Creative-C Learning: The Innovative Kindergarten

Published in 2014 with Createspace / Amazon by Peter Fritz Walter.

©2015 Peter Fritz Walter. Some rights reserved.
Creative Commons Attribution 4.0 International License.


Introduction : The Systemliterate Child

Chapter 1 : The Sane Child

Chapter 2 : Love, Needs & Trust

Chapter 3 : Body, Mind, Emotions, and Music

Chapter 4 : Individual Child vs. Group

Chapter 5 : Get the Focus Right

Chapter 6 : The Value of Silence

Chapter 7 : Love, Self-Love, and the Heart

Chapter 8 : Spontaneity and Freedom

Chapter 9 : An Integral Approach to Education

Chapter 10 : 5 Arguments for a New Education

Chapter 11 : A Brainsmart Learning Approach

Chapter 12 : Are Teachers Adequate?

— Glossary & Bibliography : Contextual Terminology and References

The Book

‘Creative-C Learning’ presents a pre-school curriculum for a sane, holistic, brainsmart and systemliterate education of small children. The author’s educational approach is tailored to how our brain works and develops from ages 2 to 6. It’s a functional approach, not an idealistic one, based on the actual constitution of the human being, with all the complexity inherent in it.

The author contends that children are born sane and are rendered more or less insane by an educational system that till now considers the human being as the impossible human, that is, a creature that is basically faulty and has to be improved and upgraded by education, and morality. The present view opposes this age-old educational paradigm and shows that traditional education brings about fragmentation, ignorance and widespread violence.

The present curriculum emphasizes the natural integrity and wholeness of the small child, who is by nature a systems thinker. The curriculum builds upon this fact and presents a way to raise pre-schoolers in a learning environment that fosters systemic thinking capabilities, so that children become systemliterate at a young age.

The author also emphasizes the need for teaching emotional awareness to teachers and presents techniques to be applied in the vocational training for early child care workers and pre-school teachers that teach how to cope with stress, and that show the details of the trustbuilding process both between teachers and students and between parents and teachers.

The audience for this guide are all those involved in educating children, as well as educational policy makers, also parents, educational associations, politicians, pediatricians and child psychologists, and also the lay public, especially those who are looking for a new way to educate children now and in the future.

Glossary & Bibliography : Contextual Terminology and Bibliography


Antipsychiatry is a movement founded by the psychiatrists Thomas Szasz and Ronald David Laing. Antipsychiatry claims that what we call ‘normal’ is a product of repression, denial, splitting, projection, introjection and other forms of destructive action on experience. It is radically estranged from the structure of being.

The more one sees this, the more senseless it is to continue with generalized descriptions of supposedly specifically schizoid, schizophrenic, hysterical ‘mechanisms.’

There are forms of alienation that are relatively strange to statistically ‘normal’ forms of alienation. The ‘normally’ alienated person, by reason of the fact that s/he acts more or less like everyone else, is taken to be sane.

Other forms of alienation that are out of step with the prevailing state of alienation are those that are labeled by the ‘formal’ majority as bad or mad. Laing’s convincing criticism of conventional psychiatry, and Thomas Szasz’s book The Myth of Mental Illness (1984) show basic rules of the morally integer psychiatrist in our society.

Brain Research

Latest consciousness research suggests that the brain is something like an interface for the mind, and that mind is the larger notion, as it bears an essential connectedness with the whole of the universe and creation. This holistic view of the brain-mind replaces the former view that saw mind and brain as separated, thereby granting an undue importance and exclusiveness to the human brain in explaining cognition. Typically, this scientific residue concept was unable to explain extrasensorial perception (ESP) and psychic phenomena.

What is the relationship between the mind and the brain? This question was still some years ago controversial, but today we know that neural networks transmit vast amounts of motor and sensory data, and that mind is not a thing but a process; the process of cognition, which is identified with the process of life. The brain is a specific structure through which this process operates. Thus the relationship between mind and brain is one between process and structure.

Cartesian Science and Worldview

A Cartesian or Newtonian worldview is a life philosophy marked by a dominance of deductive and logical thinking to the detriment of the qualities of the right brain such as associative and imaginative thinking, and generally, fantasy. It’s also a worldview that tends to disregard or deny dreams and dreaming, extrasensorial, multisensorial perception and ESP faculties, as well as genuine spirituality.

The term Cartesian has been coined from the name of French philosopher René Descartes. While nature is coded in energy patterns, Cartesian scientists deny the cosmic energy field as a ‘vitalistic theory;’ they split mind and matter into opposite poles.

Historically, and philosophically, it was not René Descartes who has been at the origin this schizoid worldview, but the so-called Eleatic School, a philosophical movement in ancient Greece that opposed the holistic and organic worldview represented by the philosophy of Heraclites; but it was through the affirmation and pseudo-scientific corroboration of the ancient Eleatic dualism that in the history of Western science, the reductionist approach to reality, which is actually a fallacy of perception, became the dominant science paradigm between approximately the 17th and the 20th centuries.

We are right now at a point in time where this limited worldview is gradually being overcome and replaced by the novel insights of quantum physics, systems theory, and a new holistic science paradigm that connects us back to the oldest of wisdom traditions.

Code or Social Code

The Code is a concept of psychoanalysis and means a codification in language of patterns of behavior that are part of human conduct — without asking if such patterns of behavior are wanted or unwanted, productive or counter-productive, legal or illegal. It has been observed by Freudian psychoanalysis that the code sets up a structure in the human psyche that is conducive to law-abiding behavior, while uncoded desires or forms of conduct tend to bring about chaos, destruction, and crime. Hence the necessity for the social policy maker to code as much as possible desires and social behaviors so as to humanize the desire contained in them and render these desires conscious and subject of conscious control. Desires are not coded cannot according to psychoanalysis be sublimated and will instead be repressed and projected. Jacques Lacan (1901–1981) and Françoise Dolto (1908–1988) have put particular stress upon society’s obligation to code desire in language.


Complexity is a major characteristics of living systems; generally in all flow patterns, complexity and simplicity are complementary opposites. This is so not only in natural phenomena, but also in ontology and in human psychology. This duality that is inherent in human psychology has very well been recognized by the ancient Mesoamerican natives. Complexity is a function of the energy flow; when energy flows freely, complexity tends to be high, while it’s reduced when energy is blocked or obstructed. As a matter of evolution, life tends to increase in complexity over time.

Direct Perception

Direct Perception is the primary mode of learning that nature applies in evolution. Direct perception is the mode the human brain uses to receive and store information in its capacity as a passively organizing system.

The child learns his or her first language through direct perception, the picking-up of whole patterns, using the integrative and associative mode of the right brain. Obedience and imitation are not the appropriate means to develop the human potential; therefore civilization can only function on an outside or superficial level, but not as a motor of integrating man into a truly functional power unit that is operating on all levels at once.

The mainstream educational system has put this natural intelligent and holistic learning mode upside down in forcing children to learn with their left brain hemisphere only, cutting off the necessary mode of synthesis provided by the right brain hemisphere. This is the single major reason why the modern educational system, while it is very costly, is totally ineffective, and brings about people who are alienated from their own inner source, out of touch as they are with their innermost human potential. This also is the reason for the astonishing lack of creativity in the corporate world, that the world-famous coach and corporate trainer Edward de Bono deplores in his books.

Emotional Flow

While today’s mainstream psychology has to some extent admitted the cognitive nature of emotions, it has related emotions to thought and perception only and located them in the brain, while the overwhelming number of perennial science traditions and newest research on the human energy field shows that emotions are located in the human aura and possess an inherent quality of flow, as well as their own intrinsic intelligence. Thought and emotions are vibrations that flow through our etheric or luminous body. In this sense, also animals and plants do have emotions, which was something discarded or overlooked by traditional psychology, while Wilhelm Reich, as early as in the 1930s, was on the right track with his bioelectric evaluation of emotions, writing that emotions are specific functions of the protoplasm.

Emotions are manifestations of the »Life Force in the living organism. They are to be found as biogenetic and bioenergetic vibrations in the cell plasma. In this sense, emotions are functional, and they are directly related to all visceral life functions. An indication that an organism has died is the absence of emotional flow. This is valid also for human beings and in the sense that while people may physically be well alive, they may be emotionally dead since many years.

The conscious perception of our emotional flow includes awareness of our emotional predilection and sexual attraction in every given moment or situation. For example, a nurse should be conscious of her emotional flow regarding patients she is working with, or an educator needs to develop emotional awareness regarding any transitory erotic attractions toward the children they are working with.

Inner Selves

Inner Selves are energies in our psyche that form part of our total and integral wholeness. In the ideal case, they should be balanced and in harmony with each other. This means that all inner selves should work as a sort of inner team. It is essential that all members of this inner team are fully awake and communicate with each other.

Eric Berne recognized three essential inner selves: Inner Child, Inner Parent and Inner Adult. In my own research and work with the inner dialogue during a two-years Erickson hypnotherapy, I encountered the presence of additional entities such as the Inner Controller or Inner Critic as the instance in the psyche that represents the societal, cultural and moralistic values that we have internalized through education and conditioning. If the Inner Controller is hypertrophied and thus dominating the psyche, the result is that we are unable to realize our love desires. In addition to these inner selves, I encountered an entity of superior wisdom that I called Lux and a shadow entity I called Sad King and which embodied repressed pedoemotions that had turned into sadistic drives.

Inner Child

Inner Child is an inside entity, part-personality, or psychic energy, created between our 7th and 14th year of life, and that is part of our »inner triangle. Positively, the inner child energy is primarily emotional and wistful, predominantly creative. It is the motor of every human being’s creativity. Negatively, the inner child is either mute or cataleptic so that its energy cannot manifest, or else its energy is turned upside-down which makes an inner child that is rebellious, capricious, willful or overbearing.

Inner Adult

Inner Adult is an inside entity, part-personality or psychic energy that represents our logical thinking, our reason, our maturity. Positively, it makes for our balanced decisions, our down-to-earth attitude and our sense for daily responsibilities. Negatively, the inner adult manifests as the intellectual nerd or through emotional frigidity, cynicism or an obsession to measure human relations on a scale of reasonableness or straightness without considering the emotional dimension and without sensitivity. The hypertrophied inner adult energy plays a major role in modern education where it results in devastating damage on the next generations’ emotional integrity.

Inner Parent

Inner Parent is an inside entity, part-personality or psychic energy that represents our inner value standards, our moral attitudes, our caring for self and others, but negatively also our judging others, our I-know-better attitude or blunt interference into the lives of others without regard for their privacy. The hypertrophied inner parent energy plays a dominant role in tyrannical and persecutory societal, religious and political systems.

Inner Dialogue

Inner Dialogue is a technique to get in touch with our inner selves through relaxation or self-hypnosis and subsequent dialogues with one or several of our inner selves, in a state of light trance. This state of light trance can be self-induced. The inner dialogue should ideally be fixed on paper, at least in the beginning, because the voices that come up, are very soft and writing down the dialogues helps to keep focus. The technique is also called Voice Dialogue, for example by Stone & Stone, in their Voice Dialogue Manual.

However, the expression could mislead novice users as the ‘voices’ are not really voices, as they are not to be heard with our ears, but something like intuitions, or flashes of intuition, or sudden precisely formulated thoughts that apparently come ‘from nowhere.’

Krishnamurti, J. (K)

J. Krishnamurti (1895–1986) was born in a small village in south India. Soon after moving to Madras with his family in 1909, Krishnamurti was adopted by Annie Besant, President of the Theosophical Society.

She was convinced that he was to become a great spiritual teacher, and Reverend Charles Webster Leadbeater became his personal tutor. Three years later she took him to England to be educated in preparation for his future role. An organization called The Order of the Star was set up to promote Krishnamurti’s anticipated role as a World Teacher and Maitreya. In 1929, however, after many years of questioning the destiny imposed upon him, Krishnamurti disbanded the organization, turning away the followers with the following announcement: ‘Truth is a pathless land, and you cannot approach it by any path whatsoever, by any religion, by any sect. Truth, being limitless, unconditioned, unapproachable by any path whatsoever, cannot be organized; nor should any organization be formed to lead or to coerce people along any particular spiritual path.’

From that time until his death in February 1986 at the age of ninety, he traveled around the world speaking as a private person, teaching and giving talks and having discussions. His aim was to set people psychologically free so that they might be in harmony with themselves, with nature and with others. K taught that humanity has created the environment in which we live and that nothing can ever put a stop to the violence and suffering that has been going on for thousands of years except a transformation in the human psyche. If only a dozen people are transformed, it would change the world. He used to call this transformation ‘psychological revolution.’

Krishnamurti maintained that there is no path to this transformation, no method for achieving it, no gurus or spiritual authorities who can help. He pointed to the need for an ever-deepening and acute awareness in which the limitations of the mind could drop away.

K was a universal and cosmopolitan mind. Although born of Indian parentage, he stated repeatedly that he had no nationality and belonged to no particular culture of group. What he hoped his audience would learn, he himself was the living example for it, which is, in my view, the only way a guru can legitimize himself as a true leader. Only what is brought over as incarnated can be shared, not what is merely preached or lectured as true as it may be.

Education has always been one of Krishnamurti’s concerns. If a young person could learn to become aware his or her conditioning of race, nationality, religion, dogma, tradition, opinion etc., which inevitably leads to conflict, then they might become fully intelligent human beings for whom right action would be a natural way of life. K reasoned that a prejudiced or dogmatic mind can never be free.

During his life time Krishnamurti established several schools in different parts of the world where young people and adults could come together and explore this possibility further in actual daily living. Krishnamurti said of the schools that they were places where students and teachers can flower inwardly. Because, schools are meant for that, not just merely to turn out human beings as mechanical, technological instruments — though jobs and careers are necessary — but also to flower as human beings, without fear, without confusion, with great integrity. He was concerned to bring about a good human being, not in the respectable sense, but in the sense of being whole, and unfragmented. He wanted the schools to be real centers of understanding, of real comprehension of life.

K’s teaching has had a strong impact upon my own philosophical thinking, and in fact, when I first encountered it in 1985, as a member of a Krishnamurti study circle in Switzerland, I was in a state of shock, like hit by a lightning. Never in my life had I been electrified to that extent by a philosophical doctrine or life teaching.

I found his method practical and down-to-earth, something that every intelligent human can apply right away, on the spot, and without further learning. It’s something like pure consciousness. I actually never considered K’s teaching as philosophical, and use this expression only because he himself insisted that his teaching was not religion, and that he was not the Maitreya of the theosophists and that he was not the World Teacher and Super-Guru, but simply, a philosopher.

In that study circle I met some of Krishnamurti’s lifelong friends, such as Raffaela Ida Sangiorgi, Princess of Liechtenstein, the wife of Prince Alfred of Liechtenstein. They hosted K for many years in their premises when he came to lecture in Saanen, and introduced him to leading intellectual and spiritual circles in Switzerland and Liechtenstein. I was introduced to the circle by Jean and Cathérine Demaurex who were friends with the person who received our little study group twice a month in his villa in Morges, at the Lac Léman, the German entrepreneur Friedrich Grohe.

And it was there where I met the Princess who subsequently revealed to me intimate details about K., his life, and the many highly unusual feats about him See, for example, J. Krishnamurti, The Ending of Time, Dialogue with David Bohm (1985).

I have published an essay and an audio book on the subject of K’s idea of a ‘Psychological Revolution.’ In these productions, I was asking particularly the question if, as K claimed it, we can really ‘empty the content of our consciousness?’ While I see in the meantime that K’s unconventional ideas about dreaming, or rather, the absence of it (he said he would never dream) bear some truth, when one’s consciousness is not fragmented, I came to the conclusion in my essay that the expression ‘emptying the content of consciousness’ can only be meant metaphorically, not literally. But its metaphorical meaning has great significance despite the terminological difficulty.

What K meant is that we can renew or for the least update our awareness so as to come closer to a direct perception of truth.

Life Force

Traditional Science Terms: Cosmic Energy, Bioenergy, Élan Vital, Vis Vitalis, Spirit Energy, Vital Energy, Cosmic Energy, Ch’i, Ki, Mana, Prana, Wakonda, Hado.

New Science Terms: The Field, Zero-Point Field, A-Field, L-Field, Akashic Field, Human Energy Field, Quantum Scale, Quantum Field, Quantum Vacuum, Unified Field.

When we try to find a unified terminology for the cosmic life energy, we need to make abstraction from the mere wrapper that verbal language represents for content that is subject to observation.

Lozanov, Georgi

Georgi Lozanov (1926–2012) was a Bulgarian, psychiatrist educator and psychologist who emerged in the 1970s as a leading figure in the field of accelerated learning with his theory of Suggestopedia where various techniques, including breathing and music, were found to enhance learning. Suggestopedia that was later named and trademarked as Superlearning® is a technique that is using the natural holistic learning capacities of the human brain better than any other known learning technique.

Maharishi University

Maharishi University of Management (M.U.M.), formerly known as Maharishi International University, is located in Fairfield, Iowa, United States. It was founded by Maharishi Mahesh Yogi, the founder of the Transcendental Meditation movement. Its campus is located on the grounds of the now-defunct Parsons College. It is an accredited university with a consciousness-based education offering degree programs in the arts, sciences, business, and humanities. (Wikipedia)

Montessori Education

Montessori Schools are based on an educational method for primarily intellectual child-rearing, based on the educational theories of Italian educator Maria Montessori in the late 19th and early 20th century. It is applied primarily in pre-school and elementary school settings, though some Montessori high schools exist. The method is characterized by an emphasis on self-directed activity on the part of the child and clinical observation on the part of the teacher (often called a director, directress, or guide). It stresses the importance of adapting the child’s learning environment to his or her developmental level, and of the role of physical activity in absorbing academic concepts and practical skills. Maria Montessori’s main publication, in which she explains her method, is The Absorbent Mind (1995).


Mythology can be said to be a perennial story collection. The stories are not just fairy tales, and they are not just real-life events either. They are epic tales that count, in their integrality, the story of human evolution, and especially of human psychic and spiritual evolution. In psychotherapy, it has been found that myths and mythopoetic content in general are highly conducive for soul healing and for healing the psyche from early fragmentation, that may have occurred through trauma, abuse, confusion, emotional entanglement, accidents, and karmic events.

Pleasure Function

During childhood and depending on the outside stimuli we are exposed to, certain preferred pathways are traced in our brain, which means that specific neural connections are established that serve the information flow. The number of those connections is namely an indicator for intelligence. The more of those preferred pathways exist in the brain of a person, the more lively appears that person, the more interested she will be in different things, and the quicker she will achieve integrating new knowledge into existing memory.

In 1973, Herbert James Campbell published his book The Pleasure Areas which represents a summery of more than twenty years of neurological research. Campbell succeeded in demonstrating that our entire thinking and living is primarily motivated by pleasure. Pleasure not only as tactile or sexual pleasure, but also as non-sensual, intellectual or spiritual pleasure. With these findings, the old theoretical controversy if man was primarily a biological or a spiritual being, became obsolete. For it is in the first place our striving for pleasure that induces certain interests in us, that drives us to certain actions and that lets us choose certain ways. Pleasure also was found to be a prime motivator in learning, provided the learning process does procure pleasure, not, as in traditional school systems, displeasure.

High memorization, Campbell found, is depending on how easily new information can be added-on to existing pathways of information. Logically, the more of those pathways exist, the better! Many preferred pathways make for high flexibility and the capacity to adapt easily to new circumstances.


Psychodrama is a form of therapy which explores, through action, the problems of people. It is a group working method, in which each person becomes a therapeutic agent for others in the psychodrama group.

Developed by Jacob L. Moreno, psychodrama has strong elements of theater, often conducted on a stage with props. In psychodrama, participants explore internal conflicts through acting out their emotions and interpersonal interactions on stage. A given psychodrama session (typically 90 minutes to 2 hours) focuses principally on a single participant, known as the protagonist. Protagonists examine their relationships by interacting with the other actors and the leader, known as the director. This is done using specific techniques, including doubling, role reversals, mirrors, soliloquy, and sociometry.

Psychodrama attempts to create an internal restructuring of dysfunctional mindsets with other people, and it challenges the participants to discover new answers to old situations and become more spontaneous and independent. The psychodramatic method is an important source of the role-playing widely used in business and industry.

Psychodrama offers a powerful approach to teaching and learning, as well as to training interrelationship skills. The action techniques of psychodrama also offer a means of discovering and communicating information concerning events and situations in which the communicator has been involved. (Wikipedia)


Relaxation and meditation are not synonymous. For many Westerners meditation is something rather inaccessible, and outlandish, which is why they would prefer relaxation. We know meditation in the West, but we do not use the word meditation for it, it’s as simple as that. What we call, for example, Inner Dialogue, the dialogue with our Inner Selves, is nothing but meditation, but it has never been called that way. This is simply a matter of cultural conditioning.

Progressive relaxation, which is the presently most widely used relaxation method in Western countries, was invented in 1926 by Dr. Edmund Jacobsen, M.D., the late Harvard Professor. The secret behind this simple yet powerful technique is what we today call biofeedback.

When I begin to relax, my mere will to relax is by far not enough to really induce the relaxed state. I need my body to help me. The body helps by giving a response, a feedback. To do this, I simply tell my body what to do. I say: When I relax my arm, I get a slightly hot sensation in the arm muscles. The body responds. When you do this, you will indeed feel a little heat in your arm. The body feedback reinforces what the minds tends to do, that is to relax. That way, a self-reinforcing cycle is put in motion that gradually leads to the relaxed state. It’s a fantastic technique because it is simple and effective. Its effectiveness comes from the fact that our body possesses its own intrinsic intelligence.


Perversion, in a general, and non-moralistic sense, is to put nature upside-down and to replace natural healthy organismic processes by artificial unhealthy mechanical processes. In a metaphorical sense, perversion is the image of the dethroned, ravished and reversed goddess, or the reversed lunar bull as her traditional consort. The quintessential example of a perversion is the repression of natural desires because they are judged unwanted under a certain ideology or contrary to well-defined norms of conduct.

What then happens is namely that the vital bioenergetic continuum and equilibrium that is part of all natural desires is disturbed or disrupted and the result is a reversal of energy polarity that brings about a retrogradation of the original impulse. This retrogradation is the actual perversion of the impulse. The result is violent sadism.

What Emerson Said

The following quote from Emerson’s essay Compensation says very clearly what I want to convey:

The history of persecution is a history of endeavors to cheat nature, to make water run up hill, to twist a rope of sand. It makes no difference whether the actors be many or one, a tyrant or a mob. A mob is a society of bodies voluntarily bereaving themselves of reason and traversing its work. The mob is man voluntarily descending to the nature of the beast. Its fit hour of activity is night. Its actions are insane like its whole constitution. It persecutes a principle; it would whip a right; it would tar and feather justice, by inflicting fire and outrage upon the houses and persons of those who have these.

— The Essays of Ralph Waldo Emerson, Compensation (1987), The Essays of Ralph Waldo Emerson, Cambridge, Mass.: Harvard University Press, 1987, 69

Perversion appears to be produced by fear. And it is equally true that psychological fear is perversion, an upside-down of the élan vital, a retrogradation of the love energies, an obstruction of the life force. The most important to know about perverse desires is that they come about through the repression of original desires; thus, the perverse desire kind of replaces the original desire and compensates for its lack.

In other words, the perverse desire has two functions, a replacement function and a compensation function. Perversion, we could attempt to define, then, is a strongly distorted form of sexual love, a sexual desire that is mutilated in a way to result in its very contrary. Instead of love and life, what comes out in perversion is hate and death. In the Freudian terminology, we would say that perversity is not a form of libido but a variant of the death instinct.

Perversion is Fear

Perversion is paranoid, it is avaricious and takes only, unable to give, utterly narcissistic. Love is sharing, and shared pleasure, while perversity is egotistic and lonely enjoyment at the cost of another, even at the cost of his or her life. Thus, while in love there is always natural care, perversity typically is little or not caring about another.

Religious Perversion

Calvinism was an atrocious extremist perversion of the Christian dogma in its Protestant vintage. It was brought up by the French Swiss Jean Calvin (1509–1564), a lawyer and fanatic Protestant Reformer. Calvinism is best known from the tortures it has inflicted upon children and even infants, to withhold them from masturbating, thus attaching their tiny hands to the bed’s wooden frame, which caused in some cases long-term paralysis and even death of the infant. The horror of these tortures is described in many studies, that were carefully reviewed by the Swiss psychoanalyst Alice Miller, in her books Thou Shalt Not Be Aware (1998) and For Your Own Good (1983) as well as the American psychoanalyst Lloyd DeMause, in his book History of Childhood (1974). Both authors have the merit to have unveiled one of the best kept secrets of our history of education.

Puritanism began in the 16th century during the reign of Queen Elizabeth I as a movement for religious reform.

The early Puritans felt that the Elizabethan ecclesiastical establishment was too political, too compromising, and too Catholic in its liturgy, vestments, and episcopal hierarchy. Calvinist in theology, they stressed predestination and demanded scriptural warrant for all details of public worship.

They believed that the Scriptures did not sanction the setting up of bishops and churches by the state. The aim of the early Puritans such as Thomas Cartwright was to purify the Church (hence their name), not to separate from it. After the 17th century, the Puritans as a political entity largely disappeared, but Puritan attitudes and ethics continued to exert an influence on modern society, especially in Anglo-Saxon countries. They made a virtue of qualities that made for economic success such as self-reliance, frugality, industry, and energy, and through them influenced modern social and economic life.

While this movement may have had good reasons for its existence at that point in time, and as such we cannot qualify it as a ‘perversion’, what is unnatural is to use puritanical ethics in the education of children today, at a time where such behavior simply is anachronistic. In such a case we are facing a situation where a certain morality has become a convenient shielding of unnatural attitudes and personal hangups. Often, parents who are persecutory toward their children by advocating and enforcing puritanical attitudes and practices are in fact inadequate as parents because they are insecure as caretakers, and often emotionally stuck or suffering from an abuse problem that was not therapeutically worked through.

In these cases, and there are many in our still subtly moralistic modern society, it is difficult to identify inadequate parenting by social institutions who could help and give support, as the problems are veiled behind a phraseology or ‘good morality’ and a vocabulary that puts the parent up as being ‘ideal’ and the child down as ‘in need of a strong guidance’ and paternalistic control and supervision. What is perverse in this attitude is the fact that nature is not believed to be regulatory by itself, thereby replacing nature’s wisdom by human willfulness.

The Inquisition was organized murder perpetrated by the Christian Church in a to this day unmatched holocaust in which for the most part young women and children were persecuted as heretics, tortured in unspeakable ways and put to death by quartering, hanging or burning. This plague of religious perversion and violence lasted for several centuries in Medieval Europe and was never really labeled by any modern human rights movement as what it truly was, the first organized global genocide in human history.


Paralleling television’s growing primacy in family life and society, an increasingly vocal chorus of legislators, scientists and parents are raising objections to the uncritical acceptance of the medium. For example, the Swedish government imposed a total ban on advertising to children under twelve in 1991. Fifty years of research on the impact of television on children’s emotional and social development (Norma Pecora, John P. Murray, & Ellen A. Wartella, Children and Television: 50 Years of Research, published by Erlbaum Press, June, 2006) demonstrate that there are clear and lasting effects of viewing violence.

In a 2006 study, published in the journal Media Psychology, volume 8, number 1, pages 25–37, the research team demonstrated that the brain activation patterns of children viewing violence show that children are aroused by the violence, demonstrate fear in response to the depicted violence, and store the observed images in an area of the brain reserved for long-term memory of traumatic events.

A longitudinal study in New Zealand involving 1000 people from childhood to 26 years of age demonstrated that television viewing in childhood and adolescence is associated with poor educational achievement by 26 years of age. In other words, the more a child watches television, the less likely he or she is to finish school and enroll in a university. In Iceland, television broadcasting hours were restricted until 1984, with no television programs being broadcast on Thursday, or during the whole of July.

Waldorf Education

Waldorf Education, also known as Steiner Education or Steiner-Waldorf Education, is a pedagogy based upon the educational philosophy of Rudolf Steiner, the founder of anthroposophy. Learning is interdisciplinary, integrates practical, artistic, and intellectual elements, and is coordinated with natural rhythms of everyday life.

The Waldorf approach emphasizes the role of the imagination in learning, developing thinking that includes a creative as well as an analytic component.

Studies of the education describe its overarching goal as providing young people the basis on which to develop into free, moral and integrated individuals, and to help every child fulfill his or her unique destiny (the existence of which anthroposophy posits). Schools and teachers are given considerable freedom to define curricula within collegial structures. (Wikipedia)

See, for example, Rudolf Steiner, Theosophy : An Introduction to the Spiritual Processes in Human Life and in the Cosmos, New York: Anthroposophic Press, 1994; Francis Edmunds, An Introduction to Anthroposophy: Rudolf Steiner’s Worldview, London: Rudolf Steiner Press, 2005 (revised and updated edition); Jack Petrash, Understanding Waldorf Education: Teaching from the Inside Out, London: Floris Books, 2003.


Contextual Bibliography

Abrams, Jeremiah (Ed.)

Reclaiming the Inner Child
New York: Tarcher/Putnam, 1990

Alston, John P. / Tucker, Francis

The Myth of Sexual Permissiveness
The Journal of Sex Research, 9/1 (1973)

Appleton, Matthew

A Free Range Childhood
Self-Regulation at Summerhill School
Foundation for Educational Renewal, 2000

Ariès, Philippe

Centuries of Childhood
New York: Vintage Books, 1962

Bachelard, Gaston

The Poetics of Reverie
Translated by Daniel Russell
Boston: Beacon Press, 1971

Bandler, Richard

Get the Life You Want
The Secrets to Quick and Lasting Life Change With Neuro-Linguistic Programming
Deerfield Beach, Fl: HCI, 2008

Barron, Frank X., Montuori, et al. (Eds.)

Creators on Creating
Awakening and Cultivating the Imaginative Mind
(New Consciousness Reader)
New York: P. Tarcher/Putnam, 1997

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Steps to an Ecology of Mind
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A Good Enough Parent
New York: A. Knopf, 1987

The Uses of Enchantment
New York: Vintage Books, 1989

Boldt, Laurence G.

Zen and the Art of Making a Living
A Practical Guide to Creative Career Design
New York: Penguin Arkana, 1993

How to Find the Work You Love
New York: Penguin Arkana, 1996

Zen Soup
Tasty Morsels of Zen Wisdom From Great Minds East & West
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The Tao of Abundance
Eight Ancient Principles For Abundant Living
New York: Penguin Arkana, 1999

Branden, Nathaniel

How to Raise Your Self-Esteem
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American J. Orthopsychiatry, 47(1)(1977)

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An Encyclopedia
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Sin, Sickness and Sanity
A History of Sexual Attitudes
New York: New American Library, 1977

Cain, Chelsea & Moon Unit Zappa

Wild Child
New York: Seal Press (Feminist Publishing), 1999

Calderone & Ramey

Talking With Your Child About Sex
New York: Random House, 1982

Campbell, Herbert James

The Pleasure Areas
London: Eyre Methuen Ltd., 1973

Campbell, Joseph

The Hero With A Thousand Faces
Princeton: Princeton University Press, 1973 (Bollingen Series XVII)
London: Orion Books, 1999

Occidental Mythology
Princeton: Princeton University Press, 1973 (Bollingen Series XVII)
New York: Penguin Arkana, 1991

The Masks of God
Oriental Mythology
New York: Penguin Arkana, 1992
Originally published 1962

The Power of Myth
With Bill Moyers, ed. by Sue Flowers
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Capacchione, Lucia

The Power of Your Other Hand
North Hollywood, CA: Newcastle Publishing, 1988

Cassou, Michelle & Cubley, Steward

Life, Paint and Passion
Reclaiming the Magic of Spontaneous Expression
New York: P. Tarcher/Putnam, 1996

Chaplin, Charles

My Autobiography
New York: Plume, 1992
Originally published in 1962

Chopra, Deepak

Creating Affluence
The A-to-Z Steps to a Richer Life
New York: Amber-Allen Publishing, 2003

Life After Death
The Book of Answers
London: Rider, 2006

The Spontaneous Fulfillment of Desire
Harnessing the Infinite Power of Coincidence
New York: Random House Audio, 2003

Clarke-Steward, S., Friedman, S. & Koch, J.

Child Development, A Topical Approach
London: John Wiley, 1986

Constantine, Larry L.

Children & Sex
New Findings, New Perspectives
Larry L. Constantine & Floyd M. Martinson (Eds.)
Boston: Little, Brown & Company, 1981

Treasures of the Island
Children in Alternative Lifestyles
Beverly Hills: Sage Publications, 1976

Where are the Kids?
in: Libby & Whitehurst (ed.)
Marriage and Alternatives
Glenview: Scott Foresman, 1977

Open Family
A Lifestyle for Kids and other People
26 FAMILY COORDINATOR 113–130 (1977)

Cook, M. & Howells, K. (Eds.)

Adult Sexual Interest in Children
Academic Press, London, 1980

Covitz, Joel

Emotional Child Abuse
The Family Curse
Boston: Sigo Press, 1986

Covey, Stephen R.

The 7 Habits of Highly Effective People
Powerful Lessons in Personal Change
New York: Free Press, 2004
15th Anniversary Edition
First Published in 1989

The 8th Habit
From Effectiveness to Greatness
London: Simon & Schuster, 2004

Currier, Richard L.

Juvenile Sexuality in Global Perspective
in : Children & Sex, New Findings, New Perspectives
Larry L. Constantine & Floyd M. Martinson (Eds.)
Boston: Little, Brown & Company, 1981

DeMause, Lloyd

The History of Childhood
New York, 1974

Foundations of Psychohistory
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Diamond, Stephen A., May, Rollo

Anger, Madness, and the Daimonic
The Psychological Genesis of Violence, Evil and Creativity
New York: State University of New York Press, 1999

DiCarlo, Russell E. (Ed.)

Towards A New World View
Conversations at the Leading Edge
Erie, PA: Epic Publishing, 1996

Dolto, Françoise

La Cause des Enfants
Paris: Laffont, 1985

Psychanalyse et Pédiatrie
Paris: Seuil, 1971

Séminaire de Psychanalyse d’Enfants, 1
Paris: Seuil, 1982

Séminaire de Psychanalyse d’Enfants, 2
Paris: Seuil, 1985

Séminaire de Psychanalyse d’Enfants, 3
Paris: Seuil, 1988

L’évangile au risque de la psychanalyse
Paris: Seuil, 1980

Dürckheim, Karlfried Graf

Hara: The Vital Center of Man
Rochester: Inner Traditions, 2004

Zen and Us
New York: Penguin Arkana 1991

The Call for the Master
New York: Penguin Books, 1993

Absolute Living
The Otherworldly in the World and the Path to Maturity
New York: Penguin Arkana, 1992

The Way of Transformation
Daily Life as a Spiritual Exercise
London: Allen & Unwin, 1988

The Japanese Cult of Tranquility
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Edmunds, Francis

An Introduction to Anthroposophy
Rudolf Steiner’s Worldview
London: Rudolf Steiner Press, 2005

Ellis, Havelock

Sexual Inversion
New York: University Press of the Pacific, 2001
Originally published in 1897

Erikson, Erik H.

Childhood and Society
New York: Norton, 1993
First published in 1950

Farson, Richard

A Bill of Rights for Children
Macmillan, New York, 1974

Fensterhalm, Herbert

Don’t Say Yes When You Want to Say No
With Jean Bear
New York: Dell, 1980

Finkelhor, David

Sexually Victimized Children
New York: Free Press, 1981

Flack, Audrey

Art & Soul
Notes on Creating
New York: E P Dutton, Reissue Edition, 1991


A Bill of Rights for Children

Foucault, Michel

The History of Sexuality, Vol. I : The Will to Knowledge
London: Penguin, 1998
First published in 1976

The History of Sexuality, Vol. II : The Use of Pleasure
London: Penguin, 1998
First published in 1984

The History of Sexuality, Vol. III : The Care of Self
London: Penguin, 1998
First published in 1984

Freud, Anna

War and Children
London: 1943

Freud, Sigmund

The Interpretation of Dreams
New York: Avon, Reissue Edition, 1980
and in: The Standard Edition of the Complete Psychological Works of Sigmund Freud , (24 Volumes) ed. by James Strachey
New York: W. W. Norton & Company, 1976

Three Essays on the Theory of Sexuality
in: The Standard Edition of the Complete Psychological Works of Sigmund Freud
London: Hogarth Press, 1953–54, Vol. 7, pp. 130 ff
First published in 1905

Ghiselin, Brewster (Ed.)

The Creative Process
Reflections on Invention in the Arts and Sciences
Berkeley: University of California Press, 1985
First published in 1952

Gil, David G.

Societal Violence and Violence in Families
in: David G. Gil, Child Abuse and Violence
New York: Ams Press, 1928

Goldman, Jonathan & Goldman, Andi

Tantra of Sound
Frequencies of Healing
Charlottesville: Hampton Roads, 2005

Healing Sounds
The Power of Harmonies
Rochester: Healing Arts Press, 2002

Healing Sounds
Principles of Sound Healing
DVD, 90 min.
Sacred Mysteries, 2004

Goleman, Daniel

Emotional Intelligence
New York, Bantam Books, 1995

Grof, Stanislav

Ancient Wisdom and Modern Science
New York: State University of New York Press, 1984

Beyond the Brain
Birth, Death and Transcendence in Psychotherapy
New York: State University of New York, 1985

Realms of the Human Unconscious
Observations from LSD Research
New York: E.P. Dutton, 1976

The Cosmic Game
Explorations of the Frontiers of Human Consciousness
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The Holotropic Mind
The Three Levels of Human Consciousness
With Hal Zina Bennett
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When the Impossible Happens
Adventures in Non-Ordinary Reality
Louisville, CO: Sounds True, 2005

Grout, Pam

Art & Soul
New York: Andrews McMeel Publishing, 2000

Hall, Manly P.

The Secret Teachings of All Ages
Reader’s Edition
New York: Tarcher/Penguin, 2003
Originally published in 1928

Jackson, Stevi

Childhood and Sexuality
New York: Blackwell, 1982

Jaffe, Hans L.C.

New York: Abradale Press, 1996

James, William

Writings 1902–1910
The Varieties of Religious Experience / Pragmatism / A Pluralistic Universe / The Meaning of Truth / Some Problems of Philosophy / Essays
New York: Library of America, 1988

Koestler, Arthur

The Act of Creation
New York: Penguin Arkana, 1989
Originally published in 1964

Krafft-Ebing, Richard von

Psychopathia sexualis
New York: Bell Publishing, 1965
Originally published in 1886

Krishnamurti, J.

Freedom From The Known
San Francisco: Harper & Row, 1969

The First and Last Freedom
San Francisco: Harper & Row, 1975

Education and the Significance of Life
London: Victor Gollancz, 1978

Commentaries on Living
First Series
London: Victor Gollancz, 1985

Commentaries on Living
Second Series
London: Victor Gollancz, 1986

Krishnamurti’s Journal
London: Victor Gollancz, 1987

Krishnamurti’s Notebook
London: Victor Gollancz, 1986

Beyond Violence
London: Victor Gollancz, 1985

Beginnings of Learning
New York: Penguin, 1986

The Penguin Krishnamurti Reader
New York: Penguin, 1987

On God
San Francisco: Harper & Row, 1992

On Fear
San Francisco: Harper & Row, 1995

The Essential Krishnamurti
San Francisco: Harper & Row, 1996

The Ending of Time
With Dr. David Bohm
San Francisco: Harper & Row, 1985

Laing, Ronald David

Divided Self
New York: Viking Press, 1991

R.D. Laing and the Paths of Anti-Psychiatry
ed., by Z. Kotowicz
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The Politics of Experience
New York: Pantheon, 1983

Laud, Anne & Gilstrop, May

Violence in the Family
A Selected Bibliography on Child Abuse, Sexual Abuse of Children & Domestic Violence
June 1985
University of Georgia Libraries
Bibliographical Series, No. 32

Leadbeater, Charles Webster

Astral Plane
Its Scenery, Inhabitants and Phenomena
Kessinger Publishing Reprint Edition, 1997

What they Are and How they are Caused
London: Theosophical Publishing Society, 1903
Kessinger Publishing Reprint Edition, 1998

The Inner Life
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Kessinger Publishing Reprint Edition

Leboyer, Frederick

Birth Without Violence
New York, 1975

Inner Beauty, Inner Light
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Loving Hands
The Traditional Art of Baby Massage
New York: Newmarket Press, 1977

The Art of Breathing
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Liedloff, Jean

Continuum Concept
In Search of Happiness Lost
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First published in 1977

Locke, John

Some Thoughts Concerning Education
London, 1690
Reprinted in: The Works of John Locke, 1823, Vol. IX., pp. 6–205

Lowen, Alexander

New York: Coward, McGoegham 1975

Depression and the Body
The Biological Basis of Faith and Reality
New York: Penguin, 1992

Fear of Life
New York: Bioenergetic Press, 2003

Honoring the Body
The Autobiography of Alexander Lowen
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The Surrender to the Body and to Life
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Narcissism: Denial of the True Self
New York: Macmillan, Collier Books, 1983

Pleasure: A Creative Approach to Life
New York: Bioenergetics Press, 2004
First published in 1970

The Language of the Body
Physical Dynamics of Character Structure
New York: Bioenergetics Press, 2006

Lusk, Julie T. (Editor)

30 Scripts for Relaxation Imagery & Inner Healing
Whole Person Associates, 1992

Maisel, Eric

Fearless Creating
A Step-By-Step Guide to Starting and Completing Work of Art
New York: Tarcher & Putnam, 1995

Malinowski, Bronislaw

Crime und Custom in Savage Society
London: Kegan, 1926

Sex and Repression in Savage Society
London: Kegan, 1927

The Sexual Life of Savages in North West Melanesia
New York: Halcyon House, 1929

Martinson, Floyd M.

Sexual Knowledge
Values and Behavior Patterns
St. Peter: Minn.: Gustavus Adolphus College, 1966

Infant and Child Sexuality
St. Peter: Minn.: Gustavus Adolphus College, 1973

The Quality of Adolescent Experiences
St. Peter: Minn.: Gustavus Adolphus College, 1974

The Child and the Family
Calgary, Alberta: The University of Calgary, 1980

The Sex Education of Young Children
in: Lorna Brown (Ed.), Sex Education in the Eighties
New York, London: Plenum Press, 1981, pp. 51 ff.

The Sexual Life of Children
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Children and Sex, Part II: Childhood Sexuality
in: Bullough & Bullough, Human Sexuality (1994)

McCarey, William A.

In Search of Healing
Whole-Body Healing Through the Mind-Body-Spirit Connection
New York: Berkley Publishing, 1996

McNiff, Shaun

Art as Medicine
Boston: Shambhala, 1992

Art as Therapy
Creating a Therapy of the Imagination
Boston/London: Shambhala, 1992

Trust the Process
An Artist’s Guide to Letting Go
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Mead, Margaret

Sex and Temperament in Three Primitive Societies
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Miller, Alice

Four Your Own Good
Hidden Cruelty in Child-Rearing and the Roots of Violence
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Pictures of a Childhood
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The Drama of the Gifted Child
In Search for the True Self
Translated by Ruth Ward
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Thou Shalt Not Be Aware
Society’s Betrayal of the Child
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The Political Consequences of Child Abuse
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Moll, Albert

The Sexual Life of the Child
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First published in German as Das Sexualleben des Kindes, 1909

Montessori, Maria

The Absorbent Mind
Reprint Edition
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First published in 1973

Moore, Thomas

Care of the Soul
A Guide for Cultivating Depth and Sacredness in Everyday Life
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Murdock, G.

Social Structure
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Murphy, Joseph

The Power of Your Subconscious Mind
West Nyack, N.Y.: Parker, 1981, N.Y.: Bantam, 1982
Originally published in 1962

Murphy, Michael

The Future of the Body
Explorations into the Further Evolution of Human Nature
New York: Jeremy P. Tarcher/Putnam, 1992

Myers, Tony Pearce

The Soul of Creativity
Insights into the Creative Process
Novato, CA: New World Library, 1999

Myss, Caroline

The Creation of Health
The Emotional, Psychological, and Spiritual Responses that Promote Health and Healing
New York: Three Rivers Press, 1998

Naparstek, Belleruth

Your Sixth Sense
Unlocking the Power of Your Intuition
London: HarperCollins, 1998

Staying Well With Guided Imagery
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Neill, Alexander Sutherland

Neill! Neill! Orange-Peel!
New York: Hart Publishing Co., 1972

A Radical Approach to Child Rearing
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Originally published 1960

Summerhill School
A New View of Childhood
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Reprint 1995

Odent, Michel

Birth Reborn
What Childbirth Should Be
London: Souvenir Press, 1994

The Scientification of Love
London: Free Association Books, 1999

Primal Health
Understanding the Critical Period Between Conception and the First Birthday
London: Clairview Books, 2002
First Published in 1986 with Century Hutchinson in London

Ostrander, Sheila & Schroeder, Lynn

Superlearning 2000
New York: Delacorte Press, 1994

New York: Carroll & Graf, 1991

Ouspensky, Pyotr Demianovich

In Search of the Miraculous
New York: Mariner Books, 1949/2001

Pearce Myers, Tony (Editor)

The Soul of Creativity
Insights into the Creative Process
Novato: New World Library, 1999

Petrash, Jack

Understanding Waldorf Education
Teaching from the Inside Out
London: Floris Books, 2003

Porteous, Hedy S.

Sex and Identity
Your Child’s Sexuality
Indianapolis: Bobbs-Merrill, 1972

Prescott, James W.

Affectional Bonding for the Prevention of Violent Behaviors
Neurobiological, Psychological and Religious/Spiritual Determinants
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Violent Behavior
Vol. 1, Assessment & Intervention, Chapter Six
New York: PMA Publishing, 1990

Alienation of Affection
Psychology Today, December 1979

Body Pleasure and the Origins of Violence
Bulletin of the Atomic Scientists, 10–20 (1975)

Deprivation of Physical Affection as a Primary Process in the Development of Physical Violence A Comparative and Cross-Cultural Perspective, in: David G. Gil, ed., Child Abuse and Violence
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Rank, Otto

Art and Artist
With Charles Francis Atkinson and Anaïs Nin
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Originally published in 1932

The Significance of Psychoanalysis for the Mental Sciences
New York: BiblioBazaar, 2009
First published in 1913

Rosen, Sidney

My Voice Will Go With You
The Teaching Tales of Milton H. Erickson
New York: Norton & Co., 1991

Rothschild & Wolf

Children of the Counterculture
New York: Garden City, 1976

Ruiz, Don Miguel

The Four Agreements
A Practical Guide to Personal Freedom
San Rafael, CA: Amber Allen Publishing, 1997

The Mastery of Love
A Practical Guide to the Art of Relationship
San Rafael, CA: Amber Allen Publishing, 1999

The Voice of Knowledge
A Practical Guide to Inner Peace
With Janet Mills
San Rafael, CA: Amber Allen Publishing, 2004

Rush, Florence

The Best Kept Secret
Sexual Abuse of Children
New Jersey: Prentice-Hall, 1980

Schwartz, Andrew E.

Guided Imagery for Groups
Fifty Visualizations That Promote Relaxation, Problem-Solving, Creativity, and Well-Being
Whole Person Associates, 1995

Shone, Ronald

Creative Visualization
Using Imagery and Imagination for Self-Transformation
New York: Destiny Books, 1998

Singer, June

New York: Doubleday Dell, 1976

Stein, Robert M.

Redeeming the Inner Child in Marriage and Therapy
in: Reclaiming the Inner Child, ed. by Jeremiah Abrams
New York: Tarcher/Putnam, 1990, 261 ff.

Steiner, Rudolf

An Introduction to the Spiritual Processes in Human Life and in the Cosmos
New York: Anthroposophic Press, 1994

Stekel, Wilhelm

A Psychiatric Study of Onanism and Neurosis
Republished, London: Paul Kegan, 2004

Patterns of Psychosexual Infantilism
Reprint Edition, New York, 1959

Sadism and Masochism
New York: W.W. Norton & Co., 1953

Sex and Dreams
The Language of Dreams
New York: University Press of the Pacific, 2003

Stone, Hal & Stone, Sidra

Embracing Our Selves
The Voice Dialogue Manual
San Rafael, CA: New World Library, 1989

Szasz, Thomas

The Myth of Mental Illness
New York: Harper & Row, 1984

Tart, Charles T.

Altered States of Consciousness
A Book of Readings
Hoboken, N.J.: Wiley & Sons, 1969

Villoldo, Alberto

Healing States
A Journey Into the World of Spiritual Healing and Shamanism
With Stanley Krippner
New York: Simon & Schuster (Fireside), 1987

Dance of the Four Winds
Secrets of the Inca Medicine Wheel
With Eric Jendresen
Rochester: Destiny Books, 1995

Shaman, Healer, Sage
How to Heal Yourself and Others with the Energy Medicine of the Americas
New York: Harmony, 2000

Healing the Luminous Body
The Way of the Shaman with Dr. Alberto Villoldo
DVD, Sacred Mysteries Productions, 2004

Mending The Past And Healing The Future with Soul Retrieval
New York: Hay House, 2005

Whitfield, Charles L.

Healing the Child Within
Deerfield Beach, Fl: Health Communications, 1987

Whiting, Beatrice B.

Children of Six Cultures
A Psycho-Cultural Analysis
Cambridge: Harvard University Press, 1975

Yates, Alayne

Sex Without Shame
Encouraging the Child’s Healthy Sexual Development
New York, 1978
Republished Internet Edition