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Searching Rudolf Steiner Lectures by GA number (GA0206)
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   Query type: 
    Query was: child
  

Here are the matching lines in their respective documents. Select one of the highlighted words in the matching lines below to jump to that point in the document.

  • Title: Lecture: Goethe and the Evolution of Consciousness
    Matching lines:
    • his soul even when he was still a child, when he was studying at
    • Think of him as a child with all the religious convictions of his
    • example, taught to nearly every child to-day would have been regarded
    • was all childish. We are fortunate in having got beyond it. We have
    • in olden times and, the comparison often drawn is that a child who
    • Those who imagine that a child personifies the table as a living
    • a child. For a child sees the table just exactly as we see it, but he
  • Title: Development of the child up to puberty
    Matching lines:
    • Development of the Child up to Puberty
    • Development of the child up to puberty.
    • observe such things we will come to see how the child's entire
    • child sleeps in a certain way which is different to the one he
    • difference is not apparent, but it is there. The child up to
    • the child doesn't send sharply outlined concepts into his state
    • As a result of this the child often in fact brings a particular
    • we can evaluate the difference between a child's sleep before
    • take place in the child between dentition and puberty, we see
    • that it's during this period of the child's life when there is
    • growing forces working on in the child resists against what
    • child but as long as it has the forces rising from dentition,
    • so long will nothing in the child happen which is actually as
    • about the ninth and the tenth year in the life of every child,
    • Here something exceptional can be seen in each child. Some
    • let the child distinguish between the Ego (Ich) and the outer
    • before to use fairy tale imagery to the child, how processes of
    • clarifying, now the child may be educated about nature in a
    • actually only from this moment be presented to the child
    • because the child, as it starts with its first period of life,
    • Maximum number of matches per file exceeded.
  • Title: Man as a Being: Lecture 3
    Matching lines:
    • expresses itself quite differently in the very little child from the
    • in the earliest years of a child's life one can clearly see to what a
    • connection between the child's memories and his formation of concepts
    • important, to see how the concepts that the child forms depend
    • concerned the child is an imitator, an imitator even as regards the
    • faculty of memory arises more out of the child's inward development,
    • One can detect an inner connection with the way the child is
    • be readily remarked that children with a tendency to anĉmia have
    • difficulties in remembering; while on the other hand such children
    • perception, that the child forms concepts; but that the faculty of
    • very individual manner of memory-formation, how it differs in children
    • Thus, when we see that the child's faculty of forming concepts, his
    • types of growing children — those who bring much from their
    • school. Of course a child can form a concept, but he cannot learn in
    • being is practically all head; the rest is added. When the child is
    • the child that this human head is formed out of the super-sensible,
    • that the rest is added out of the world into which the child is now
    • in the earliest years of childhood, then manifests itself in the inner
    • in earliest childhood is the same thing as what later makes its



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