Master's Thesis:
The Elements as an Archetype of Transformation:
An Exploration of Earth, Water, Air, and Fire
Apart from individual work with the elemental cycle, I have had the opportunity to work directly with the elements in a number of ‘experimental’ group situations. In addition to attending a seminar for this purpose with Dennis Klocek, I have been involved in working with the techniques in a small group setting that met for a number of weeks. I have also been able to work with elemental communication in a professional setting through two separate series of weekly faculty meetings in a Waldorf High School, one lasting 3 sessions and another lasting 6 sessions. Lastly I have also presented an introduction to elemental communication to the community at JFK University in a short workshop. Below I will briefly describe the basic processes followed in each situation, which provide a few practical examples of how to bring the elemental cycle and communication into various group settings.
Seminar with Dennis Klocek:Over the course of a weekend participants – most of which had basic familiarity with the elemental cycle – were asked to work with the process of storytelling as a metaphor and stage upon which communication at the various levels could occur. The following took place essentially in one long session, with a break or two when needed. After an introduction to the elemental cycle we began in pairs with an artistic image that had a number of people, such as Renoir’s Ball at the Moulin de la Galette, or Luncheon of the Boating Party or Rembrandt’s The Little Children Being Brought to Jesus (“The Hundred Guilder Print”). We then were tasked with making a metaphorical story about a figure we individually chose from the image according to the elemental cycle: Earth – Setting, Water – Squeeze, Air – Crisis, Fire – Resolve.
For Earth we introduced the characters by stating the facts about them, trying to use natural metaphors as we did so. A good Earth narrative has a particular detail or ‘hook’ that, although seemingly just another detail, has a central importance only revealed later. We attempted to write only a few sentences for the Earth level. After writing these sentences, we each shared the details with our partner, who was tasked only with being clear about the details, and who could only ask clarifying questions. We were not allowed to respond to the questions, but were instead supposed to pay attention to the feeling of what it was like to receive the questions.
For Water we wrote a few sentences (individually) indicating a basic ‘situation’ that develops between characters. We created a context into which the Earth facts were placed, forming a plot that lead towards some sort of crisis. In Water, it is clear that things must change, but it is as yet unclear how this might occur. After completing the Water sentences, the other person was tasked with asking Water questions 35 that explore the linking of the details, the implicit logic, and the flow of events, such as “How did the protagonist get to this point?”, “What makes you think that…”, or “What evidence do you have that…?” The person to whom the questions were addressed was not allowed to respond; rather they were supposed to pay attention to what it felt like as they listened.
For Air we experienced our own crisis moment: we were told that now we had to combine our story together with our partner’s. We had to write a new sentence that expressed a crisis moment that came out of the melding of the two stories. In Air the characters met with a situation which leads them into a seemingly impossible situation, where old facts that used to be important become secondary and unexpected twists may reveal new aspects. Working together with our partner in this way required a back-and-forth exploratory communication.
For Fire we had to write a single sentence that resolved the crisis and brought the drama of the Water level to a close. Once we had come up with a resolution, we had to come up with a single sentence that encompassed the whole drama from Earth to Fire. This was the ‘elevator pitch’ that could somehow communicate the essence of the whole story in a single sentence. Everyone joined back into a large group and we presented our pitches. After this we then moved into a session of ‘questions only’, where the only rule for the group was that anything spoken must take the form of a question.
Communication can become sticky quite fast if we are not careful, but the story format provides a quick, contained, and relatively ‘safe’ way to create an ‘artificial’ situation in which to test out the movement between the different elements. Although personal attachments to individual characters and stories were certainly formed, they gave just enough of a basis upon which participants could ‘taste’ each element in the context of communication. An introduction to the elements in communication such as this can be used in groups who have little to no background with the elements or who do not already know each other.
Small exploratory group work:The success of Klocek’s seminar prompted a few of the participants to try and work with the elements in a small group setting on an ongoing basis. Over the course of about 8 weeks a group of 4-6 of us met informally to explore with and discuss the elemental cycle. We revisited the major techniques from the seminar and also experimented with variations. Using the story format again provided an interesting insight: even though we all now had an intellectual understanding of what kinds of feelings and emotions we had when working with each individual element, this in no way mitigated the actual experiencing of the same qualities when we repeated the exercise. This seemed important because this meant that there was something truly persistent about the different qualities of soul present around the exercises for each element, and that this effect was true for everyone who did the actual exercises. It was quite easy to identify the major aspects of what it felt like to experience each element as a result of the exercises, but it also seemed like there was quite an opportunity for subtlety in the way that each element could arise out of any specific communication. These initial results were promising, and it seemed further exploration was called for.
Faculty Meetings – First Series:As a teacher at a Waldorf High School at the time, I had an opportunity to try to bring the basic techniques of working with communication to the faculty there. We were already having weekly meetings, which contained a 15-20 minute section set aside for artistic activities or other, non-agenda related items; I was allotted three of these sessions to introduce the work. I was eager to present the basic picture of the elements and how they applied to communication styles, because in a setting where a small group (~10 people) meets to deal with difficult, pressing, boring, and weighty items on a regular basis, skilled communication is perhaps the single most essential tool for encouraging efficient work while also fostering morale and participation. It seemed to me that it was when a group such as this was unable to move through all the different elements that trouble arose, making tempers flare, exacerbating power issues, and lowering morale.
A few days before the first session I handed out a few pages explaining the very basic aspects of the elemental cycle. Not everyone was able to read the packet, so during the first session I had to extend my introduction. Below is a chart indicating both the original plan and a revised plan for the sequence of events.
Original Plan |
Semi-Revised Plan |
Session One – 20 minutes 5 min: Intro 2 min: Partner up in pairs. With your partner, choose the same 2 figures in the image. 3 min: Individually, write 1-2 sentences Earth narrative 4 min: Individually, write 2-3 sentences Water squeeze 3 min: Take turns “Discussing” the other’s story – the writer is not allowed to respond 3 min: Take turns “Conversing” about the other’s story – writer still can’t respond |
Session One – 20 minutes 5 min: Intro 2 min: Partner up in pairs. With your partner, choose the same 2 figures in the image. 5 min: Individually, write 1-2 sentences Earth narrative 6 min: Individually, write 2-3 sentences Water squeeze 2 min: Take turns reading your story to your partner |
Session Two – 20 min: 2 min: Individually choose a new figure in the image. 13 min: The “re-write”: Together with your partner, merge your stories into a single one, adding one or both of the new figures chosen (a crisis emerges). You may drop an original figure if you wish. Come to a resolution in your story. 5 min: Individually write one sentence pitch
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Session Two – 25 min: 2 min: Take turns (re)reading your story to your partner 3 min: Take turns “Discussing” the other’s story – the writer is not allowed to respond 3 min: Take turns “Conversing” about the other’s story – writer still can’t respond 2 min: Individually choose a new figure in the image. 12 min: The “re-write”: Together with your partner, merge your stories into a single one, adding one or both of the new figures chosen (a crisis emerges). You may drop an original figure if you wish. Come to a resolution in your story. 3 min: Individually write one sentence “pitch”
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Session Three – 20 min: 5 min: Read pitches 10 min: Questions Only
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Session Three – 20 min: 5 min: Read pitches 10 min: Questions Only 5 min: unstructured/more Questions Only/feedback
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Needless to say, practically presenting and working with elemental exercises in only three short sessions is a very difficult task, but overall the results were encouraging and feedback was positive. Three sessions of 30 minutes each seemed a better solution, as it would give just a little bit more breathing room for the exercises, but it was possible to work with it in the above format. Although ‘just following the instructions’ can produce the range of experiences related to the elemental cycle and communication, adding a quick example for each stage seemed necessary.
A year later I was given another opportunity to bring the elemental cycle to the same faculty. This time a completely different format was taken. For our ‘artistic’ activity at this time our group was practicing a unique form of movement called eurythmy, in which sounds are given expression through particular gestures and movement patterns. For this reason, instead of using storytelling as a way to work with the elemental cycle I decided to let the eurythmy provide the initial content around which the elemental cycle would be introduced. The High School Coordinator, also a trained eurythmist and somewhat familiar with the elements, came up with a series of forms that she felt would be appropriate for the task. The first session was just the introduction of the eurythmy forms themselves, and the elemental cycle was brought in during the second session. Below are my records of the processes carried out and some observations about the work. This, admittedly, may not be of much interest to the general reader but gives a more detailed picture of how the elemental cycle can be utilized in an actual situation as well as giving a little insight into some of the problems and insights encountered.
“To see a World in a Grain of Sand
And a Heaven in a Wild Flower,
Hold Infinity in the palm of your hand
And Eternity in an hour.”
After the sixth meeting a certain closure had been reached, and the time allotted to work with the elemental cycle was up. The overall results of the process were quite encouraging, and the feedback from faculty members was positive. During the weekly faculty meetings in which we did the above exercises, and for a number of weeks after, a very different air permeated our meetings, and it was clear that the elemental work had sensitized people both to differences in communication and to techniques for mitigating the normal patterns that keep communication from flowing effectively. The slow return of old patterns shows that the elemental cycle – with respect to communication – is not a one-shot, quick-fix technique, but requires some sustained energy. This is to be expected, because the way in which we communicate is a deeply embedded part of ourselves, and is not easily modifiable. At the same time, it is just this deep link which makes work in this area both satisfying and important in the long run.
JFKU Consciousness Café:During my time as a student at JFK University in the Consciousness Studies Program, I had the opportunity to present the elemental cycle to the public in a ‘Consciousness Café’ event, in which I was allotted two hours. After an extensive introduction (about 45 minutes) to my work with the elemental cycle, its potential, background, and applications to communication (most of which is now included in Chapter 4 of this document), I had the participants break up into pairs. I asked them to think of a short personal story from their life, not as intense or dramatic as “I’m about to get a divorce and here’s why” and not as superficial as “I went to the store to get some bread.” With this story, which has definite personal attachment without being too anxiety provoking, the following instructions were given:
The overall results of the process were encouraging (see the next section below). It seemed that the elemental cycle could be introduced in a wide variety of ways, but that practical exercises or applications were essential to supplement any intellectual understanding.
35: Back See the section below on Practical Communication Through the Elements for more examples of Water questions.