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The State as Utopia pp 115–159Cite as

Developing Society According to Man’s Development

Freedom, Equality, and Solidarity as Guiding Principles for Culture, State, and the Economy, or Decentralizing Society by Means of Steiner’s Threefolding

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Part of the book series: The European Heritage in Economics and the Social Sciences ((EHES,volume 9))

Abstract

Arno Mong Daastøl (Norway) presented the original outline of this article at a student conference in 1991, at Hjalmar Hegge’s request – Daastøl’s mentor in philosophy. The article was a resume of Hegge’s habilitation thesis, which was published in Norwegian and in German. Daastøl focused on the economic aspect, and Hegge was present at the presentation. In 2002, Daastøl submitted an elaborated and expanded version for a conference on Law and Economics, which Professor Dr. Jürgen Backhaus has been organizing for many years.

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Notes

  1. 1.

    Picture of Nicanor Perlas from http://www.nicanor-perlas.com/images/stories/idnick.jpg

    of Udo Herrmannstorfer from http://www.coopera-puk.ch/sammelstiftung_puk/images/stiftungsrat/udo_errmannstorfer.jpg

  2. 2.

    Hjalmar Hegge was a trained economist from the Norwegian business school in Bergen (NHH) and the secretary of the business organization Libertas in the 1960s. In that period Hegge wrote two books: Håndverkets plass i næringslivet, 1959 (The role of craft industries in society).

    Åndsfrihet og næringsfrihet, 1965 (Spiritual freedom and free enterprise).

    Hegge was the most profound thinker in the Norwegian ‘deep-ecology’ movement, but charged many ecologists with being reductionists (like Malthus). NHH was also the place where Prof. Leif Holbæk-Hansen worked and wrote on three-folding, his collected works are due this year.

  3. 3.

    Cf. http://daastol.com/ to learn more about the Norwegian author.

  4. 4.

    Back then, Johannes Hanel started to attend the summer conferences of the Seminary for Liberal Order (Seminar für freiheitliche Ordnung), being still a student at the first Waldorfschool in Stuttgart: www.sffo.de/

  5. 5.

    Cf. The Steiner lectures of 1918 as edited by A. Neider in 1999 and cited by F. Benesch (1976).

  6. 6.

    According to Schmelzer (1991, p. 258) Steiner was pragmatic and principled, both with regard to proposals and to strategies.

  7. 7.

    We cite BISQ or GA 23 (the 23rd volume of Steiner’s complete works) usually from the translation by Frank Thomas Smith that is available in http://wn.rsarchive.org/Books/GA023/English/SCR2001/GA023_tnote.html . The original German title is Kernpunkte der sozialen Frage; it appeared in April 1919.

  8. 8.

    Nobel Laureate in economics 1989, specializing in econometrics, born 13 December 1911 in Skedsmo, died in Oslo 28 July 1999.

  9. 9.

    This address or appeal was published in numerous newspapers, and in Steiner 1919 and 1920/1, pp. 428–433; in the English edition of Steiner 1919, p. 141–7 = appendix. In spite of the chaos after the war and the fact that Steiner was not known on the political scene, between 2 February and 5 March 1919, 200 Germans, 100 Austrians, and 20 Swiss signed the appeal. Among them were Hugo Sinsheimer (Social Democrat), Wilhelm von Blume (author of the Württemberg constitution), the historian Walter Goetz (member of the Reichstag 1920–1928), Kurt Wolzendorff who negotiated in Versailles, many teachers, artists, and writers like Hermann Hesse, Jakob Wassermann, and Marie Eugene delle Grazie. Cf. Schmelzer 1919, 132f. for details.

  10. 10.

    This association was and to some extent still is the most renowned German organization of economists. Although they published a lot on social policy, they seem to have neglected threefolding. Cf Boese 1939, Hanel 1997, and Backhaus & Hanel 1994, especially pp. 62–69.

  11. 11.

    Cf. the collection of some of his many articles in Hardorp 2008.

  12. 12.

    More precisely, he was born in Donji Kraljevec, which lies today in northern Croatia, near the border of Hungary and Slovenia: See, http://mercurio.iet.unipi.it/ric/Medjimurje_Pictures.htm and http://www.kotoriba.hr/dkraljev.htm

  13. 13.

    How can a poet research nature and discuss biological, geological, and physical theories? Johann Wolfgang von Goethe is more accurately described as a “universalist” or polymath who was also politician and manager. This productive man was an eminent public figure who was in touch with over 1,000 contemporaries including Napoleon, Schiller, and Beethoven. Steiner wrote and lectured extensively on Goethe.

  14. 14.

    In March 2010 there were around 200,000 pupils in 1,027 Waldorf or Steiner schools in 65 countries on all continents, not counting the schools for curative education and special needs. Cf. Freunde der Erziehungskunst: http://www.freunde-waldorf.de/fileadmin/dateien/pdfs/PDF_1000–09.pdf and//www.freunde-waldorf.de/info/welt/laenderliste/. – It is not clear what the British “encyclopédistes” mean by “experiments with the Goetheanum” and how these relate to the first Waldorf school in Stuttgart. The owner of the Waldorf Astoria cigarette factory, Emil Molt, organized and financed it after having been inspired by some of Steiner’s lectures. They both and many supporters saw threefolding including child-oriented, state-free education as a means to avoid catastrophes like World War I.

  15. 15.

    “And this is what happened to me always at that time in this manner of my perception of the spiritual world. No one would pay any attention to it. From all directions persons would come with all sorts of spiritistic stuff. With this I in turn would have nothing to do. It was distasteful to me to approach the spiritual in such a way.” Steiner 1925 The Story of my Life, chapter III about his student life.

  16. 16.

    See Christoph Lindenberg 1992 and Steiner (1919 Zürich, GA 328); i Sverre Dahls translation, Antropos Forlag 1992, s.7. The Norwegian version reads: “Rudolf Steiner var barn av fattigfolk,” skriver Christoph Lindenberg. “Han gjorde aldri noe stort nummer av fattigdommen i sitt foreldrehjem, som regel nevner han bare i forbigående de kummerlige forhold han vokste opp under. Men én gang, i en diskusjon i 1919, da en person som bare kjente fattigdommen av omtale, utbredte seg om hvordan lavere postansatte hadde det, brøt det ut av Steiner: “jeg har lært å forstå proletarene gjennom selv å leve med dem, ved at jeg selv har vokst ut av proletariatet, ved at jeg også måtte lære å sulte med proletarer.”

  17. 17.

    In the Worker’s College, he was one of the most successful lecturers with up to 7,000 listeners (Schmelzer 1991, 56). Nevertheless, the leaders tried to get rid of him for ideological reasons.

  18. 18.

    See the first chapter of Basic Issues of the Social Question of 1919.

  19. 19.

    Steiner 1919, only note in the preface signed in April of 1919.

  20. 20.

    Steiner 1919 (BISQ) Basic Issues of the Social Question, English, p.42 in our not-paginated online edition of a total of only 60 pp., drawn from the Rudolf Steiner online archive, §40 of chapter III, i.e., at the end of this chapter. (http://www.rsarchive.org/Books/). In the German edition of 1995, this text is on p.119, §38.

  21. 21.

    The following list is drawn mainly from V.W. Setzer’s chronological biography in http://www.sab.org.br/steiner/biogr-eng.htm, from the Chronology in Steiner (1919 lectures in Dornach and Stuttgart), the Archiv in Dornach (http://www.rudolf-steiner.com/rudolf_steiner/chronik/) and from Schmelzer 1991.

  22. 22.

    The chapter 14 of the Philosophy of Freedom on women emancipation is reprinted in http://www.waldorfanswers.org/RSonIndividualityAndGenus.htm#top

  23. 23.

    On Steiner as an artist see the exhibition in Wolfsburg until 3 October and in Stuttgart from 5 February 2011; see Wiehl (2010).

  24. 24.

    cf. Thomas Meyer (1997, 2001), Annika Mombauer (2001), and in German Gundhild Kacer-Bock (no year). See also the note to p.151 in the Kernpunkte, Steiner 1919, edition 1996, p. 180.

  25. 25.

    Cf. Chapter IV, note 13 to p. 137 in Steiner 1919 = Basic Issues of the Social Question; in the German edition of 1996, unnumbered note to p.152 on p. 181, referring to chapter IV, § 9. The memoranda are published in Aufsätze über die Dreigliederung des sozialen Organimus. GA 24, Steiner 1919–22.

  26. 26.

    “Die Menschheit strebt im Anfange der Kulturzustände nach Entstehung sozialer Verbände; dem Interesse dieser Verbände wird zunächst das Interesse des Individuums geopfert; die weitere Entwicklung führt zur Befreiung des Individuums von dem Interesse der Verbände und zur freien Entfaltung der Bedürfnisse und Kräfte des Einzelnen.” Rudolf Steiner (1898, GA 31, pp. 255–6), Freiheit und Gesellschaft.

  27. 27.

    «Das Heil einer Gesamtheit von zusammenarbeitenden Menschen ist um so größer, je weniger der einzelne die Erträgnisse seiner Leistungen für sich beansprucht, das heißt, je mehr er von diesen Erträgnissen an seine Mitarbeiter abgibt, und je mehr seine eigenen Bedürfnisse nicht aus seinen Leistungen, sondern aus den Leistungen der anderen befriedigt werden.» Steiner 1905–1906, reprinted in GA 34, p.213. The first word in the German title changed: Theosophie/Anthroposophie/Geisteswissenschaft und soziale Frage.

  28. 28.

    Other translations call this book “The Threefold Commonwealth” (“TC”); originally Die Kernpunkte der sozialen Frage was translated as The Cardinal Points of the Social Question, see references.

  29. 29.

    These 14 lectures and six discussions held between 24 July and 6 August at the Goetheanum in Dornach for students of economics were translated with various titles; now they are usually called “World Economy.” The Formation of a Science of World-Economics” (“WE,” originally called Course in National Economics). See Steiner 1922. The late Prof. Leif Holbæk-Hanssen wrote in his 1975 preface to WE that the thought content of these courses will paradoxically be most difficult for those who feel most at home within today’s economic theory. Holbæk-Hanssen was professor of economics at the national business school in Bergen, Norway.

  30. 30.

    Hegge (1992), pp. 304f., and especially, pp. 285–6: “Erstens denkt Platon die verschiedenen Bereiche nicht als gleichrangig im Hinblick auf ihre Funktionen, indem die beiden letzteren dem ersten untergeordnet werden: ‘Die Philosophen sollen regieren’….” In Plato’s state individuality is not important. It is an elitist, class or corporative state.

  31. 31.

    Steiner 1919, last paragraph of chapter III in BISQ.

  32. 32.

    “Liberté, egalité, fraternité” are still the motto of the French republic and therefore present in public discourse, e.g., “freedom and equality truly form an indivisible couple, the progeny of which could well be brotherhood. The three terms, in their tension, in their future, express that community of people who all acknowledge themselves as free agents associated together in the responsibility for the res publica and construction of a common humanity. That’s exactly what Jaurès meant when he wrote that Humanity is yet to come.” Ulrich 2009.

  33. 33.

    Steiner 1919, §48 or next to last paragraph of chapter II, p. 88 in the German edition of 1996, §44. In the USA, Beuys made these interrelations between ideals and structures somewhat popular, see http://en.wikipedia.org/wiki/Social_sculpture

  34. 34.

    Steiner 1919 October in Zurich, p. 114, edited and published by Pietro Archiati in 2006.

  35. 35.

    See Dennis Gabor (1976) and Jonathan Foley (2010) and Bill McKibben (2010).

  36. 36.

    This is the beginning of the long §50 in the 3rd chapter of Basic Issues of the Social Question, in the translation of Frank Thomas Smith; pp.133–5 in the German edition of 1996.

  37. 37.

    The translation of WE includes only discussion of the tailor example from the six seminaries with the students that followed some of the 14 lectures of the Course on World Economics. The original reads: “Wenn man unter dem Einfluss der Arbeitsteilung für eine Gemeinschaft arbeitet, so kommen einem auch die eigenen Produkte billiger zu stehen, als wenn man für sich selber arbeitet. Darin besteht eben gerade das wirklich Verbilligende der Arbeitsteilung.” Steiner 1922, 2 August, Seminary, p. 42 of the German edition.

  38. 38.

    “In England, for example, Trade Capital was transformed gradually into Industrial Capital. For in England industrialism evolved out of trade, and it evolved far more slowly than in Germany. …” More generally: “Circulating Capital is more or less covered by these three categories: Trade Capital, Loaned Capital and Industrial Capital. Moreover, these three are contained in the economic process in the most varied ways.” Steiner 1922, 1 August, Lecture IX.

  39. 39.

    On how economics can be imperialistic see Cooter (1981–2) and the references, e.g., to Gary S. Becker in http://en.wikipedia.org/wiki/Economic_imperialism_%28economics%29

  40. 40.

    On associations of consumers, traders, and producers to find the right prices see Lecture X, pp. 152–3 in the German edition of World Economy. How these price-finding associations transcend the market mechanism is an ongoing debate we cannot summarize or enter here.

  41. 41.

    In the 12th lecture of 4 August 1922 Steiner indicates his conception of money: “Now, when for the purposes of pure exchange we use money as an equivalent, we must admit that, as against articles which decay, money is an unfair competitor. For, in normal circumstances, nowadays, money does not seem to decay.” In reality, such purchasing money becomes lending money and eventually disappears either into the ground as pseudo or unreal real estate value or becomes “donation money.” On this, see the GLS-Bank (Gemeinschaftsbank für Leihen und Schenken), the Bank for Loans and Donations, as mentioned in the last section of this contribution. Herrmannstorfer, Schweppenhäuser (1971) and Suhr elaborated on Steiner’s monetary theory. Cf. also Helmut Creutz and Kennedy on Gesell’s similar conception of neutral money that is a true equivalent of “aging” commodities.

  42. 42.

    BISQ, chapter II, §17; p. 66 in the German edition of 1996.

  43. 43.

    BISQ, chapter II, §18, S.67 of German edition.

  44. 44.

    This is the title of another translation of Kernpunkte der sozialen Frage. Here we use mainly the translation entitled Basic Issues of the Social Question.

  45. 45.

    “Amongst the small number of anthroposophists who are interested in the social matters, most consider a citizen’s income to be the realisation of Rudolf Steiner’s 1905 formulation of the ‘fundamental social law.’ However, anyone who studies the fundamental social law in depth would have to reject this assumption. An unconditional basic income for all would be anything but social.” This is the conclusion of Coiplet who runs the Institute for Social Threefolding in Berlin. See http://www.threefolding.org/essays/2007–04–100.html Maurice Le Guerrannic (2009) concludes similarly.

  46. 46.

    Cf. Steiner 1905–6; Usher analyzed this social law in his 1993 essay. See note 26 for the German text.

  47. 47.

    Both translations are taken from http://www.threefolding.org/essays/2007–04–100.html

  48. 48.

    We simplify the complex discussion around the various subsistence levels: physiological, socioeconomical, what remains income tax-free, etc. According to the German law of obligations this minimum level has been €930 net, or about €1,300 gross a month for a single person since 1 July 2007. In the USA, the poverty threshold for a single person under 65 was US$11,161. For the percentages of inhabitants living below the poverty line see https://www.cia.gov/library/publications/the-world-factbook/fields/2046.html?countryName=&countryCode=&regionCode=%C5%B8

  49. 49.

    These are paragraphs 28 to the beginning of 30 of chapter III in BISQ, in the German edition (1996) § 26 to 28 on p. 109, entitled Die Kernpunkte der Sozialen Frage.

  50. 50.

    Chapter III, § 31 of BISQ or §29 on p. 110 in the German edition of 1996.

  51. 51.

    Here, in BISQ §32 “rights-state” stands for “Rechtsstaat.” Usually this common German term is rendered as “constitutional state/democracy” or “state (under the rule) of law.”

  52. 52.

    In 1888, Rudolf Steiner gave his first lecture, in 1910 he gave 200, and in 1923, 461 lectures.

  53. 53.

    This is §9 of the preface to the German edition of 1920 which is called the fourth edition in the English translation by Frank Thomas Smith.

  54. 54.

    Probably the most famous and original proponent of Steiner’s concept of social art was Joseph Beuys. His “formulation of the concept of social sculpture, in which society as a whole was to be regarded as one great work of art (the Wagnerian Gesamtkunstwerk)” is recorded in the video “Willoughby SHARP, Joseph Beuys, Public Dialogues (1974/120 min),” a record of Beuy’s first major public discussion in the USA. See http://en.wikipedia.org/wiki/Social_sculpture. In the UK, social art is developed in the Social Sculpture Research Unit of Oxford Brookes University, Oxford, UK, OX3 0BP.

  55. 55.

    “In 1912 Frau Smits, the mother of a young girl who loved movement, asked Rudolf Steiner the question, Was it possible to find new sources from which an art of movement could be developed? In answer to this question posed by Frau Smits, Rudolf Steiner went into an entirely different direction than changes happening in the field of dance. As described in ‘About Eurythmy,’ human sound is a bridge between the two dimensions of life, inner and outer, spiritual and material. … [Beside the stage art] Two other professional applications of eurythmy developed shortly afterward.” http://www.eurythmy.org/history1.htm on 9 May 10.

  56. 56.

    “The Christian Community was established in 1922 under the leadership of Friedrich Rittelmeyer. Rudolf Steiner played an indispensable part in establishing its constitution and forms of service. … Congregations are sustained by the financial support and practical care of their members.” http://www.thechristiancommunity.co.uk/ 9 May 10.

  57. 57.

    The second part of Steiner’s Philosophy of Freedom of 1894 is devoted to ethics; the first to a comprehensive theory of knowledge as we observed on page 9.

  58. 58.

    See the preceding note. The 11 sections of the School of Spiritual Science in Dornach, Switzerland, are listed in http://www.goetheanum.org/hochschule.html?&L=1 9 May 10. One task of the Section for the Social Sciences is to provide space for exchange between the people active in anthroposophical institutions, as in educational, medical, special needs education, commercial and agricultural organizations. Zimmermann (2007) describes the “School of Spiritual Science” in general.

  59. 59.

    See especially Gary Lamb (2004) on the Social Mission of Waldorf Education.

  60. 60.

    Many anthroposophical institutions include in their philosophy the dictum Steiner pronounced when he opened the first Waldorf School in Stuttgart in September 1919: “«Lebendig werdende Wissenschaft,/Lebendig werdende Kunst,/Lebendig werdende Religion,/das ist schließlich Erziehung, das ist schließlich Unterricht.» Diese ebenso umfassende wie begeisternde Aufgabe wurde von Rudolf Steiner bei der Eröffnung der ersten Waldorfschule 1919 den Lehrern übergeben.” http://www.schoolofnature.org/uploads/media/WN_10_2007.pdf

  61. 61.

    For a current list of such schools see http://www.vrijescholen.nl/index.php?ac=[Portaal]%20Schools

  62. 62.

    Of course, the attribute “free” or “frei” does not always mean independent in the sense of free cultural life. For example, the Freie Universität Berlin is run by the state of Berlin and gets €290 million in subsidies; in some contexts “free” means “‘without tuition.” A truly free institution of higher learning is the http://www.freie-hochschule-stuttgart.de/. There students can follow courses in threefolding.

  63. 63.

    BISQ, §38 of chapter II; in the German edition of 1996 p. 80f. and §35.

  64. 64.

    For the influence of business and government on US schools see Lamb (2004); on German schools in 1889 see Schmelzer 1991, p.26: The emperor William II wanted to use schools against communist and socialist ideas. Schools should also teach the fear of God and the love for the nation. Just these days a study proved (again) that the enterprise financing a study influences its outcome: see Gisela Schott, Henry Pachl, Ulrich Limbach, Ursula Gundert-Remy, Klaus Lieb, and Wolf-D. Ludwig (2010).

  65. 65.

    BISQ, ch. III, §45. Since Steiner insists that his concrete proposals are valid only for the time after World War I in southwest Germany, we go beyond it here and assume that around 2010 he might have supported vouchers. Clearly, more important than a particular way of financing free schools, was and is their establishment, if threefolding is to be brought about consciously.

  66. 66.

    See Behrens 1995 and Maurer 1994 on reasons for and models of educational voucher systems.

  67. 67.

    The virtual world simulation website http://www.aclashofcultures.com/ wants to teach conflict resolution and decrease violence in society without a comprehensive view of society. But this game might be a beginning ….

  68. 68.

    See for example, the UNESCO study “Best Practices of Non-Violent Conflict Resolution” in http://www.unicef.org/violencestudy/pdf/Non-violent%20conflict%20resolution%20-%20schools.pdf

  69. 69.

    See for example, The Ideal of Equality, edited by Matthew Clayton and Andrew Williams (2000, eds.) and A Historical Sketch of Liberty and Equality by Maitland (1875).

  70. 70.

    See the European Constitution, Article I-47 on “The principle of participatory democracy” that was introduced thanks to the Mehr Demokratie and similar organizations in favor of direct democracy; see Michael Efler/Gerald Häfner/Roman Huber/Percy Vogel (2009) Europe: not without the people and Direkte Demokratie 1789–1989. Flensburger Hefte; 24 (1989); 240 pp. DM 14,80.

  71. 71.

    Steiner 1919, last paragraph of chapter III.

  72. 72.

    Basic Issues of the Social Question, last sentences of chapter IV, §18 of the English and §14 of the German edition of 1996, here on p. 156.

  73. 73.

    A rich source of institutions is the Adressenverzeichnis Anthroposophie 2006/2007; Frankfurt/Main: Info3, 2006; 768 p. ISBN10: 3–723–51224–0.

  74. 74.

    Cf. http://www.gls.de/ (about 1,3 billion €) http://de.wikipedia.org/wiki/Triodos_Bank (almost 5 billion €), http://www.social-banking.org/. This Institute for Social Banking was founded by 12 ethical banks from central and northern Europe in 2006. The Global Alliance for Banking on Values unites banks working according to the highest standards in ethical banking with 7 million customers in 20 countries.

  75. 75.

    “FIU” stands for Free International University founded by Beuys in 1973. The publisher and author Rainer Rappmann founded the publishing company in Wangen im Allgäu in 1991.

  76. 76.

    For an overview over the farms that cultivate the land bio-dynamically see http://www.demeter.net/. For a vivid description of how to do this in an Egyptian dessert see Abouleish (2001) on Sekem.

  77. 77.

    Alnatura seeks to cooperate with all firms that are dedicated to social development and sustainability, see http://alnatura.de/de/was-wir-wollen, similarly http://www.dm-drogeriemarkt.de/dmDHomepage/generator/dmD/Homepage/Unternehmen/Portrait/Portr_C3_A4t.html and http://www.tegut.com/

  78. 78.

    http://www.dr.hauschka.de/english/wala/ and http://www.weleda.de/Unternehmen/Philosophie/Leitbild. Founded in 1921 as one of Steiner’s activities for threefolding, Weleda does still not consider wages as costs. All incomes are part of the Economic Value Added (EVA).

  79. 79.

    See http://www.omnibus.org/english_information.html and http://www.mehr-demokratie.de/english-information.html. 23 to 25 March 2007 Mehr Demokratie staged a congress together with the Netzwerk Dreigliederung (network for threefolding) to compensate the European democracy deficit with proposals that are now published in Efler, etc. (2009).

  80. 80.

    Personal communication in a break during the Annual General Meeting of Mehr Demokratie in Eisenach 8 May 2010.

  81. 81.

    Cf. http://www.nickperlas.com/?page_id=91 and http://www.globenet3.org/index.shtml. Perlas writes in 2009 on the strategic weaknesses of the civil society and on alternatives to neoliberalism.

  82. 82.

    Prof. Götz W. Werner is in charge of the Interfakultatives Institut für Entrepreneurship, Engesserstraße 13, D-76131 Karlsruhe, +49 (0)721/608 – 8960; cf. http://www.iep.uni-karlsruhe.de/

  83. 83.

    Cf. http://www.dreigliederung.de/waldorfschule/ with further references.

  84. 84.

    The Council for Curative Education and Social Therapy lists 533 curative education centers, 62 training centers, 31 national, professional, and parents’ associations in 40 countries, see http://www.khsdornach.org/en/home-en/list-of-centres/

  85. 85.

    A wealth of information can be found in http://www.sozialimpulse.de/forsch.htm. The English texts are available in http://www.threefolding.net/. Find more institutes and links in the References below.

  86. 86.

    Studiengang für Sozialentwicklung, cf. www.sozialimpulse.de/studiengang.htm

  87. 87.

    Waage’s Manpower and the Market was published in German in 2003, English translation pending.

  88. 88.

    On Werner Sombart and threefolding see Hanel (2008), on N. Sombart see Harlan (2005).

  89. 89.

    A list of anthroposophical medicine can be found in http://www.damid.de/medizin/index.html.

  90. 90.

    http://www.gesundheitaktiv-heilkunst.de/index.php

  91. 91.

    http://www.sozialimpulse.de/netzwerk.htm

  92. 92.

    On the many activities of this training institute cf. http://www.steinerinstitute.org/index.aspx

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  1. Institute for Public Economics, University of Erfurt, Erfurt, Thuringia, Germany

    Arno Mong Daastøl & Johannes Michael Hanel

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    Jürgen Georg Backhaus

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Daastøl, A.M., Hanel, J.M. (2011). Developing Society According to Man’s Development. In: Backhaus, J. (eds) The State as Utopia. The European Heritage in Economics and the Social Sciences, vol 9. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-7500-3_12

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