FMC study schemas

From Anthroposophy


This wiki site uses illustrations called Schemas, there are numbered with a sequential unique ID (that has no meaning to it). Certain schemas have multiple variants labelled with a suffix eg FMC00.021A, FMC00.021B, etc. A list is available for download from FMC Schemas page.

For background, see Notes on the study process#1915-01-09-GA161

Various categories of content

The schemas contain illustrations of various form and origin, as described on the page: FMC enrichment, and as exemplified concretely with the categories and examples below:

  • BBD or BlackBoard Drawings by Rudolf Steiner, and/or the drawings made by people who attended the original lecture
    • FMC00.126B (25920), FMC00.054 (MoG),
    • FMC00.054 (etherization of blood), FMC00.068 (mystical lamb)
  • reworked modern schematics in digital format of existing conceptual schemas or sketches made by Rudolf Steiner
    • FMC00.029 and FMC00.029 (zodiac clock), FMC00.187 and FMC00.187A to E (giving and receiving)
  • or new illustrations depicting lecture contents in a new way, where no illustrations existed before
    • FMC00.104 (seasons and archangels), FMC00.094 (meaning of life), FMC00.113 (grail streams), Schema FMC00.193 (sacrifice)
  • art illustrations, such as paintings, sculptures, buildings
    • examples: FMC00.097 and FMC00.098 (two Jesus children) FMC00.227 (Rembrandt and Christian Rosenkreutz), FMC00.277 (human centaur), FMC00.021 (Last Supper by Da Vinci).
    • or by Rudolf Steiner: FMC00.215 toFMC00.217
  • relevant schemas made by previous generations (theosophists or anthroposophists), so secondary literature (see also SoSoG)
    • Schema FMC00.199A and FMC00.224 (by George O'Neill), FMC00.221 (Poppelbaum) and FMC00.221 (Bosse)
    • FMC00.263 and FMC00.264 (Wachsmuth and Vreede on zodiac clock)
    • FMC00.214 (maps of Atlantis from various sources)
    • sometimes they have been re-ordered, eg FMC00.211 (Sigismund von Gleich, human races geographically)
  • scientific results or illustrations
    • FMC00.012 (potentization curves)
  • newly created schemas - see also meta schemas below
    • on the basis of lecture contents, but rising above the contents of a lecture: FMC00.241 (overview karmic relationship individualities and lectures),
    • on the basis of broader study - so integrative, but still lecture-contents based: FMC00.077A (roles of hierarchies in evolution), FMC00.117 (bodhisatvas),
    • additional perspectives or overview: FMC00.118 (parsifal, grail, arthur)
  • schemas that document source research, as generations of editors and translators have made (no doubt good-intended) changes and thereby changed the text in important ways,
    • examples are Schemas FMC00.372 and FMC00.381
  • simple pictures, eg of books
    • examples: FMC00.301 (Representative of humanity), FMC00.119 (GA books)

Integrating tradition of illustrations

See FMC enrichment#Tradition of illustrations


  • FMC00.002 (golden chain, from Kirchweger) and FMC00.163 (solve et coagula)
  • FMC00.127 (zodiac man)
  • FMC00.176A (Man's physiology, from Gichtel's Theosopia practica)
  • FMC00.280 (threefold Man and the different worlds, from Fludd 1619)
  • FMC00.324 (from Secret Symbols)
  • FMC00.390 and FMC00.374B (from the Beatus, copies of 9th to 14th century)

Various types of study Schemas

A study schema is made for didactic purposes:

  • to offer support for the earnest student's study
  • to illustrate the integrative study approach, namely: to use soul work - both study and contemplation - to assimilate and integrate the multitude of perspectives in one's mind.

Such single schema is of course never exhaustive, it merely illustrates how a topic has many angles of perspective from which it can be approached, and each angle in itself is a study topic that can be expanded upon, to again show interrelationships that are key for a holistic insight or understanding. This is a specific example of non materialistic thinking: with our soul works, thoughts and contemplation, we not only work the foundation for imaginative insight (*) but also create out of nothing with spiritual scientific thoughts (**).

Hence, the study schemas are offered to convey 'pathways' for self-study, similar to other materials on this site. The intention if that the earnest student who really lives with a question or quest for deeper insight (see Notes on the study process, eg living with questions), will be happy with the references and hints provided here.

Here are various types of study schemas:

1 - Integrative schemas

The FMC site offers many such chains that the student can follow by studying the various lectures for which references are given, and 'fusing' them together.

Examples of such are FMC00.289 and FMC00.238

2 - Chain schemas - concatenating multiple related schemas

Similarly but different are the schemas were multiple schema versions are concatenated as part of the steps in the study process, whereby the variants of the base schema are referenced with suffixes. Examples of such are und FMC00.142, and FMC00.187 on Christ Module 7 - Cosmic Dimension.

3 - Navigational aid schemas

These schemas contain the names of related topic pages in coloured boxes, to show the interrelationships for holistic study and its various perpectives. Usually various topic pages need to be studied together, and their mutual relationships are key to get 'the bigger picture'.

Examples are:

4 - Meta schemas

Meta schemas, 'go up' one level, integrating other schemas to a meta level at which they are related. Whereas one schema is like a symbol for a certain idea or concept, from a certain perspective, the meta schemas invite the student to integrate various perspective, concatenate the threads, and are food for contemplation to build imaginations. The meta schema collates various embedded schemes to show their logical correlation, and provides a meta perspectic at a higher more holistic level.


Especially with the third type, but similarly so with the first (and second), we are zooming out and integrating, instead of the usual approach of zooming in and fragmenting as is so common in our contemporary culture and mineral science.


Related pages