Anthroposophic medicine (AM) is a form of traditional, complementary and integrative medicine (TCI), integrated into conventional medicine in outpatient practices and hospitals. As more countries begin to set policies and regulatory frameworks for the practice of TCI, policy-makers require information to make informed decisions, including evaluations of the quality of practices, difficulties that may be encountered, and suggested ways in which these can be addressed. These are the first benchmarks for training in AM and reflect what the AM community considers to be minimum training for professionals to practice any of the AM disciplines, in ways which ensure consumer protection and patient safety, including quality assurance, and the effectiveness and proper use of AM.

The WHO benchmarks for the training of Ayurveda is an update of its previous version published in 2010. It defines the minimum requirement/criteria for establishing training of Ayurveda in WHO Member States. It provides the fundamental knowledge requirements for all those involved in practice and training of Ayurveda, including safety issues related to its clinical application and medicinal preparation. The document shall serve as a reference to national authorities to establish/strengthen regulatory standards to ensure qualified training and practice of Ayurveda. The document is aligned with the objectives of the WHO Traditional Medicine Strategy 2014-23. It reflects consensus arrived through established WHO processes from the community of practitioners in Ayurveda, health service providers, academics, health system managers, and regulators. The document provides information on types of training including training requirements for Ayurveda practitioners and associate Ayurveda service providers, presents the requirements on competency-based knowledge and skills for Ayurveda practitioners and associate Ayurveda providers, and provides content and structures for different training programmes. This update differs from the previous edition in its description of category of health work force, type of training offered and information integrating category of training with the levels of practice described in the WHO Benchmarks for the Practice of Ayurveda.

With new chapters on key topics such as mental health, the environment, race, ethnicity and health, and pharmaceuticals, this new edition maintains its multidisciplinary framework and bridges the gap between health policy and the sociology of health. It builds upon the success of the first by encompassing a range of issues, studies, and disciplines. The broad coverage of topics in addition to new chapters present an engagement with contemporary issues, resulting in a valuable teaching aid. This second edition brings together a diverse range of leading international scholars with contributors from Australia, Puerto-Rico, USA, Guatemala, Germany, Sri Lanka, Botswana, UK, South Sudan, Mexico, South Korea, Canada and more. The second edition of this Handbook remains a key resource for undergraduates, post-graduates, and researchers across multidisciplinary backgrounds including: medicine, health and social care, sociology, and anthropology. PART ONE: Culture, Society and Health PART TWO: Lived Experiences PART THREE: Health Care Systems, Access and Use PART FOUR: Health in Environmental and Planetary Context

Waldorf Education: An all-round, balanced approach to education that is equally concerned with intellectual-cognitive and artistic-creative learning. A practice- and experience-based pedagogy. Non-selective and open to all children and young people; offering a stress-free, secure learning environment across 12 grades; embedded in a community of students, teachers, and parents. An alternative education that has been successfully practiced for over a century. The first Waldorf School was founded in Stuttgart, Germany, in 1919. Today, Waldorf Education is practiced in all countries and cultures around the world: in over 1,000 schools, more than 2,000 kindergartens, and numerous centers for special needs education. This makes Waldorf Education the most prevalent alternative approach to teaching. And yet, despite the success and (now empirically validated) recognition that Waldorf schools enjoy, the theory underlying them remains controversial. Within the academic debate, Waldorf Education is seen as ideologic and unscientific. This publication sets out to bring clarity to this debate: Renowned researchers explain and discuss Waldorf Education’s foundations in relation to the current discourse on education and core disciplines such as theory of knowledge, anthropology, developmental psychology, learning theory, and the theory of professions. This scientific inquiry into Waldorf Education is breaking new ground, casting light on its fascinating humanistic ideal and holistic potential.

In this classic introductory work on spiritual medicine, Rudolf Steiner worked in unique literary collaboration with the physician Ita Wegman. Their aim was to revitalise the art of healing through spiritual knowlege - yet in so doing they did not underrate or dismiss modern scientific medicine, but illumined it beyond its present materialistic outlook to a fuller realisation of the human condition.As Ita Wegman wrote in her preface: "The aim was not to underestimate scientific medicine in an ameteurish way; it was given full recognition. But it was important to add to existing knowlege the insights that can come from true perception of the spirit, enabling us to understand the processes of illness and healing."Today this new extension of practical medicine, known as 'anthroposophical medicine', is used and valued by many physicians and in many clinics around the world.Dr. ITA WEGMAN was born in the Dutch West Indies in 1876 and trained in gymnastics and massage and later medicine. After founding the Institute of Clinical Medicine in Arlesheim, she was made leader of the Medical Section of the Anthroposophical Society in 1923. Her last years were devoted to her work in the clinic where she died in 1943.

In these twenty lectures, given to medical doctors and students, Rudolf Steiner presents a new approach to the art of healing, based on the insights of anthroposophical spiritual science. Taking account of modern medical knowledge and practice, and deeply versed in alchemical, Paracelsian, and naturopathic approaches, as well as in homeopathy, aromatherapy, and of her alternative therapies, Steiner demonstrates on the basis of his own researches how a truly integrated "whole person" medicine is possible-one that understands the human as a being of body, soul, and spirit: a microcosm in the macrocosm; a mirror of the earth and of the heavens. Many of the lectures arose directly in response to the questions of practicing physicians. Specific organs and specific diseases are brought into new relations and connections. The whole question of diagnosis, health and treatment is viewed from different perspectives. The result is a new vision of medicine: one that is practical, spiritual, psychological, and fully human.