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Searching Rudolf Steiner Lectures by GA number (GA0294)

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  • Title: Practical Course/Teachers: Lecture I: Introduction - Aphoristic remarks on Artistic Activity, Arithmetic, Reading, and Writing
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    • realize the course which must be taken by education itself for
    • of the spirit itself, a communication into this form of writing
    • Education and teaching must become a real art. Here, too,
    • of instruction and education must never be concerned with
    • must be our gift as educators to the child. We shall then
    • drawing or modelling, is a specification of the whole musical
    • which we must develop in ourselves as educators and teachers,
    • that we have an individual before us to teach and educate
    • is completely disappearing from education; everything is in
    • accompany, as it were, our teaching and educating with inner
    • right course of education and instruction for the head,
    • whole being is educated. A powerful ego sense would be
    • educator and teacher. He must see that the whole being is
    • educate the ego and the astral body from below upwards, so that
    • child's education. Our own view of the facts must be such that,
  • Title: Practical Course/Teachers: Lecture II: On Language - the Oneness of man with the Universe
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    • feeling, even if often quite delicately, so that it remains
    • we have the opposite feeling, of indicating, of approaching, of
    • first, it is true, of fear, but an identification of oneself,
    • be careful to take one complication into account. It is
    • for communicating the sound. If, then, you wish to convey some
    • He indicated on the one hand the sympathy of soul, mind
    • for education. If you take language in this way, as expressing
    • something inward in its vowels, as indicating something
    • important to develop this sense as educators and teachers.
    • necessary inspiration for teaching and education. We cannot, in
    • the education of the future, proceed by introducing into the
    • process of education the external life of the adult. The scene
    • education, acting on the opinions of those whose sole claim to
    • for education from his knowledge of the relation of man to the
    • cosmos. We must permeate our whole education with this
    • permeation of our impulse for education by the experience of
    • indication of pre-natal processes, and on the human will as an
    • indication of life after death, of the embryonic future or the
    • checked or cultivated — must be pursued in education with
    • the education of the will? It can be no other than the
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  • Title: Practical Course/Teachers: Lecture III: On the Plastically Formative Arts, Music, and Poetry
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    • with our will, we take part in a process of vivification. As
    • educators, then, we shall have the task of continually
    • educators. Now you must not say: “We are not to cultivate
    • conceptual education. Then the other isolated aspect, the
    • it will be a good step in his education if he is trained to get
    • education a dead thing and takes away its living element. For
    • education is only living when what has been assimilated is
    • is recalled to the surface. This is very important in education
    • educational value of music must consist in a constant
    • only the musical children must be given a musical education, is
    • application of the most elementary facts, from aural analysis
    • each could continually indicate the connections with the other
    • artistic communication of art.
  • Title: Practical Course/Teachers: Lecture IV: The First School-lesson - Manual Skill, Drawing and Painting - the Beginnings of Language-teaching
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    • quarters of education, and mis-education, too — we are
    • accordance with certain principles of education which have
    • teaching and education one cannot get on. But neither can one
    • very famous educator of a still more famous personality of
    • to-day once boasted that he had educated this person on this
    • principle: he said: “I have educated this young man well,
    • only remains to desire that such a model education might be
    • educationists, of how not to behave, for this kind of
    • educating conceals a great tragedy, and this tragedy again is
    • connected with the present world catastrophe.
    • Altogether it is most important for teaching and for education
    • benefit to teaching or to education to introduce all kinds of
    • It is unwise to introduce mere trifling into education. On the
    • education; but mere playing about should have no place there.
    • should not be introduced into education, but only that a game
    • how can we really educate the child from the first,
    • front of the children, taking your educational impulses right
    • there are nouns. Nouns indicate objects, objects which in a
    • is really to educate our children so that they take thought
    • if we are to be educators and teachers.
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  • Title: Practical Course/Teachers: Lecture V: Writing and Reading - Spelling
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    • but I should like to indicate the essential course of the teaching,
    • to the part. This has the great advantage for education and
    • refined resources for pronouncing complicated consonants, and
    • means. But then people did not want to write so complicatedly;
    • educationists who have already drawn attention to the fact that
    • concretely. That is, several educationists have already rightly
    • delicate, lovely relationship is “put in its proper
    • education. But a few decades ago it was so pronounced
    • feeling should be educated with us, that we do such and such a
    • inculcating authority in the child, but by proceeding so that
  • Title: Practical Course/Teachers: Lecture VI: On the Rhythm of Life and Rhythmical Repetition in Teaching
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    • will not only have to be teachers and educators at the Waldorf
    • know that in the sphere of educational theory, as well as other
    • in which it is especially recommended by the educationist,
    • These experimental psychologists and educationists have lately
    • exactly what should be done in education.” But those who
    • know that this is not the way to true education — any
    • it does not make educators. For this reason there can proceed
    • education; this can only proceed from an inner
    • in educational textbooks as a conclusion arrived at. This
    • educationist: It is to some extent self-evident that one must
    • sense-comprehension educates him one-sidedly to a mere
    • could go very far in educating human observation of the world.
    • But we should never educate a man's will — volitional man
    • lay bare the meaning. Then we shall educate his will.
    • mischievous effects of the one-sided application of the
    • the appalling way in which we have been educated only to look
    • educated in terms of the meaning, but from what the will
    • thinking, so does the education of feeling lie midway
    • between the methods of educating the thinking and those of
    • education of the feeling nature when the child is made to
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  • Title: Practical Course/Teachers: Lecture VII: The Teaching in the Ninth Year - Natural History - the Animal Kingdom
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    • paragraph confined his remarks to the educational system in
    • The Art of Education.]
    • inculcates man with conceit to teach him perpetually that he is
    • that one of the most important of educational writings has
    • actual sphere of education. Schiller, as a matter of fact,
    • learnt good educational theory from Goethe's naive self-education,
    • and introduced this educational theory into his work
    • (“Letters on the Aesthetic Education of Man”).
    • wealth of educational theory; one only has to think out its
    • implications to their logical conclusion. Schiller arrived at
    • from his very earliest childhood opposed the educational
    • wanted to be educated as people ought to be educated now. And
    • education what you know to be the contents of these letters.
    • Aesthetic Education, and also to Jean Paul's
    • educational doctrines in Levana. This, too,
    • Letters and Jean Paul's educational doctrines have really
    • entered the educational system of our days. Things are often
    • the educational methods which ought to be adopted at this age.
    • into the obligations of the educator and teacher. From this
  • Title: Practical Course/Teachers: Lecture VIII: Education After the Twelfth - History - Physics
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    • The Art of Education
    • necessary to educate people to a comprehension of
    • twelve the application of light-refraction and image-formation
    • you will have realized from the approaches already indicated
  • Title: Practical Course/Teachers: Lecture IX: On the Teaching of Languages
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    • without subject or predicate, they are shortened conclusions.
    • the purpose of illustrating the right application of
    • do not at any price underestimate the value for educational
    • educative. And you will see, even if you have the naughtiest,
    • had been properly educated and taught. It is only a proof that
    • education and teaching have not been sensible if people have
  • Title: Practical Course/Teachers: Lecture X: Arranging the Lesson up to the Fourteenth Year
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    • education into a process of healing of the ills created by
    • advanced education and are held in the universities. In
    • For when the educated people of a university audience —
    • they are, after all, all “educated” people —
    • there will be inculcated in the children the habit of inventing
    • details in education, such as letting the children, once they
  • Title: Practical Course/Teachers: Lecture XI: On the Teaching of Geography
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    • which can be used for pasturing the cattle, which eat the grass
    • good deal about the economic implications of the structure of
    • land and indicating to the child, as you go on, the direction
    • indicate the great rivers and draw their course on the
    • gently indicate the relations of right
    • demarcated time-table, which we do not want in any case.
    • The Art of Education
  • Title: Practical Course/Teachers: Lecture XII: How to Connect School with Practical Life
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    • more complicated than the part of which we are always
    • in the sphere of education, and of educational method, that man
    • should be educated in a way suited not only to his
    • sense, if we are to be true educators and teachers, we must
    • end of the school course as a social education of the
    • demonstration of complicated processes. I think that Herr Molt
    • going about life and in his own vocation, that he once knew
    • because the Benedictines are a Catholic order who take a great
    • deal of care that their members receive a good education in
    • pervade our teaching. In every vocation something of the
    • whole world must be alive. In every vocation there must exist
    • almost inapplicable to that vocation. People must be interested
    • century, and penetrated so deeply into our educational method,
    • educated: “Ah yes, he ought to speak far more than he
    • connection between women's illnesses and the educational
    • hold of a modern duplicating book and carbon-copy belonging to
    • and that we should educate and teach entirely from that point
  • Title: Practical Course/Teachers: Lecture XIII: On Drawing up the Time-table
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    • time-tables all kinds of educational aim are required, and we
    • children educated and taught outside our school. After nine
    • come in from other educational institutions, and who have not
    • demands as to how it is to be educated and taught, it reveals
    • educated. They were too boring for some people because they
    • much of an old man because of a thwarted education and
    • dialect into the way of educated speech, by simply correcting
    • retold, the way from dialect to educated conversation. We can
    • “artikel.” Now I have already indicated how a noun
    • dialect and the educated everyday speech, there was a third.
    • one is constantly relapsing into it, as a cat lands on
  • Title: Practical Course/Teachers: Lecture XIV: Moral Educative Principles and their Transition to Practice
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    • legislation swallow up the theory of education. And perhaps it
    • “Official Publication,” as “Decrees and
    • property even in the sphere of education.
    • educational and teaching system from the collapse which has
    • teaching and education. We have had to approach the curriculum
    • “Morality of Educational Theory;”
    • gain an enormous amount in your education and teaching if you
    • consciousness, the child feels himself now a cat, now a
    • wolf, now a lion or an eagle. This identification of oneself
    • The Art of Education
  • Title: Practical Course/Teachers: Concluding Remarks
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    • classes; he indicated the subjects which could be connected in

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