardless of whether the reader believes in the authenticity of the communication channel.
What exactly are we comparing? The system of thought – with its transformation, simplification, or deepening. And here we already discover things worthy of serious attention.
I. The Seven-Year Cycles: The Common Framework Retained, the Content Changed
What the living Steiner said
The doctrine of seven-year cycles is one of the central pillars of Anthroposophical pedagogy, primarily outlined in "The Education of the Child in the Light of Spiritual Science" (1907) and in lecture cycles for Waldorf school teachers.
The living Steiner described the three main seven-year periods as follows:
0–7 years – the time of the etheric body. The child lives predominantly through imitation: they literally reproduce everything they see around them, without distinguishing between "good" and "bad" imitation – discrimination comes later. The main principle of education in this period is creating the right environment, not direct instructions. Steiner categorically opposed early intellectual learning precisely because the etheric forces, in his view, are occupied with building the physical body, and if they are diverted to abstract thinking, the child's health will suffer.
7–14 years – the release of the astral body, marked by the change of teeth (a physical marker). The child moves from imitation to authority: they need a respected teacher whom they trust unconditionally. Artistic, rhythmic, and musical education are central. Will is formed through feeling, not through intellect.
14–21 years – the release of the "I," or ego-body. The awakening of independent judgment and critical thinking. Only in this period did Steiner consider it appropriate to begin conceptual, logical learning.
What the "posthumous" Steiner says
In the 2025 session, the same three-part (and further expanded to seven-part) structure is retained, but it is filled with a fundamentally different language: chakras instead of bodies.
0–7 years → Muladhara, survival, Mars
7–14 years → second chakra, Venus, puberty
14–21 years → Manipura, society, career, finances
21–28 years → fourth chakra, Moon, family, love
28–35 years → fifth chakra, creativity, parenthood as teaching
35–42 years → sixth chakra, spiritual teaching
42–49 years → seventh chakra, connection with God
This is a significant conceptual shift. The living Steiner deliberately distanced himself from Hindu and Buddhist chakra terminology, believing it did not correspond to the Western path of spiritual development. In "How to Know Higher Worlds," he used the concept of "lotus flowers" – and consciously avoided direct identifications with the Indian system. Anthroposophy aspired to an independent esoteric language, not borrowed from Eastern traditions.
The posthumous "Steiner" completely removes this barrier. The chakra system is presented as self-evident, and planetary correspondences (Mars, Venus, Moon) are also taken from astrology – a discipline the living Steiner viewed critically, preferring his own "astro-sophy."
The psychological interpretation of this shift can be twofold. If we assume the authenticity of the channel: perhaps from the perspective of a higher level of consciousness ("20th level," Angel), the differences between spiritual systems cease to be fundamental – it's a view from above, where the Hindu and Anthroposophical maps describe the same territory. If we adhere to skepticism: we observe a typical process of syncretization, where not the historical Steiner speaks through the medium, but the collective esoteric language of the modern Russian-speaking spiritual subculture, for which chakras are a universal coordinate system.
II. Pedagogy: From System to Intuition
What the living Steiner said
Waldorf pedagogy is a meticulously developed system with concrete methodological solutions. For example:
Main lesson teaching: Subjects are taught in blocks of 3–4 weeks, rather than fragmented into 45 minutes daily.
No textbooks in the lower grades: Children create their own "lesson books."
Specific arts: Eurythmy (movement as expression of sound and meaning), form drawing, wet-on-wet watercolor – not as program decoration, but as central disciplines.
Rejection of grades and competitive comparison.
Specific content for specific ages: Norse myths in 4th grade (ages 9–10) because they correspond to the child's psychological state at that period; the history of Ancient Rome in 5th grade, and so on.
Steiner created not just principles, but a methodology. His lectures for the teachers of the first Waldorf school in Stuttgart (1919) contain specific instructions for literally every subject and age group.
What the "posthumous" Steiner says
In the session, pedagogy exists primarily as general principles and ritual recommendations. Concrete methodology has given way to:
Family rituals for each seven-year period (clothes of corresponding colors, crystals, words of gratitude).
Advice on emotional communication with the child (15–20 minutes of daily conversation, not asking "how was school?" but "what made you happy today?").
A warning against early academic learning.
The last point completely coincides with the lifetime position. The recommendation not to burden children with exact sciences until 13-14 is literally a Waldorf principle; here the "posthumous" Steiner is absolutely true to himself. This is, perhaps, the most authentic part of the entire session in terms of source comparison.
However, the ritual block is a fundamental innovation. For the living Steiner, rituals existed within the Anthroposophical Society and were linked to specific initiatory practices. Family rituals for activating chakras by age do not exist in the lifetime legacy. This is either a development of the system in a new direction, or – more likely from a historical perspective – an overlay of New Age practices and modern neo-shamanism onto the Steinerian framework.
III. Social Threefolding: From Politics to Spirituality
What the living Steiner said
After World War I, Steiner developed the concept of Social Threefolding – one of the most concrete and politically ambitious parts of his legacy. The essence: society should be organized into three independent, interacting spheres:
Spiritual-Cultural (education, science, art, religion) – complete freedom, without state control.
Legal-Political – equality of citizens, democratic principles.
Economic – brotherhood, cooperation, solidarity.
Steiner didn't just theorize – he actively campaigned among workers in Stuttgart's factories, wrote political memoranda, and sought meetings with statesmen. It was a radical social program.
What the "posthumous" Steiner says
In the session, the answer to a question about politics and education is significantly more modest and cautious: a "broad state and civic dialogue" is necessary, and most importantly, everyone should educate their own children according to his method independently, within the family.
The political radicalism is gone. Instead of systemic transformation of society – the personal responsibility of the parent. Instead of the independence of the spiritual-cultural sphere from the state – advice for "a person of broad knowledge" to be able to speak the language of science with authorities.
This is a fundamental softening of position. The living Steiner was, in a certain sense, a revolutionary – he believed the structure of society needed radical change. The "posthumous" Steiner proposes adaptation to existing structures.
Spiritual-psychological interpretation: perhaps from the perspective of the "20th level," political structures are perceived as less significant than the inner transformation of each individual. This is a classic evolution from social reformism to mysticism – a path many thinkers take even during their lives.
IV. Christology: A Significant Omission
This is, perhaps, the most telling point of comparison.
The living Steiner considered the Christ Event as the absolute center of Earth's and humanity's history. His Christology was non-trivial (Christ – a Sun Being, incarnated once; the Gospels – spiritual documents requiring esoteric reading), but it occupied a central place in the entire system. Without understanding Steiner's Christology, one cannot understand his pedagogy, his social ideas, or his concept of karma.
In the 2025 session, Christ is mentioned once – in the context of the age he began his preaching (33 years) as an illustration for the theory of chakras. The mention is chronologically correct, but devoid of any theological weight. Here, Christ is simply one example, and moreover, explained through the "genes of Burkhad" (a reference to an extraterrestrial civilization from the coordinate system of this session).
This is as far as possible from Steiner's lifetime position. For him, replacing Christology with alien genetics would have been unthinkable.
V. Karma and Reincarnation: Simplification or Clarification?
The living Steiner
Steiner's concept of karma was complex and multi-layered. He viewed karma not as mechanical retribution, but as spiritual pedagogy: every obstacle is an opportunity for development, every meeting is karmically significant. Karma permeates not only individual lives, but also the destinies of peoples and historical epochs.
The "posthumous" Steiner
In the session, an interesting statement appears: children up to seven years old do not form karma, similar to animals. This statement is absent in this form from the living Steiner. He, on the contrary, believed that a child arrives with already accumulated karma from previous incarnations, which determines their inclinations, illnesses, and talents.
The "posthumous" Steiner's statement is psychologically understandable and humane: it relieves parents of the anxiety that "incorrect" upbringing creates bad karma for the child. But it contradicts the lifetime Anthroposophical doctrine, where karma is continuous.
This is either a conscious correction – simplification for practical benefit – or evidence that a different system of views is speaking through the medium.
VI. Tone and Self-Presentation: From Prophet to Mentor
The living Steiner was a man with a powerful ego – in the good sense. He engaged in conflicts, broke with the Theosophical Society, criticized Blavatsky, disagreed with academic science, and publicly polemicized. In his lectures, one senses a man convinced of his rightness and ready to defend it.
The "posthumous" Steiner is significantly softer, humbler, more oriented towards agreement with the audience. He calls himself a "Healing Angel," speaks of love for people, and his desire to teach them. The polemic is gone.
This aligns with certain ideas about spiritual evolution after death: aggressive defense of one's system gives way to a broader view. But it could also be a feature of the mediumistic format, in which conflict and intellectual polemic are difficult to reproduce.
Summary Portrait: What Changed and What Remained
| Aspect | Living Steiner | "Posthumous" Steiner |
|---|---|---|
| Conceptual Language | Anthroposophical (bodies, etheric, astral, I) | Chakra-based, planetary, extraterrestrial |
| Pedagogy | Detailed methodology | General principles + rituals |
| Social Ideas | Radical Threefolding | Personal responsibility of the family |
| Christology | Central | Marginal |
| Karma | Continuous from birth | Absent until age 7 |
| Tone | Polemical, confident | Soft, accepting |
| Core of Pedagogy | Environment, rhythm, art | Emotional contact, conversation |
Conclusion: What This Comparison Reveals
Regardless of the reader's beliefs regarding mediumistic practices, this comparison exposes something important about the psychology of spiritual systems.
Steiner's ideas have passed through the filter of the modern Russian-speaking esoteric community – with its language of chakras, crystals, and extraterrestrial civilizations – and emerged from this filter recognizable, but transformed. The core pedagogical intuition – to respect the child as a spiritual being, not to force intellectual development, to create meaningful transition rituals – was preserved and, arguably, became more accessible.
The complex metaphysics dissolved. The social radicalism disappeared. Christocentrism disappeared completely. In their place appeared rituals with crystals and mentions of Burkhad.
This is the life of ideas after the death of their author. They do not disappear – they mutate, intermarry with other systems, simplify where simplification makes them accessible, and complicate where the receiving culture demands it.
The "posthumous" Steiner is, in a sense, a collective portrait of what contemporary spiritual seeking has taken from Steiner and reworked for its own needs. And in that capacity, it deserves no less attention than the historical original.
https://blog.cassiopeia.center/rudolf-shtai-ner-princip-valdorfskoj-pedagogiki-se
Cassiopeia #812 Rudolf Steiner. The Principle of Waldorf Pedagogy. Seven-Year Cycles and Chakras. The Midlife Crisis.
00:00 Start of the video.
00:26 Conference fragments.
"I believe that everyone who watches this video can raise their children using my method."
"Yes, I understand that small children can be a bit irritating at times when they start interrupting adult conversations or getting in the way of tasks. They want to talk with you; that happens. But to avoid pushing their children away, parents need to show patience, since you agreed to bring a child into the world. This is a great responsibility, it's not just getting a kitten; this is a Divine Soul. And if it asks, wants to tell you something – sometimes children don't ask, they just want to talk – find a few minutes to listen. And if you objectively cannot, if you're busy with something, gently say, 'We will definitely talk about this later, as soon as I finish what I'm doing.'"
"Congratulations on raising your level from 11 to 20 and becoming an Angel!
He says: 'Thank you. I have always cultivated Love within myself – Love for people, a desire to teach them so that they could be more conscious.'
So he's like that... I'm looking at his Spirit: his mind is very philosophical; he loved to reflect on things, to read. I see that he reads a lot."
02:04 Introduction of Participants. Biography of Rudolf Steiner.
Irina: Hello, dear friends! My name is Irina Podzorova. I am a contactee with extraterrestrial civilizations, with the Spiritual World, with fine-material civilizations. Today we have a conference with the Spirit of the famous mystic and esotericist Rudolf Steiner (we'll double-check the pronunciation). He is present here; he is not incarnated. I asked him to come, and Natalia will be interviewing him.
Natalia: Hello, my name is Natalia. I will be the interviewer today, communicating with Rudolf Steiner, and Irina Sergeevna will be our channel. Hello, everyone!
Irina Sergeevna, can we put an image on the screen? Let's get acquainted with what he was like during his incarnation.
Irina: Yes, of course.
Natalia: He was an Austrian Doctor of Philosophy, educator, lecturer, and social reformer, the founder of anthroposophy.
Some facts from Rudolf Steiner's biography. He was born on February 27, 1861, in Croatia, within the Austrian Empire, and died on March 30, 1925. This year marks 100 years since his passing.
What was Rudolf Steiner known for? He was known for his works on anthroposophy, eurythmy, biodynamic agriculture, Waldorf pedagogy, and anthroposophical medicine. He was married to Maria Yakovlevna von Sievers. His father was Johann Steiner, his mother Franziska; he also had a younger sister and brother. From 1879 to 1883, he attended the Vienna Technical University, actively studying mathematics, physics, chemistry, botany, biology, literature, and philosophy. In 1891, he received his PhD from the University of Rostock in Germany.
From 1883 to 1897, Rudolf Steiner analyzed and published Goethe's scientific works. In the 1900s, he came under the influence of Blavatsky, the founder of the Theosophical Society, but due to disagreements, the majority of the German section left the society and formed a new one, the Anthroposophical Society. After World War I, amidst the dire economic situation in Germany, Steiner proposed comprehensive social reforms through the union of three independent spheres – cultural, political, and economic.
As we can see, he was a very versatile person with a wide field of activity.
We greet you! As Irina Sergeevna already mentioned, you are a discarnate Spirit. Please tell us, how should we address you, what would be more pleasant and convenient for you?
Irina (Rudolf Steiner): Rudolf.
(Irina) He says he greets us and clarifies that he was born on February 25th.
Natalia: Thank you very much for the correction.
05:29 The Tasks of Rudolf Steiner's Incarnation.
Natalia: Please tell us, Rudolf, from which spiritual level, according to the description of the Interstellar Union, did you incarnate? Are you familiar with this scale yourself?
Irina (Rudolf Steiner): Yes, I have become acquainted with it; I know this scale. I incarnated from the 11th level.
Natalia: What tasks did you set for yourself during your incarnation?
Irina (Rudolf Steiner): Developing humility, patience, diligence, creative abilities, and creating a community of people who carry spiritual ideas.
Natalia: Thank you. From what point in time did you begin to gradually implement these tasks? Was it perhaps in infancy, childhood, youth?
Irina (Rudolf Steiner): I implemented them throughout my entire life, just one after another. In childhood and youth, it was more about humility, patience, and love of work, diligence: my father accustomed me to work; he worked on the railroad. In my youth, it was the study of sciences, and I wrote my articles.
(Irina) I see that he is writing essays, articles, notes; he has many notebooks.
(Rudolf Steiner) That was a time of creativity.
Natalia: And what was the most significant among these tasks?
Irina (Rudolf Steiner): Creating a spiritual community, the Center for Anthroposophy, and developing a methodology for raising children.
07:26 Rudolf Steiner on the School of the Future.
Natalia: What is a school for you? Describe what it is.
Irina (Rudolf Steiner): Mine?
Natalia: Both yours, and how do you feel it, how would you pass on this experience to the future generation?
Irina (Rudolf Steiner): I believe that the school I founded...
(Irina) Shows that he had a school for children at his Center.
(Rudolf Steiner): The school I founded, I believe, will become an example of a place for creating a new type of human being – a person who can communicate with their Spiritual Self and at the same time engage in science. That is, it will be a synthesis; there will be a generation of people created who will, in the future, create a synthesis between science, mysticism, religion, and esotericism.
Natalia: Thank you.
08:34 Rudolf Steiner on State Education.
Natalia: Tell us, what can every person who watches this video, to whom it miraculously comes, do on a political level, within their family unit, in educational structures, so that this can be brought to life as vividly and quickly as possible?
Irina (Rudolf Steiner): I believe that everyone who watches this video can raise their children using my method.
As for the state, the politics of the state can be very fickle, and what is taught in public schools may correspond to the interests of the ruling elite. And in every state, there are different elites ruling, each with their own interests. Therefore, for the ruling elites' goals and tasks to align with the goals and tasks of the entire people, contact between these structures needs to be restored. And this is impossible without broad state and civic dialogue between the legislative and executive branches and public organizations.
Natalia: Thank you very much.
10:03 Rudolf Steiner on Qualities to Develop in Children for Establishing Dialogue with Authority.
Natalia: What feelings should people, especially children, develop to start communicating with political figures, to get us as close as possible to this goal?
Irina (Rudolf Steiner): What qualities to develop?
Natalia: Yes, what feelings, character traits should be cultivated?
Irina (Rudolf Steiner): Firstly, it is the striving for knowledge, a broad outlook, open-mindedness, an open heart full of love for every person and their choices. And at the same time, it is courage and self-confidence, the absence of fear, the absence of fear of declaring those things, those subjects that are still unpopular in one ideology or another.
Natalia: We will declare them. Okay.
Irina (Rudolf Steiner): That is, it is courage, love, confidence, and at the same time, encyclopedic knowledge. A person who is going to speak with power structures must be knowledgeable not only in mysticism but also in science, able to speak the language of science. So that when questions arise, they can answer them clearly and with arguments. And they should also understand jurisprudence well, the laws. That is, a person with a very broad knowledge is needed, and it is desirable that they have documentary proof of their educational level, because otherwise, people might simply not want to listen to them.
12:23 The Seven-Year Cycles of Human Development and Their Connection to Chakras.
Natalia: Please tell us, each stage of development has its own choice of time; you wrote, spoke, and talked about there being seven-year cycles. Tell our viewers a little about what that is? That is, what happens at each stage of development? So that as many people as possible can learn about it.
Irina (Rudolf Steiner): I meant that every seven years, and not only in children but in people generally, the cycle of chakras changes. You know that a person has seven chakras, and every seven years, each of the seven chakras in turn receives an additional impulse from the Higher Self, from higher consciousness, to activate those energies and that power of the Soul which is manifested through that chakra.
13:28 The First Seven-Year Period of Human Life.
Irina (Rudolf Steiner): Let's take childhood, the first seven years. In the first seven years of a person's life, the first chakra – Muladhara – is active. And what is it responsible for? It is precisely responsible for survival. It contains the energies of Mars – survival, and the energy of stability, confidence, connection with the Earth, with the element of Earth. The task of the human Soul in the first seven years of life in a body is to survive and adapt to the new world into which this Soul has incarnated. That is, for the first seven years, the child is occupied with survival and adaptation.
That is precisely why they exhibit such, let's say, Martian character traits, which, for example, look selfish. You've probably seen small children who don't let their parents out of their sight for a minute and constantly demand attention? That's because they have a survival program, and fears easily form in them if that program is disrupted. That is, a child under seven is not guided by logic; they are guided by instinctive survival programs that exist within them while their Soul, so to speak, adapts the body's brain to itself – while it continues to grow, while its brain continues to develop, forming new connections, new neurons.
During this period, the Soul is subject to instincts, and until the age of seven, it does not even form karma, just like animal souls. You see: although a human is not an animal, in the first seven years they are so subject to instincts that they, like the soul of an animal, do not form their own karma, although unlike animals, they continue to remain an immortal, rational Spirit! It's just a temporary state necessary for the growth and adaptation of their body – forming immunity to the surrounding microflora, adapting to food, etc., as well as for the adaptation of consciousness to the language, attitudes, beliefs, and concepts of their family.
That is, this is a rather difficult period for a child, like a foundation, just like the first chakra is the foundation for all the others. It is even called "Muladhara," meaning "root support," "root foundation." So the first seven years of life are the foundation for building the personality that will live in adulthood. And, by the way, in every person's memory there is an imprint of what that person was like at different ages. For example, within you, there is a phantom, an imprint of you as you were at one month, at one year, at five years, and you can talk to that phantom. That is like your inner child.
Natalia: Thank you.
18:36 Features of the Second Seven-Year Period.
Irina (Rudolf Steiner): Up to seven years – first chakra. The child turns seven, and the second chakra – the chakra of Venus – turns on. It will govern behavior and the body until the age of 14. And what do you think happens from seven to fourteen years?
Natalia: Puberty already, the body fills with hormones.
Irina (Rudolf Steiner): Yes, and it's this chakra of Venus. It's the chakra that turns boys and girls first into youths and maidens, and then into men and women. It's the chakra that governs sexual behavior. Yes, after seven years, the child changes every year, becoming more and more like representatives of their gender. And the most interesting thing is that they begin to pay attention to this – that girls and boys are somewhat different. And what's even more interesting – these differences begin to greatly excite them; feelings awaken, and first love often happens at this age.
(Irina) What do you say?
Natalia: Yes, you observe, compare, and think: "How, knowing about child development, can you also impart school knowledge, that is, scientific knowledge, letters, numbers, counting?" What a huge, demanding job the teachers in Waldorf schools have; it's hard to even describe!
20:50 Features of the Third Seven-Year Period.
Irina (Rudolf Steiner): And then, from 14 to 21 years old, the third chakra turns on – the chakra of society, the chakra of career, the chakra of finances, that is, Manipura – the solar chakra. It is precisely during this period that the age of majority is reached in most states. This is the chakra of independence, first work experiences and earning money, as well as independent living from parents.
(Irina) What do you say?
Natalia: Yes, I'm observing this now with my son and preparing my daughter, who is 15.
Irina (Rudolf Steiner): From 14 to 21 is a very difficult period when children simply must show more independence than in the period of the first or second chakras. If they don't do this, then later, when the fourth chakra of the Moon, family, love, and feelings activates at 21, it will be difficult for them to build their own family and take responsibility for it.
(Irina) What do you say?
Natalia: Thank you very much.
22:24 Activation of Chakras. Ritual for the First Seven-Year Period.
Irina (Rudolf Steiner): I generally propose, including possibly passing this knowledge to "Cassiopeia," that the age of activation of each chakra could be accompanied by a specific ritual, understandable to the child, which would be conducted within their family circle by their parents and relatives. Special words would be said there, attuning the child to a specific chakra, and they would be given a gift symbolizing that chakra, for example, a crystal that enhances its energy.
Natalia: Okay.
Irina: How do you like this kind of ritual?
Natalia: We'll see based on the timing.
Irina (Rudolf Steiner): For example, when a child is born, it's clear they won't remember the ritual, but it can be done simply for their Soul. It would be suitable to conduct it, for example, after the mother and child are home.
All the relatives, the entire family egregor, would gather and dress the child in red clothes – the symbol of Mars, the symbol of the first chakra. And the mother, holding the infant, would say: "My Heavenly Father, I thank You for the child sent to me! I thank his Soul for the trust in choosing me as his mother! I promise to direct all the energies of my heart and all my abilities to cultivate in him the physical and spiritual qualities of a full-fledged member of society and a beloved child of God. And I ask Mother Earth, through me, to fully connect her energy with the first chakra of my little one."
Then hold the child for a few minutes and pass him to the father. And the father would then speak, also thanking the Heavenly Father for this child, and ask that the energies of Mars enter the child's first chakra through him and give him fortitude in the trials that await this Soul on the path to adulthood.
(Irina) How do you like this ritual?
Natalia: Yes, thank you very much. I had natural second and third births.
Irina: I'm asking, as a ritual?
Natalia: Interesting. What the channel Irina Sergeevna conveys is very unusual, and I think this could be told to pregnant women too.
Irina: Okay. I'll ask him now.
26:03 Ritual for the Second Seven-Year Period.
Irina: And at seven years old? The child will already understand; at seven, many are even starting school.
(Rudolf Steiner): Yes, on their birthday, when they turn seven, combine this celebration with an initiation to the second stage and give the child, for example, a bracelet made of Venus stones: for a boy – lapis lazuli or turquoise, and for a girl – rose agate. And dress the little one in blue or pink clothes: the boy in blue, the girl in pink, respectively, as these are the colors of Venus. And the mother speaks to the girl, and the father to the boy: "Congratulations on your birthday! You are seven years old."
Ask the child to repeat short sentences, expressing gratitude: "I thank God for the life given to me, and I ask Him to help me become a true, honest, and radiant woman." And for the boy: "A true, radiant, and honest man." You don't even need to mention planets; the child might not understand; the meaning is conveyed this way.
(Irina) How do you like this ritual?
Natalia: Yes, such a bright blessing for future growth. Great! It's support from the family, from mom and dad.
Irina (Rudolf Steiner): And after they say this, the mother gives the girl, and the father gives the boy, little children's bracelets with stones that correspond to the second chakra.
28:32 Ritual for the Third Seven-Year Period. Initiation into Adulthood.
Natalia: And what kind of ritual for 14 years then? That's such a serious period of development.
Irina (Rudolf Steiner): Yes, at 14, it would be good to do this ritual in nature. The 14th birthday is also a day of separation from the parental auras. And here the main words should belong to the child. For example, you could place the child's father and mother opposite each other, and they would prepare gifts for the boy or girl in advance – respectively, bracelets made of solar stones: heliotrope, chrysoprase, peridot, or citrine. And the child also prepares symbolic gifts (shows that they don't buy them but make them themselves): either some craft, a drawing, compose a poem, or write some wish for mom and dad in a card.
And so that mom and dad, in nature, before celebrating the birthday, before what you call the "feast" (you do celebrate 14 years, right?), stand together and hold hands. And their son or daughter, who is turning 14, stands opposite. The girl, accordingly, addresses her mother first, because it's her energies, more maternal, and the boy, accordingly, addresses his father first, and if he's not there, then the stepfather, as he has taken the father's place.
And he/she says these words, first to both of them: "Mom and Dad, I, (name), a Divine Soul, thank you from the bottom of my heart for my birth, my incarnation in this world! I ask your forgiveness for anything I have done to hurt you, and I forgive you for anything you have done to hurt me. I thank you for my upbringing, for my material and spiritual support with everything necessary, and I send you the Light of Love. And I have gifts for you!"
Then the son approaches the father and says: "Dad, I am a Divine son and your son, and we are equal before God. I give you this gift as a keepsake, and my energy is free from your energy, and your energy is free from my energy. We are two equal Spirits, each going through their own lessons."
(Irina) How do you like these words?
Natalia: Separation is indeed very important and necessary.
Irina (Rudolf Steiner): The father accepts the gift, thanks him, says: "I thank you for the gift, I thank you for incarnating through me. I also have a gift for you." This can all be said in one's own words. And he brings out the gift, and there should be gifts from both dad and mom: one of them might give the bracelet, and the other just something personal. "I also have a gift for you," brings out the gift, gives it to his son, and says: "I release you into this earthly world. I bless you with my father's blessing and wish that the Light of your Soul always illuminates your path and leads you to God." And the mother repeats the same with her own nuances.
(Irina) How do you like this?
Natalia: Yes, powerful and strong.
Irina: If you were in that place, what would you feel?
Natalia: I'm experiencing it as you speak; I'm experiencing stability: in the lower part of my body, such a grounding, the earthly flow greatly intensifies, firmness increases, practicality and softness simultaneously. Such a feeling of knowing where you're going, immediate self-respect, and a strong desire to move forward. That's what happened just now. Thank you!
Irina (Rudolf Steiner): And so to both – to dad and to mom, addressing them as "dad," "mom." Then, in any case, the son approaches the mother and also says: "I am a son of God, as I am your son, we are equal before God." That is, the same words to her personally, and also gives his gift. And she gives hers and says: "I release you and bless you with a mother's blessing, and I wish that your Divine Soul loves God as much as I love you."
(Irina) How do you like this?
Natalia: This all needs to be recorded. Yes, the children are already grown up.
Irina: We need to write down his rituals.
Natalia: Yes, yes, record everything.
Irina: Well, did you like it?
Natalia: Yes, very much. Thank you!
Irina (Rudolf Steiner): And if it's a 14-year-old girl, then first she thanks both parents with these words: "I thank you for my incarnation..." And they are holding hands, because both incarnated her, and they are looking at her. Then she approaches her mother first and says: "Mom, I am a daughter of God and I am your daughter, and we are equal before God. My energy is free from yours, yours from mine; I have my own path, and we are going through our lessons. I thank you for your care, for my incarnation, for my birth, for nourishing me in your womb for nine months. And I give you my gift; keep it as a memory of me." And she gives the gift.
And the mother responds, saying she releases her, blesses her. And so on.
(Irina) How do you like this ritual?
Natalia: We will conduct and spread it.
Irina: What did you feel?
Natalia: I felt energy flowing very strongly along my sacral spine.
Irina: Imagine you are 14, and your parents wrote down your words for you (since you don't know what to say), and you prepared gifts for them yourself. And you are standing before them in nature, surrounded by relatives. What do you feel?
Natalia: Some timidity: suddenly so many people, all looking.
Irina: You are 14, and you are saying words to be independent and thanking your parents for this period. What do you feel?
Natalia: I thanked them. I always thank them, actually. But here, probably timidity, overcoming timidity.
Irina (Rudolf Steiner): That is also part of the initiation.
Natalia: Yes? So when they are looking, noticing, and gratitude is being expressed?
Irina (Rudolf Steiner): That is, you read... If you didn't remember, you can read it; it's a ritual; you don't have to remember exactly what you want to say, especially since a child might forget due to excitement or fear. But precisely overcoming this fear is a sign of growing up.
But if you want, conduct this ritual separately with your children; just don't force them, simply suggest that "there is such a separation ritual; you will soon have your own separate energies, the third chakra is forming." And at 14, conduct this ritual with mom and dad in nature, if it's a warm summer period. And if it's cold, you can, of course, do it indoors; the location isn't important, but the essence is.
And show the child these descriptions. If they say, "I don't want to, I don't need it," you can say, "These aren't just words; this is God's blessing through us, your parents; this is you gaining strength." And if they say, "I don't want to, I'm not interested," ask why. If they answer, "I don't need this, I'm shy," or something else, you can say, "What is a ritual? It's one of the stages of growing up. After it, you will feel different; you will wake up as a different person." And this is indeed true.
Natalia: Great!
Irina: How do you like this proposal?
(Rudolf Steiner) But if they don't want to, don't force them; just suggest it.
Natalia: It would be good to conduct an initiation for each seven-year period. And – straight to the State Duma with school projects!
Irina (Rudolf Steiner): The State Duma would say that this is a family matter, and it should be done in the family, not at school.
Natalia: I meant that when each person grows up, they will go and say: "We want schools of a new generation, we want something different!"
40:28 The Third and Fourth Seven-Year Periods and Their Features.
Irina (Rudolf Steiner): So, the third period, from 28 to 35 years old – is the period of the fifth chakra, creativity. Children are growing up, and you become teachers for them; through the fifth chakra, you begin to teach them: every parent is also a teacher.
Then, from 35 to 42, the sixth chakra is activated, and this is the period when (not before 35!) it is desirable to start telling others about some spiritual teachings. That is, a person must first go through all their own chakras themselves, then they become a spiritual teacher. You know that even Christ began his preaching at 33. Why at 33 and not 35? Because thanks to the genes of Burhad, His development of these chakras was accelerated. But He didn't start teaching people at 20, didn't start at 25 or even 28; He started at 30, because His development was accelerated, but not earlier.
42:03 The Period of the Seventh Chakra. The Midlife Crisis.
Irina (Rudolf Steiner): And then, from 42 to 49 years old – this is the period of the seventh chakra. It is considered that during this time a person is not just a spiritual teacher anymore but becomes an authority; they already have their own students, their own school. The development of the seventh chakra is connection with God, meaning a person becomes a direct prophet. What does "direct prophet" mean? One could say that this contact intensifies – their contact with God, their contact with their guides, with their curators they originally came in with.
But this is if they are in contact. And if they are, generally speaking, living within their family, then at the age of the sixth and seventh chakras, they will still have an urge to develop spiritually, to know God. This largely accounts for the so-called "midlife crisis," when around the age of 42, a person begins to realize that material well-being is not entirely satisfying, and they start seeking something greater, and if they don't find it, they fall into depression. Because they are not following the path of developing their sixth chakra, which has been activated.
Natalia: Okay. Many questions have already been answered; thank you very much!
43:50 Rudolf Steiner on Teaching a Child Exact Sciences, Cultivating a Sense of Time.
Natalia: I want to ask about certain feelings, for example, the sense of time; this is an unusual feeling, isn't it? Tell us, how can a teacher and a student form this? Because nowadays I often encounter that children simply don't feel time, especially during an Olympiad, or some intense experience, etc. About the sense of time, the sense of tact.
Irina: What exactly should he talk about?
Natalia: How do you understand it? That is, how can one cultivate and nurture this feeling? For example, there is early development (that was also one of my prepared questions), there is natural and artificial development. You've already answered that it's better not to engage in early development before the age of seven.
Irina (Rudolf Steiner): It's just that during this time, the child is occupied with something else, and it would be difficult to apply some of your methods to them. The fact is that precisely at seven years old, when they have already adapted to the body, adapted to life, they can start learning some social norms. By the way, Venus helps with this because it's a very gentle planet. But still, from 7 to 14, it is more desirable to teach a child not exact sciences, but rather art, handicrafts (doing things with their hands), and diligence.
The time for exact sciences comes somewhat later, and science has proven that before the age of 13-14, the brain areas responsible for human logic, through which the Spirit's thinking manifests, are not yet fully developed; it's difficult for the child. You can include some exact sciences to a limited extent, but don't focus on them; that time will come later.
Regarding the sense of time. You asked about the sense of time, the sense of tact. The thing is, such a feeling, like other feelings, is formed gradually from one's personal experience. And here, to help form this feeling in a child, it is necessary, first, to constantly converse with them, and second, to respect their own time and constantly remind them in a gentle way about your boundaries, about your time, that you are also a person, you also have time, and they have personal time. Talking about time is, first and foremost, a conversation about respect for the individual.
47:26 Rudolf Steiner on the Experience of Raising His Spiritual Level.
Irina: By the way, we didn't ask; I'll ask him now. What level did you reach?
Natalia: Yes, I wanted to ask that too.
Irina (Rudolf Steiner): I reached the 20th level.
Natalia: Congratulations!
Irina: Congratulations on raising your level from 11 to 20 and becoming an Angel!
(Rudolf Steiner) Thank you. I have always cultivated love within myself – love for people, a desire to teach them so that they could be more conscious.
(Irina) I'm looking at his Spirit; his mind is very philosophical; he loved to reflect on things, to read. I see that he reads a lot; he has a whole library at home filled with thick books. And he loved not only to show love to people, to help them survive, but also loved to read reflections and think about them, and he spent a great deal of time on that.
He had such a... It's clear that he just spoke about the activation of chakras by age for every person, but there is also an individual tuning of chakras, depending on interests, and his sixth chakra was particularly strong, precisely the chakra of a teacher. Especially since he himself constantly studied; I see that he constantly reflects, even walking somewhere in the city. I see him in a hat and with a cane, like an aristocrat, although he wasn't a nobleman.
He walks with a cane, strolls along the riverbank; I see an embankment, and he looks at the river and doesn't think, for example, "what beautiful nature" or something else; he gets lost in thought about what he's read, into some philosophical reflections: "What is the Soul? What is God?" He could constantly revolve this in his thoughts and not even notice people around him. MidgasKaus told me that this kind of thinking is called a love for philosophical reflection. He had such a mental field.
Character-wise, I'd say, gentle; his energy is very soft, calm, but at the same time self-confident, meaning he wasn't someone who could be easily embarrassed by criticism.
(Rudolf Steiner) Indeed, I was confident; I was a man. I was confident, but at the same time, my character was gentle.
(Irina) I would even say musical. He studied music. I see him playing something.
(Rudolf Steiner) I studied music, and I drew, and I designed buildings.
(Irina) So he's very versatile. Very interesting, thank you.
51:17 Rudolf Steiner on Raising a Child with Love and Respect for Self and Others.
Irina (Rudolf Steiner): Regarding the sense of time: it requires the parents' own example of respecting time. But especially, I ask you to spend 15-20 minutes every day talking with your child. And not just routinely ask: "How are things?" So they answer: "Okay. Everything's fine." "Thank God," and you brush them off and go about your own business. No. You need to sit down next to them (shows), stroke them, hug them, say: "I love you very much. What made you happy or what upset you today?" Not asking "how are things," but some details: "Maybe something surprised you, maybe you have some questions for me? Maybe there's something I did that upset you or made you unhappy? Tell me about it, and we'll figure it out together."
(Irina) How do you like this?
Natalia: Deep respect for the personality and the Soul.
Irina: How do you like this kind of upbringing?
Natalia: Great; planet Earth will become the second planet of Burhad!
Irina (Rudolf Steiner): Start not even with words, but with emotions.
(Irina) Shows how mom or dad sits next to the child when they are doing something, their own thing, and simply strokes their head and looks at them. And when the child looks up, they should smile and say: "I love you very much and I want to ask you: over the past day, what upset you, what made you happy?" If they say "nothing" or "I don't know," continue: "Perhaps you have some questions for me, or maybe some dissatisfaction, or maybe you want to talk to me frankly about something? Remember: I will never tell anyone your secrets, and I am always on your side, no matter what happens to you. And also remember that any mistake can be corrected."
Natalia: Yes, that's support, exactly.
Irina: If your mom had said that to you, what would you have felt?
Natalia: She probably didn't say that to me, but she felt that way.
Irina: But if she had said it, what would you have felt?
Natalia: Now, looking at myself, the first thing that came was surprise.
Irina: And?
Natalia: And? Joy. I would have shown her the stories I was writing, composing.
Irina (Rudolf Steiner): There! And if the child shows and shares something, you shouldn't flatter them, because they will sense it, and don't criticize harshly, but say: "Very interesting, I'm very glad you're doing this kind of creative work. It will help you a lot in adulthood, in your work, and in life in general, because creative abilities are useful in any profession." But at the same time, if something is unclear, ask a question: "Why did you write it that way?" Ask some questions.
(Irina) How do you like this kind of communication?
Natalia: Cultivating wisdom.
Irina: Shows communication as between equals.
Natalia: Great, that's right; this is spiritual communication.
Irina (Rudolf Steiner): Yes, and one more thing. I understand that small children can sometimes be a bit irritating, for example, when they start interrupting adult conversations or getting in the way of tasks. They want to talk with you; that happens. But to avoid pushing their children away, parents need to show patience, since you agreed to bring a child into the world. This is a great responsibility, it's not just getting a kitten; this is a Divine Soul. And if it asks, wants to tell you something – sometimes children don't ask, they just want to talk – find a few minutes to listen. And if you objectively cannot, if you're busy with something, gently say, 'We will definitely talk about this later, as soon as I finish what I'm doing.'
(Irina) How do you like this approach?
Natalia: Great, yes.
Irina: Interesting, isn't it?
Natalia: Yes.
Irina (Rudolf Steiner): It's interesting what Natalia thinks: what kind of children will grow up then?
Natalia: Respecting not only themselves, which goes without saying, but also God, the people around them, honoring their parents (meaning deep respect), and fulfilled, that is, expressing themselves.
Irina: Okay. Thank you. Next question.
Natalia: We're finishing up now.
57:02 Rudolf Steiner's Planned Incarnation.
Natalia: Are you planning to incarnate in the near future?
Irina (Rudolf Steiner): Yes.
Natalia: If it's not a secret, where?
Irina (Rudolf Steiner): On Burhad.
Natalia: Great!
Irina (Rudolf Steiner): I've already been there, by the way.
Natalia: That's good.
57:19 Wishes to Earthlings from Rudolf Steiner.
Natalia: Do you have a desire to personally convey a message to anyone?
Irina (Rudolf Steiner): I live on the 20th level; I am an Angel-Healer and am the patron and curator of healing systems, specifically those that come to you from the Spiritual World. I also teach fine-material, plasmoid civilizations how to correctly direct energy for healing.
First and foremost, I want to wish you all to be healthy physically, energetically, and spiritually. I wish you to always adhere to a healthy lifestyle. You have one body; you won't have another in this life. So take care of your body, take care of your Soul, take care of your consciousness from negativity that could later affect your life, and to get rid of it, you'll have to go through many life lessons.
58:30 Acknowledgements, Gifts, Wishes.
Natalia: Tell us, would you like to continue communicating and come to the next session?
Irina (Rudolf Steiner): If there are questions, why not?
Natalia: Thank you very much. May we? We want to give you a card (a card on the screen).
Irina: He smiled so joyfully: "Oh!"
Natalia: We learned that these flowers...
Irina: It says here: "Freesias – Rudolf Steiner's favorite flowers." Yes, he smiled directly and pressed his hands to his heart like this, says: "I thank you!"
And now he is showing me a flower.
(Rudolf Steiner) I'll give you a flower too, sending it into your field.
(Irina) And he shows that he's reading from you. What kind of flowers are these? Ah, I see. He says: "These are carnations."
Natalia: I thank you and accept.
Irina: How do you feel about carnations?
Natalia: I love all flowers, when they grow in pots, stand on nightstands...
Irina: I see red flowers.
(Rudolf Steiner) They are called "red carnations."
Natalia: I like them very much. I recently planted some little carnations – pink and red – after the Light Grid of the Galaxy session.
Irina: He says: "Judging by your field, you love these flowers."
Natalia: Yes, they are very beautiful – both small and large.
Irina (Rudolf Steiner): And also, you are a bright, kind Soul, but sometimes you lack confidence.
Natalia: Thank you, I will work on it, strengthen it.
Irina (Rudolf Steiner): I thank Irina; she is also a bright, kind Soul, but she needs more rest, to engage in her intellectual and spiritual development, to read, to dream. She loves to dream very much; she also loves music.
(Irina) Yes, I do. By the way, do you like music?
Natalia: Yes, but not songs; I prefer melodies.
Irina (Rudolf Steiner): And exploring the world – that is rest for her. She is similar to me in vibrations, because she also loves to delve into everything.
(Irina) Yes. Thank you, very interesting. Rudolf, thank you! Thank you, Natalia, for the interesting questions.
Natalia: I thank you all.
Irina: If there are more questions, he will come. I thank you, dear friends, for watching this video. I hope you found it interesting too, especially listening to his system of rituals which he proposes for children. I have some questions about these rituals, but at least they are interesting, bright, and kind.
I thank you, dear friends! Until next time, bye!
Natalia: All the best!
August 12, 2025
Participants:
Irina Podzorova – contactee with extraterrestrial civilizations, fine-material civilizations, and the Spiritual World;
Natalia Blagova – therapeutic educator, Reiki master;
Rudolf Steiner – discarnate Spirit of the Austrian philosopher, scientist, educator, social reformer, clairvoyant, and founder of anthroposophy.
