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- Title: Practical Course/Teachers: Lecture I: Introduction - Aphoristic remarks on Artistic Activity, Arithmetic, Reading, and Writing
- 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
- 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
- Maximum number of matches per file exceeded.
- Title: Practical Course/Teachers: Lecture III: On the Plastically Formative Arts, Music, and Poetry
- 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
- 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
- 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
- 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
- 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
- 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
- Maximum number of matches per file exceeded.
- Title: Practical Course/Teachers: Lecture IX: On the Teaching of Languages
- 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
- 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
- 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
- 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
- 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
- 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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