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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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    • which we must call artistic, we enter with them into the sphere
    • it, this sign. And people call this sign ‘f’.
    • reading and writing artistically; we must permeate our whole
    • by what I have written on the board and call them: twenty-four
    • lying on that little heap I call nine paper shreds, and what is
    • lying on the second little heap I call five paper shreds, and
    • what is lying on the third I call seven paper shreds, and what
    • is lying on the fourth little heap I call three paper shreds.
    • it altogether, I call it twenty-four; now I have divided it
    • into four little heaps and call it, now nine, then five, then
    • again, and make two little heaps, and I call the little heap
    • together I called it twenty-four; now I have taken three away
    • and now I call what is left twenty-one.” In this way you
    • continually saying: I call that twenty-four. I call that nine.
    • child listens, he says: “Aha, he calls that nine, he
    • calls that twenty-four,” etc. He obeys voluntarily,
    • we call “initiation,” natural or
    • element. The separate senses, the musically attuned ear, the
    • plastically skilled eye, arise first from this musical
    • disposition; what we call the musical ear, or the eye for
  • Title: Practical Course/Teachers: Lecture II: On Language - the Oneness of man with the Universe
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    • this conception, the so-called “Ding-dong”
  • Title: Practical Course/Teachers: Lecture III: On the Plastically Formative Arts, Music, and Poetry
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    • everything which approaches man artistically falls into two
    • streams — the stream of the plastically formative and the
    • stream of the musically poetical. These two domains of art,
    • that of the plastically formative and the musically poetical,
    • inner nature, is pre-eminently disposed towards the plastically
    • plastically formative. But they can only really be
    • of man contains a plastically formative element towards which
    • describe this human talent for becoming plastically
    • we feel within us to animate plastically-creatively with the
    • nature with the plastically formative. In this way there
    • plastically formative, animates what is developed in the mere
    • view to start as early as possible with the plastically
    • emphatically than ever the necessity for beauty, because of the
    • plastically formative in teaching. But just as little
    • is recalled to the surface. This is very important in education
    • you introduce the plastically formative element to the child in
    • element must be vivified by the plastically formative element,
    • same elementary way as we do with the plastically formative
    • plastically formative art tends to individualize people:
    • plastically formative; social life is better maintained in
    • Maximum number of matches per file exceeded.
  • Title: Practical Course/Teachers: Lecture IV: The First School-lesson - Manual Skill, Drawing and Painting - the Beginnings of Language-teaching
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    • naturally be a slow process if you are going to call the
    • altogether; let us teach the child to read practically, by
    • grammar pedantically, but we want to elevate into consciousness
    • by nouns. When we call a thing “table” or
    • lecture at all, not even physically, but that they have only
    • address a socialistically minded audience, but they really only
    • propagandists for decades; they do not even physically hear the
    • — the so-called insectivorous plants — which, when
    • this call of the language to the ego you will also be able to
  • Title: Practical Course/Teachers: Lecture V: Writing and Reading - Spelling
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    • to proceed alphabetically; I am only doing it now so that you
    • drawing. You will be able to do this easily if you simply call
    • is historically the fact: if you go back to the most ancient
    • we can call a development from the “picture”
    • picture-writing. Then you need not be at all shy of calling to
    • world around him by writing organically and teaching reading
    • foreign visitors, but rather on Germans. It was called
    • so-called standard language (Schriftsprache) suffers loss.
    • of writing on so-called authority in the way I have just
  • Title: Practical Course/Teachers: Lecture VI: On the Rhythm of Life and Rhythmical Repetition in Teaching
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    • so-called experimental psychology. Experiments are carried out
    • been particularly interested in what they call the process of
    • with “subjects,” as they are called. If we
    • called “passive comprehension.” After having dealt
    • called “learning to anticipate”: repeating once
    • they may want to imply the same thing with diametrically
    • call the perpetual unchaste laying bare of the meaning. And the
    • human life to interpret symbolically what is meant to be
    • symbolically, character by character, is the result of
    • you recall that just at that time he conceived the first idea
    • reflected in his feelings. Taken as a whole I call the life of
    • Mystery teachers withheld such secrets of life esoterically
    • the whole being, is rhythmically organized. For this reason,
    • inartistically pulling to bits whatever you deal with. You can
    • are tormented to prove that there are people who can call back
    • to mind easily, and people who can call back to mind only with
    • which can be called “true and exact;” fourthly,
    • scientifically in exact psychology about the types of
    • recall things once known, and again there are people who can
    • the rhyme in a poem; he must comment technically on the
  • Title: Practical Course/Teachers: Lecture VII: The Teaching in the Ninth Year - Natural History - the Animal Kingdom
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    • is radically defeated unless the teaching of natural history
    • the head artistically, as spherical. This is important. In this
    • be able to understand, but at least call up a vivid picture
    • its physical form artistically. And you will succeed in
    • artistically prepared lessons. In short, describe the
    • Produce in the child, through the feelings, not theoretically,
    • his discoveries, remember, through Goethe's vision. Just recall
  • Title: Practical Course/Teachers: Lecture VIII: Education After the Twelfth - History - Physics
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    • which we feel to be organically inconsistent we can correct it
    • What we are used, in spiritual science, to call the astral
    • is called by many teachers an “object lesson,” and
    • machine; what I have here is called a friction-electrifying
    • shall not, of course, be called upon as teachers to sift such
    • so-called Morse-telegraphy to some extent. You know the process
    • there is also connected, into this current, the so-called
    • remains a miracle, and we may as well call a miracle a miracle.
  • Title: Practical Course/Teachers: Lecture IX: On the Teaching of Languages
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    • this rule is, teach economically.
    • shall teach economically if, above all, particularly with those
    • you will have to do this economically, so that your boys and
    • all so-called foreign language teaching the greatest waste of
    • and begin by calling on the children to read these passages
    • him economically what his soul should possess. You introduce
    • You will have to proceed very economically. But the
    • example the other will call out; “I have one, too,”
    • have not enlarged on it pedantically, if you have said to the
    • which you intend to use, but you must have the skill to call
  • Title: Practical Course/Teachers: Lecture X: Arranging the Lesson up to the Fourteenth Year
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    • the so-called less-gifted children generally speaking
    • or conversing in it, you should be able rapidly to recall a
    • than the so-called free composition, the recounting of
    • student, or “listener,” as he is called: “I,
    • witnesses who are called up in a court of law are not reliable.
    • demonstrate the first rudiments of geometry graphically
  • Title: Practical Course/Teachers: Lecture XI: On the Teaching of Geography
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    • to convey to the child, again artistically, by a kind of
    • clear to him plastically that the river-courses divide the Alps
    • vertically.
    • enables us to teach much more economically than if we were to
  • Title: Practical Course/Teachers: Lecture XII: How to Connect School with Practical Life
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    • from the so-called “better classes” enter a factory
    • things as economically as possible. It is always
    • immediately levelled against them by the so-called
    • new from the so-called “subject.” This will be a
    • down as un-practically as possible, when the copy-book in
  • Title: Practical Course/Teachers: Lecture XIII: On Drawing up the Time-table
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    • personal experiences, we guide, quite un-pedantically, the
    • calligraphy). In evolving writing from
    • revived. So we shall try, for instance, to recall to the
    • listen to one another as well, listen to each systematically
  • Title: Practical Course/Teachers: Lecture XIV: Moral Educative Principles and their Transition to Practice
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    • to care for ourselves physically we should not need to have a
    • You must try to teach, not only graphically, but with vivid

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