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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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    • humanity, if it is to answer in the future to the impulses
    • towards development predestined in the human race by the
    • to develop human abilities. You will have to distinguish, above
    • determined by convention, by human agreement — even if it
    • knowledge which depend on an understanding of human nature in
    • definite culture, has no significance at all for the human
    • culture have no direct meaning for super-physical humanity, for
    • as spiritist circles sometimes do, that spirits wrote the human
    • writing in order to bring it into the physical world. Human
    • writing has arisen from human activity, from human
    • intermediary human activity; it is not a direct gesture
    • disconnected, and out of its context with the human setting.
    • activity of the human limbs. The children then feel
    • primitive human nature.
    • human nature: seeing the sum first, and then dividing it up
    • error which devastates human minds so sadly. When people meet
    • principles of human nature if we wish to be teachers in the
    • that the butterfly is like the human soul, you will not achieve
  • 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,
    • sympathy and antipathy, occurs at the centre of the human
    • ensues midway in the human system, in the breast-system. Here,
    • sympathetic and antipathetic activities is human speech.
    • in human feeling.
    • Now, as a matter of fact, speech is doubly anchored in human
    • individual. In some manner every single thing reacts upon human
    • human feeling. You stand in a relation of feeling to the whole
    • hand, to the quite elementary expression of human shades of
    • in fact, the natures of human communities. In German we say
    • human head do we say “Kopf,” but for cabbage
    • depends on the nature of our feelings to the growing human
    • fact that the human being takes 18 breaths in a minute. How
    • has for its day our human life, so that we, in our human life,
    • universe, as one breath, and can understand our human span of
    • human being, this sense will deepen within you to form 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
    • contents of human feeling as pertaining to the time between
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  • Title: Practical Course/Teachers: Lecture III: On the Plastically Formative Arts, Music, and Poetry
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    • describe this human talent for becoming plastically
    • the conceptual, the thought-world in the human being.” In
    • human evolution; they say these things harm human nature,
    • but at the same time we must not neglect to approach human
    • and not through human abstract organization. Only imagine what
    • unity, and the rest of the body, too, the human body is really
    • the arts and crafts, for humanity to-day sorely needs truly
    • individual who means well to humanity is faced with to-day,
    • 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
    • this is the position: Karma develops human nature with a bias
    • streams, to harmonize human nature through and through, we
    • that when a human being sings it is an infinitely valuable
    • is itself an echo of the world. When the human being sings he
    • cosmic melody with the human word. That is why something
    • natural is essential even in the building up of the human
  • Title: Practical Course/Teachers: Lecture IV: The First School-lesson - Manual Skill, Drawing and Painting - the Beginnings of Language-teaching
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    • independence as human beings. We disassociate
    • heard parts of it. Particularly in the present age of our human
    • the consciousness: we human beings speak; animals cannot;
    • speech is mere human property. Man must also become
  • Title: Practical Course/Teachers: Lecture V: Writing and Reading - Spelling
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    • vowels must always be made to render the human inner being and
    • willed. Humanity continually feels the urge to realize such
    • not only our individuality in human intercourse, but also our
  • Title: Practical Course/Teachers: Lecture VI: On the Rhythm of Life and Rhythmical Repetition in Teaching
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    • not penetrated completely into the life of the human spirit and
    • Nor can it be done by trying anatomy on the human
    • practise anatomy on the activity of the human soul — but
    • know what person with a normal human intelligence does not know
    • elevation of the human being to the level of
    • could go very far in educating human observation of the world.
    • human life to interpret symbolically what is meant to be
    • Human life makes it indispensable that we should not only be
    • time in the second week. The human organism conforms as closely
    • our teachers and educators have so little healthy human
    • drive out all healthy human intelligence. This healthy human
  • Title: Practical Course/Teachers: Lecture VII: The Teaching in the Ninth Year - Natural History - the Animal Kingdom
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    • perhaps start, when the child is nine, to describe the human
    • age, an idea of the most outstanding features of the human
    • way you compass the whole human being, not merely the
    • that the limbs are “fixed into” the human organism.
    • the human being, and are there connected with the digestive and
    • outside. This gives the child a first conception of the human
    • on how the human limbs serve, as feet for walking on, and as
    • services rendered to the human body by the feet, which carry it
    • 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
    • directed to the essential difference between human legs and
    • feet, and human arms and hands. The difference between the
    • service performed by the feet and legs, in carrying the human
    • working, not for the human body but for the world — this
    • selfless service of the hands in labouring for the human world
    • addition, perhaps, an example of a human being — now you
    • ought to have enough specimens of human beings: you need only
    • present one of the pupils to the others as a human object! You
    • its enemies, or, too, when feeding, always acts like the human
    • being when he eats or looks at something. When the human being
    • Maximum number of matches per file exceeded.
  • 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
    • development of the impulse in humanity towards culture. But
    • the human eye as clearly as possible — but before he is
    • when you teach the child about the formation of the human eye?
    • a human sense-organ. If you want to do this you must already
    • 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.
    • impulses in humanity and the comprehension of the external
    • physical impulses of nature in the human organism. The essence
    • of real humanity lives in historical impulses, but the power
    • of events and reacts on man. When you describe the human eye
    • human being. Both processes require an understanding of
    • physiological kind, that is, the description of human
    • what arises exclusively in the human intellect, but that it
    • illusions. You can acquaint the human intellect in a scanty
    • years of age, but it ruins human nature, it really un-suits it
    • to the human eye.
    • the unconscious inner nature of the human being. For this
    • this properly you must penetrate a little deeper into human
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  • Title: Practical Course/Teachers: Lecture IX: On the Teaching of Languages
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    • development of the human soul and cannot bear fruit for life.
  • Title: Practical Course/Teachers: Lecture X: Arranging the Lesson up to the Fourteenth Year
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    • far side of which humanity still had a quite sound
    • 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
    • proper social part in human social life. In this respect our
  • Title: Practical Course/Teachers: Lecture XI: On the Teaching of Geography
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    • we add to it the other features connected with human life. We
    • human life, and of the difference between the conditions of
    • between natural relations and the conditions of human life, we
    • connection between nature and human beings, another aspect can
    • relation of human economics to natural formations. You build
    • up, as it were, human economic life out of nature, by pointing
    • determine human settlements, etc.
    • between agriculture and human life, to give him a clear idea of
    • human life is made up in different ways from different sides.
  • Title: Practical Course/Teachers: Lecture XII: How to Connect School with Practical Life
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    • enter into the subtleties of human nature.
    • have learnt that there are three stages of human development
    • stand as human beings to the surroundings of which we even make
    • a convenience. We live in a world produced by human beings,
    • moulded by human thought, of which we make use, and which we do
    • human creation, or for the results of human thought, is of
    • great significance for the entire complexion of the human soul
    • satisfaction that human nature shows of being itself worried
    • is participation in a world made by human heads and hands
    • connections with practical human life. Very many features,
    • This ideal of unity, inspiring the human soul, must
    • irreligious attitude. And if human teaching is pervaded by this
    • essay which represents human mind by introducing phrases.
    • about. Above all, people must know that the human being is a
    • human intelligence and common sense to your credit, you get
    • he is nine, is that we should be well grounded in human nature
  • Title: Practical Course/Teachers: Lecture XIV: Moral Educative Principles and their Transition to Practice
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    • human world. The spread of evils such as alcohol is due to the
    • first years at school. These cease in the interests of human
    • albumen. The child knows these. But remind him that the human
    • 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
    • accordance with human nature to arrange the curriculum as
    • intellectual comprehension of the human being which can
    • between the human soul and the plant world. The person who
  • Title: Practical Course/Teachers: Concluding Remarks
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    • and all human matters. To keep ourselves aloof on any occasion
    • of the world's life and human life.
    • so that the human being should be understood, particularly the

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