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Searching Rudolf Steiner Lectures by GA number (GA0294)

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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: Practical Course/Teachers: Lecture I: Introduction - Aphoristic remarks on Artistic Activity, Arithmetic, Reading, and Writing
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    • showing its original source, we compass the whole being and
    • well, the power to feel with his whole being what is otherwise
    • interest the whole being of the child in this
    • higher man, into the nerve-sense-being, the disposition of the
    • entire being. You elevate feeling into an intellectual
    • where the artistic element is being cultivated. We draw with
    • it engages the interest of the whole being. Consequently, we
    • must realize that we are transporting the lower being of the
    • individual into the higher being, into the
    • nerve-sense-being.
    • — a child. In these days the vision of the growing being
    • a way that we draw out the head-element from the whole being,
    • astral body are being developed from below upwards when the
    • whole being is educated. A powerful ego sense would be
    • his being. And if he hears plenty of stories to rejoice over
    • being startled by something, not only your head and your heart
    • being, not only the heart and the head.
    • educator and teacher. He must see that the whole being is
    • to act through concepts, but to let the whole being be
    • sorrows which move his whole being so that these still linger
    • Maximum number of matches per file exceeded.
  • Title: Practical Course/Teachers: Lecture II: On Language - the Oneness of man with the Universe
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    • The General Study of the Human Being as the Basis of Pedagogy,
    • With my analysis in mind you can really see man as a being with three
    • being intercepted at a certain point in the head for the first
    • being, on our reverence for the growing being as a mysterious
    • fact that the human being takes 18 breaths in a minute. How
    • beings. We must say, then: “We are earthly beings through
    • sleeping we are moon, earth, and Jupiter beings; and through
    • the cosmic year we are cosmic beings. In the cosmic life, in
    • Being whose organs form the planetary system.” If you
    • rise above the illusion that you are a limited being, if you
    • human being, this sense will deepen within you to form the
    • feeling: the growing being stands before us, but he is the
    • not achieve this vision in which every human being is a cosmic
    • human being is a mere mechanism, and the cultivation of this
    • feeling that the human being is a mere mechanism would, of
    • the cosmic significance of the whole being. We only acquire
    • embryo-to-be. In the threefold human being before us we have
    • really happens when one human being enters into a relation with
    • feeling-shades of his being, you become the educator, the
    • dual being, “man,” by the methods tried in our
    • Maximum number of matches per file exceeded.
  • Title: Practical Course/Teachers: Lecture III: On the Plastically Formative Arts, Music, and Poetry
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    • shaping, to engage the whole being, above all, the
    • of death; but when we approach nature and other world-beings
    • Were we to be purely intellectual beings, were we only to
    • impression here on earth of dying beings. Only through the urge
    • the conceptual, the thought-world in the human being.” In
    • soul's being and bring it into a right relation with the
    • musical element, which lives in the human being from birth
    • human being, with the Apollonian. While the death-giving
    • toned down so that it does not affect the human being too
    • that when a human being sings it is an infinitely valuable
    • is itself an echo of the world. When the human being sings he
    • being. We should on no account suppose that we do well to
  • Title: Practical Course/Teachers: Lecture IV: The First School-lesson - Manual Skill, Drawing and Painting - the Beginnings of Language-teaching
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    • that he really sees almost a kind of higher being in the people
    • will learn to write. And besides being able to read and write,
    • for the inner being of the individual to learn things by
    • development of the will of the growing being.
    • independence as human beings. We disassociate
    • kind of healing or restoration of the soul's being must take
    • again for their surroundings, for their fellow-beings. That, of
    • the consciousness: we human beings speak; animals cannot;
    • they have crept inside, close up. Those, then, are beings which
    • of higher beings, not through words, but through silence and
  • Title: Practical Course/Teachers: Lecture V: Writing and Reading - Spelling
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    • will say in parenthesis that much depends in teaching on being
    • child remembers, in connection with being at school, baths,
    • look at it, but they grasp it with their whole being. Now I
    • vowels must always be made to render the human inner being and
    • Here, too, I should not like to forget to warn you of being led
  • Title: Practical Course/Teachers: Lecture VI: On the Rhythm of Life and Rhythmical Repetition in Teaching
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    • have a profounder understanding of the life of the whole being
    • valuable result, which is constantly being impressed by italics
    • elevation of the human being to the level of
    • aims at being the opposite: at being an ascending movement, the
    • the whole being, for instance, of artistic subjects. What lies
    • the whole being, is rhythmically organized. For this reason,
  • Title: Practical Course/Teachers: Lecture VII: The Teaching in the Ninth Year - Natural History - the Animal Kingdom
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    • way you compass the whole human being, not merely the
    • the human being, and are there connected with the digestive and
    • organic system of the whole being. If you then suggest to the
    • and make it possible for the human being to work in the
    • to this, by the arms and hands, with which the human being does
    • addition, perhaps, an example of a human being — now you
    • ought to have enough specimens of human beings: you need only
    • being when he eats or looks at something. When the human being
    • of the human being desire to taste, they absorb what serves to
    • constantly being renewed. Here you see, particularly with the
    • structure of the human being. You make clear to the child that
    • said to have any. When people talk of apes as being four-handed
    • horse, and the human being himself, you gradually awaken in the
    • animals of trunk, and the human being of the limbs. It only
    • human being knows instinctively that his head is a lazy-bones,
    • than are those of the human being. They are burdened from
    • horse, and the human being. At the same time you will notice
    • that you should never really omit the human being in describing
    • (there are individual exceptions) the human being begins at
    • human being, and talk with him of their relationship to each
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  • Title: Practical Course/Teachers: Lecture VIII: Education After the Twelfth - History - Physics
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    • lamb or horse, and the human being. But you will have seen that
    • being unless he is constantly referred, in the tenth and
    • purely physical facts which take place outside the human being.
    • outside world is projected into the human being and prolonged
    • consummation of physical processes in the human being.
    • human being. Both processes require an understanding of
    • the unconscious inner nature of the human being. For this
    • at the other station, which, on being set down, produces what
    • impression on a strip of paper, a point being seen on the
    • attention to the fact of much mischief being active in our
  • Title: Practical Course/Teachers: Lecture IX: On the Teaching of Languages
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    • practised; in this way they come into being, but are not
  • Title: Practical Course/Teachers: Lecture X: Arranging the Lesson up to the Fourteenth Year
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    • grammar. At this point the human being is already capable,
    • cuttle-fish, mouse, and human being. And only later do we add
    • Further, at this stage in the life of the human being we can go
    • know, of course, that experiments are now being carried on in
    • being reported wrongly or rightly. Hardly a tenth of what
    • people say around you is true, in the strict sense of being a
    • gradually to bring the children to the point of being able to
  • Title: Practical Course/Teachers: Lecture XI: On the Teaching of Geography
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    • connection between nature and human beings, another aspect can
    • will only understand for the time being in a general way, and
    • whole being of the school. Particularly from the way in which I
  • Title: Practical Course/Teachers: Lecture XII: How to Connect School with Practical Life
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    • stand as human beings to the surroundings of which we even make
    • a convenience. We live in a world produced by human beings,
    • satisfaction that human nature shows of being itself worried
    • possible, if a comprehensive process is being studied, to
    • to reach the age of fifteen without being led from arithmetic
    • about. Above all, people must know that the human being is a
    • complex being, and that the faculties which it is desired to
  • Title: Practical Course/Teachers: Lecture XIII: On Drawing up the Time-table
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    • the time being, create for the Waldorf School the entire social
    • whom, for the time being, we are to give, as it were, the
    • against the well-being of the growing child. But we shall
    • something of the whole being accompanying the sound of the
  • Title: Practical Course/Teachers: Lecture XIV: Moral Educative Principles and their Transition to Practice
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    • school he is quite a different being from the same child in the
    • nature of the growing being and you will find, relatively
    • fact that man is so much a spiritual being that he can become
    • last school years of the growing being. Here you can still
    • strike a chord in the natural life of the human being and so do
    • morality of the soul. But the human being is less exposed to
    • is profoundly true that we do the human being a service, and
    • the cuttle-fish, the mouse, the lamb, and the human being, a
    • intellectual comprehension of the human being which can
    • must absorb these facts quite completely into your being as
  • Title: Practical Course/Teachers: Concluding Remarks
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    • be slack; but must put his whole being into what he does in
    • so that the human being should be understood, particularly the
    • growing being, from a psychological point of view, and if you

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