To wonder at Beauty

Stand guard over Truth

Revere what is Noble

Resolve on the Good

This leads us truly

To Purpose in Living

To Justice in dealing

To Peace in our Feeling

To Light in our Thinking

And teaches us Trust

In the Ruling of God

In all that exists

In the widths of the World

In the depths of the Soul

...Rudolf Steiner

OUR VISION

OUR MISSION

ABOUT CSETT

To deeply understand the needs of the child and thereby strengthen the bond

between the child, the parent and the teacher.

To awaken the joy of learning in the child.

To revive the delight in the art of teaching in the teacher.

To foster the growth of Waldorf Education in India & South East Asia through

teacher training programmes, parent orientation courses and setting up

Waldorf schools.

To initiate as well as adopt schools to Waldorf Education by providing teachers

day to day training and/or regular guidance.

To spread awareness about Waldorf Education through seminars and

discussions.

is a non profit organization that envisages the said vision and works

for the mission that it set forth for itself. is working towards

transforming the education scenario in India and South East Asia by promoting

Waldorf Education as an alternative that provides holistic development for the

child.

Our core team consists of a group of like-minded individuals who have been

involved with Waldorf Education at different levels for thirteen years and have

come together to expand the movement. Our trustees have done commendable

work in Tridha, Sadhna New English School at Kolvan Village, Pune in

Maharashtra and Promise Centre in Bangalore and initiatives in Malaysia and

Hongkong.

We, at , are working towards actively spreading awareness about

Waldorf Education and getting the community to join our courses as involved

parents and as dedicated teachers. The time has now come when we, as parents,

should take direct responsibility of educating our children in moral and human

values.

CSETT

Parents, teachers and volunteers can take the movement forward by actively

participating and joining this movement along with us. This movement for

meaningful education can become possible only with the active involvement

of all concerned about the present and the future generation.

Our Trust, 'Education for Emancipation' launched 'Center for Steiner

Education and Teacher Training' in September 2010 and Inodai Waldorf

School started in 2011.

Admissions are currently available for the Nursery, Kindergarten and Grade I

& II for the academic year 2012-2013.

Schools everywhere are facing a crisis and educators everywhere are trying to

understand why.

One, at the pre-school level, many children are showing signs of stress and are

not doing well in academically oriented kindergartens. Educators are now

recommending a return to play-oriented curriculum in the kindergarten, rather

than the academic one that has prevailed until now.

Two, at the Elementary School level, one frequently hears about burnout

among third and fourth grade pupils. After age nine, many children simply do

not want to learn any more.

Finally, in the High School, educators say that many students seem unable to

think. Ask them a defined question that requires a true-false answer or a

multiple choice and they do all right. But ask them to think through a problem

and explain their solutions and many are at a loss.

Few educators seem to see a relationship between these three crises. But from a

Waldorf point of view, problems of Elementary School and High School

follow on the heels of early emphasis given to academics in the kindergartens

as surely as night follows day. The High School situation is of particular

relevance to Indian society, which is looking for acceleration in thinking,

innovation and creativity, but is finding, instead, a massive decay.

It is essential that we use an 'Art of Education' that will lead us out of the social

chaos into which we have fallen during the last few years and decades.

There are three key manifestations of the crisis:

Waldorf Education exists in over 2000 schools, nursery and kindergartens all

over the world. Every Waldorf school in the world began just because of a few

enthusiastic parents who wanted their children to learn the art of living along

with academics.

: A Two-hour 'Parental Awareness Programme' is

organized from time to time. CSETT helps in arranging these sessions in

different localities where a minimum of 15 persons are interested. This is free

of cost.

: Three-Day Training Programme (10 am to 3 pm) on Waldorf

Education for parents and teachers is conducted when a group of minimum 10

participants are interested. This 3 DAY introductory programme familiarizes

participants with key aspects of the philosophy and many aspects of class room

practices that make Waldorf Education a joy for both the student and the

teacher. Essentials of Waldorf Education, how the Kindergarten works, the

stages of a child's life cycle, Rhythm & Movement, story telling, painting and

more is included in this programme.

: Three-Month Training Programme (10 am to 1 pm) for

Fathers/ Mothers/ Working Professionals/Teachers and College Students is

conducted to create an awareness about the Waldorf System of Education. A

minimum of 10 participants is required for this course to be organized.

: Eight Month Training

Course For the teachers: The course empowers the teacher with imaginative

faculties to build up skills to fortify deep comprehension and understanding of

the child and provide uniquely creative approaches to engage the child year

after year. Inbuilt in this empowerment are the methods and techniques of self

development for the teacher herself.

For the mothers: an insight into the dynamics of the growing child, physically,

emotionally and intellectually. The course provides a window through which

the parent can observe with awe and wonder the discovery and growth of

faculties in the child and be able to effectively guide the child in his journey

through life.

For the youngsters: for whom life is still a treasure to be explored and

discovered, this course would help awaken underlying faculties and open up

various for the future.

(Saturday only) is conducted by

Senior Teachers & Trainers from India and Abroad. This BASIC course offers

PROGRAMMES CONDUCTED BY CSETT

KNOW YOUR CHILD

LET THEM BE

BACK TO SCHOOL

THE ESSENTIALS OF WALDORF EDUCATION

A) 8 MONTH PART-TIME COURSE

an introduction into Waldorf education with an understanding of the growing

human being.

(Tuesdays and Thursdays) is

conducted by Senior Teachers & Trainers from India and Abroad. This Course

on Basic Studies in Waldorf Education offers an insightful journey into

understanding a growing human being from infancy to adulthood. It includes a

brief study of 'Anthroposophy' the philosophy on which Waldorf education is

based, methods and activities that inspire one to change one's own lifestyle and

gain a comprehensive and compassionate perspective towards all life on

mother Earth.

The cornerstone of Waldorf Education is the understanding of how the human

being is constituted in a three- foldedness that develops in stages as he grows

from infancy to being a mature adult. Waldorf education provides a loving

nurturing to each of these aspects as it unfolds and blossoms.

Teachers need to fully comprehend the three significant ways through which a

child develops and makes sense of his environment. Rudolf Steiner

emphasized that this understanding is crucial in providing meaningful support

to the growing child. Waldorf education gives clear indications of the content

which are appropriate to the stage the child is in.

Steiner points out that the one aspect of the three-foldedness that can never be

schooled directly is the will. Will involves action and movement. It is an inner

force that directs outer tasks.

a. Imitation: The capacity to imitate with exactness is a hallmark of very young

child. Almost all learning occurs through imitation, of the gestures,

expressions, tone of voice of the teacher as well as the make up and

organization of the environment surrounding the child.

b. Free & Creative Play: Play is the key to a well developed physical,

B) 8 MONTH FULL-TIME COURSE

COURSE CONTENTS:

1) THREE FOLD NATURE OF MAN (BODY, SOUL & SPIRIT):

2) TOWARDS CREATIVE EDUCATION:

3) HOW TO EDUCATE THE WILL (TEACHER/STUDENT):

4) KINDERGARTEN YEARS:

ESSENTIALS OF WALDORF EDUCATION - FULL TIME 8 MONTH

COURSE

emotional, intellectual, social & spiritual being who learns joyfully , thus

creating an inner enthusiasm for learning.

c. Circle Games: These games establish a rhythm and provide a loose structure

to the activities in the class room. This gently guides the child to respect rules

and encourages him to participate socially.

d. Story Writing / Telling: The narrative of a story is a riveting experience for

the child that presents a whole life in front of him to live, to appreciate within

himself the good and the bad.

e. Morning Play: This is the time of expansion for the child a time to let go. It

also provides the class teacher a golden opportunity to observe the child in

action closely and then tailor her interaction suitably.

(How to maintain the spirit of Waldorf Education):

The Grade school years, from the age of 6 (class 1), to the age of 13 (class 7) is a

very special cycle of 7 years. This is the time to establish the rhythmic system

(the heart & lung systems), to understand and stand by the young student in his

tumultuous emotional development. This is the time for concentrated learning

but a learning which should be artistic. Only through this will real education

take place. Education, here, includes poetry, music, painting, drawing,

sculpting, handwork etc. The power of a creative intellect works on the whole

body.

Classroom techniques and exercises for various subjects and grades are taught.

Meditations for teachers given by Steiner are taught.

A study of twelve

senses takes one beyond the conventional understanding of the physical

senses. A comprehension of temperaments is essential in helping a child

unfold his potential.

This includes how language develops in itself and as a force of expression,

Language developed as a narrative in History and Geography, how grammar

and syntax are brought in as structural elements that order society and bring in

harmony and understanding among disparate elements.

Mathematics, as an exact science, is presented imaginatively. The emphasis is

to bring in an understanding of the quality of numbers first and then the logic of

the subject.

5) GRADE SCHOOL

6) CLASSROOM TECHNIQUES/EXERCISES/MEDITATION:

7) THE TWELVE SENSES & TEMPERAMENTS:

8) INTRODCTION TO LANGUAGE/MATHEMATICS:

9) SINGING & PLAYING THE RECORDER:

10) EURYTHMY & FORM DRAWING:

11) MOVEMENT & GAMES:

12) HANDWORK & CRAFT:

13) GOETHEAN OBSERVATION:

14) CHILD OBSERVATION:

15) PLAY/PUPPET SHOW:

CORE TEAM:

Bindu Chowdary

Music is an essential ingredient in Waldorf Education. It not only enhances the

soul quality but also helps to improve physical health.

Eurythmy is a unique movement activity arising directly out of an

anthroposophic understanding of the connection between the human being

and the cosmos. Eurythmy is often defined as sound in movement. It is an

essential part of every Waldorf school.

Form drawing is another unique activity in the lower school and is a precursor

to an understanding of geometry and also strengthens the will to do cursive

writing and writing and reading in general.

Thinking and movement of the body are closely connected. Hence ,

movement and games have a special place in Waldorf Education.

Handwork and craft educates the will which strength the limbs.

This is a technique of observation, named after the famed German poet,

dramatist scientist, Johann Wolfgang Von Goethe, whose works deeply

influenced Steiner's own world view. Observation of Nature around us forms

an important aspect of Waldorf Education.

Child observation is essential to enable the adult (teacher) to understand the

child and to create an environment that is conducive for the child to learn.

Children learn through play and puppet shows. The two enhance their

creativity.

She has a Ph.D (International Politics), M.Phil, M.A (Political Science), M.A

(Sociology). She is a recognised Post-Graduate Teacher at the University of

Mumbai and a trained Waldorf Teacher. She has been a broadcaster at All India

CSETT FACULTY

Radio, Mumbai. Apart from teaching Political Science to the under-graduates

and post-graduates, she has also taught Hindi in the first Waldorf School in

Mumbai.

She is a founder member of the first Waldorf School in Mumbai and is closely

associated with the second Waldorf School - INODAI. She is also a faculty

member of an IGNOU centre. She was the Principal of colleges in Mumbai.

She has conducted sessions on Bhagavad Geeta for students of Class 11 and

Understanding the Child for parents and teachers in a Waldorf School in

Thailand. She has given presentations on Indian Culture in two Waldorf

schools in Germany and in an Institute for mentally challenged adults in

Switzerland.

He is a Chemical engineer from IIT, Delhi. In June 2000, he became one of the

members who founded the first Waldorf School in Mumbai and is presently

connected with INODAI Waldorf School. His passion for Waldorf Education

led him to intensively train as a Grade school teacher and went on to teach the

Sciences in the upper classes. He has taken students of Class 10 from Waldorf

Schools for a month long Survey Studies, each, in Hyderabad and Australia.

Currently, he and his wife, Padmini, help various groups initiate Waldorf

education as well as provide training in Steiner education.

She is Graduate of the Mumbai University. She was a sports teacher in the first

Waldorf School in Mumbai, while completing her advanced training in

Waldorf Education. She has completed her sports training in England. She has

travelled to Europe specifically to observe Waldorf schools from grades 1-12,

which helped her adapt Waldorf curriculum to the Indian context.

She is associated with Inodai Waldorf School, Mumbai. She, currently,

conducts teacher training and helps with Waldorf initiatives in India by

mentoring them. She has also conducted training sessions in Malaysia and

Hongkong.

She is a Commerce Graduate and has done a Diploma in Travel & Tourism.

She is a trained Waldorf Kindergarten teacher and was the first Kindergarten

teacher in the first Steiner school in Mumbai. She has, now, completed 12

years of classroom experience.

Seshadri Desikan

Padmini Seshadri

Apeksha Chowdary

In 2005, she visited 6 schools in England for observation. She has been

conducting Kindergarten teacher training since the past 5 years and is

currently the KG & Nursery Head and Mentor in the Inodai Waldorf School.

VISITING FACULTY

Aban Bana is a trained Waldorf teacher and Eurythmist. She is the founder of

“Anthroposophical Initiatives in India”, along with her sister ad she travels

with her to promote Anthroposophy in India and South Asia. She writes

articles and gives talks on subjects related to Anthroposophy and Waldorf

Education. She met Anthroposophy almost 40 years ago and has traveled

widely to many parts of the world. She worked as a teacher in the Basel Steiner

School in Switzerland during the early part of her career and later went on to

help in bringing Waldorf Education to India, in the nineties.

She has completed Pedagogical Seminar, Goetheanum, Completed Eurythmy

Training from Frau Lea van der Pals Eurythmy School, Goetheanum,

Dornach.

She was a Eurythmy teacher at the Rudolf Steiner School, Basel, Switzerland.

She was co-founder and Class Teacher of the North London Rudolf Steiner

School, London, England.

She co-founded several Waldorf/Rudolf Steiner Schools in India and is now

working for Anthroposophy in India.

She is President and Country Representative of the Anthroposophical Society

in India.

As the first Eurythmist and Curative Eurythmist in India, Dilnawaz Bana,

along with her sister, Aban, remains dedicated teachers of Eurythmy, Waldorf

education and Anthroposophy. Dilnawaz has since introduced Eurythmy to

schools, teachers and doctors in various places in India and has been on the the

teaching faculty of the International Post-Graduate Medical Training

programs conducted annually at various places in India, from the year 2004.

She has done MA in Psychology and Philosophy from Bombay University

She completed Eurythmy Training from Frau Elena Zuccoli Eurythmy School

at the Goetheanum in Dornach, Curative Eurythmy Diploma, under Frau

Trude Thetter, from Vienna. She is an active Curative Eurythmist in

Anthroposophical Kliniks in Germany and Switzerland.

She is a pensioner since 2007, after 22 years of her work as Curative

Aban Bana

Dilnawaz Bana

Eurythmist from the Lukas Klinik for Cancer Research.

She is now working for Anthroposophy in India.

Other visiting Faculties from India and abroad are invited from time to time.

For Further enquiries, please email us at: contactus@csett.com

*Day care facility available in case you need to bring your children along.

*The following modular courses, too, are available:

Kindergarten

Handwork

Eurythmy

Receive the children in reverence

Educate them in love

Set them forth in freedom... Rudolf Steiner (1861-1925)

PROGRAMME SCHEDULE :

CSETT Teacher Training Certified Programme-2012-13

1 batch: Tuesdays and Thursdays from 17 July 2012

2 batch: Saturdays only from 21 July 2012

Inodai Waldorf School, 118 Moti Baug,

above Bank of Maharashtra, S.V.Road, Andheri-West.

3 batch: Mondays only from 23 July 2012 at Pune.

Phone: 65222711, 9820788465

Venue:

To register for school Inodai waldorf School

INODAI WALDORF SCHOOL

Amba Shanti Chambers,Marol, Andheri East, Mumbai, Maharashtra 400059

Tel. 022 - 26252307 • Email : contactus@csett.com • www.inodai.com