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Searching Rudolf Steiner Lectures by GA number (GA0224)
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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: The Forming of Destiny in Sleeping and Waking
    Matching lines:
    • earliest period, as a tiny child, the human being as it were sleeps
    • times when a child is actually and obviously asleep, but of the whole
    • consciousness. To external observation the child may give the
    • the child's consciousness does not take a form which can be
    • the child without his having subsequent memory of it, we are
    • in a particular child, but in general it can be said that the human
    • some considerable time before one can truly say that a child thinks.
    • does not merely consist in the child's learning to stand
    • world. This means the child can move freely in any direction without
    • imitation; the little child tries to imitate — just as he does
    • during the time when, as a child, he is learning to speak; and it is
    • child, or even a grown-up, is exerting himself to learn to speak a
    • earliest childhood, enables us, each in his own way, to learn to
    • child when it stops crawling and begins to walk, when it first learns
    • Suppose, for instance, a little child continually stumbles and falls.
    • little children learn to walk, can indeed come to realise what a
    • when a child is learning to walk, and even before, it is not a matter
    • whether the child's temperament is phlegmatic or choleric, or
    • appear in the body of the next earth-life when, in early childhood,
  • Title: Lecture: Waking of the Human Soul and the Forming of Destiny: Lecture I
    Matching lines:
    • body; how the child sleeps, as it were, into the physical-earthly
    • world. We see that the life of the child in its relation with the
    • awakes. Threefold, however, do we find is that which the child
    • sense a human being always observes a child. But the full significance
    • points to a series of things that the child achieves at the same time.
    • The child enters into the world in such a way that it is in a state of
    • existence. This is what the child must first learn. Out of what the
    • striving that the child must exercise in order to gain the dexterity
    • child, in learning to walk, steps on the heel, the ball of the foot,
    • human being as childish thinking. Walking, speaking, thinking, —
    • the force is none the less within the child in the last after-effects
    • Thinking, as it flows out of the child, — one who observes the
    • which reappears in the thinking that the child acquires in the third
    • circulation. When that which there struggles out of the child,
    • Let us go back now to the first thing that the child learns: to walk,
    • the nature of conscience, the child places himself just as into the
    • are there at work when the child passes over from the creeping to the
    • darkness of the child's consciousness, lead us to a still loftier
    • cultivated in children. But through such thinking, which Goethe and
    • Beings. It is so very beautiful when the child has learned to think so
    • Maximum number of matches per file exceeded.
  • Title: Lecture: Waking of the Human Soul and the Forming of Destiny: Lecture II
    Matching lines:
    • thinking in the period of childhood, although this is lost in the
    • derived from the Gospels, that the child-like heart took possession
    • there was overshadowed also the child-like memory of the Palestine



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