Abstract
On a reflective journey through the landscape of the block lesson,Lutters explores how immersion learning allows both teacher and student to enter deeply into a living relationship with the lesson content. Through this form, the soul faculties (thinking, feeling, and willing) are addressed in a rhythm that nurtures inner activity. The “travelogue” form mirrors the inner path of the teacher as researcher, artist, and fellow traveler, revealing how pedagogical artistry arises from openness, and dialogue with students.
Keywords: Waldorf education, block lesson, immersion learning, moral imagination, teacher research, soul development