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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
    • all, between the material of knowledge which is really
    • figures, but the reality that lives in the figure-forms. And
    • this living reality alone is of more importance to the
    • spiritual world than the reality living in reading and writing.
    • physical in arithmetic, and we are really teaching the soul and
    • Education and teaching must become a real art. Here, too,
    • merely copying the forms outside. But one must realize the
    • must realize that we are transporting the lower being of the
    • radiates what really creates the physical man. If we follow the
    • and fairy-tales, and if you have a real feeling for this, so
    • what he has been told. In this way you really appeal to the
  • Title: Practical Course/Teachers: Lecture II: On Language - the Oneness of man with the Universe
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    • With my analysis in mind you can really see man as a being with three
    • whole person, for the activity of the senses as such is really
    • realize clearly that a meeting between sympathy and antipathy
    • there are really present an activity which takes place in the
    • You will easily see from this that speech is really built up on
    • understand speech if we really see it as fundamentally anchored
    • sound o is really nothing less than the action of breath
    • the meaning of sounds?” People have not realized that
    • and our palate are really intended solely to function as
    • really is that sympathy which is expressed in the
    • experience. And speech expresses a real synthesis, a real
    • by the dictionary is really the worst translating. If in
    • still not enriched by things which, after all, could be of real
    • sleeping really mean? The meaning of waking and sleeping is
    • is by 72, the result is again 25,920. Now really you already
    • the cosmos, what you are in reality, you can then say: “I
    • a thorough realization of the situation is their democratic
    • permeates us, shall we really be able to distinguish rightly.
    • really happens when one human being enters into a relation with
    • with which they cannot approach reality at all; they remain
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  • Title: Practical Course/Teachers: Lecture III: On the Plastically Formative Arts, Music, and Poetry
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    • approach nature and other realms of the world in a merely
    • are really poles apart, although precisely through their polar
    • the Jewish element is especially disposed to the really musical
    • plastically formative. But they can only really be
    • the psychic spiritual realm that would result in the same error
    • unity, and the rest of the body, too, the human body is really
    • We ought really only to draw with the consciousness that we are
    • you will gradually realize that the form of nature really
    • realized.
    • like our performance too?” They had the real urge to
    • to encourage the really musical children to appear in public.
    • really produce music. For it should not be forgotten that all
    • early become familiar with real poetry. The individual to-day
    • really perfect recitation is one which particularly emphasizes
    • reality it is not difficult to understand; only they are not
    • so very prominent in our school-life, and what is really
    • you find what we really call music. You have the distinct
    • what is still to be; we retrieve it for reality out of the
    • this consecration it is really transformed into a kind of
    • concrete practice can be ranged in the realm of the
  • Title: Practical Course/Teachers: Lecture IV: The First School-lesson - Manual Skill, Drawing and Painting - the Beginnings of Language-teaching
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    • arisen lately, but you will have to aim at things of real value
    • to the reason why they are really there. It is extremely
    • that he really sees almost a kind of higher being in the people
    • the ideals that are to be realized. Proceed to reflect with the
    • young children. But such a practice, in the face of a real
    • contrary it is our task to introduce real life-fullness into
    • how can we really educate the child from the first,
    • that the child realizes: This is not only repeated by one
    • What do we really do when we elevate unconscious speech into
    • listening, particularly to verbs, is in reality always a
    • arbitrary, but it is in reality the activity of the listening
    • really learn to listen. In making this activity normal you
    • elevate it into a real Eurhythmy. People will learn from
    • from their speeches that they have really not heard the whole
    • address a socialistically minded audience, but they really only
    • is really to educate our children so that they take thought
    • they really listen to each other. It is extraordinarily
    • really is. It is much cleverer, of course, than all of us.
    • well. But in the light of reality that is all nonsense. It is
    • claim that such outward signs are really characteristic of
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  • Title: Practical Course/Teachers: Lecture V: Writing and Reading - Spelling
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    • with living reality. But you must never omit to write up the
    • your aid ideas which evoke real experiences of past history.
    • D, which should really be
    • but so that he discovers the real transition from the form first
    • willed. Humanity continually feels the urge to realize such
    • in reality he made mistakes all his life, especially in his
    • have really lost much that might still awaken us to-day to some
    • must everywhere be realized in concrete detail, not by
  • Title: Practical Course/Teachers: Lecture VI: On the Rhythm of Life and Rhythmical Repetition in Teaching
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    • far more exactly what the Waldorf School really means than can be
    • who is really one of the Herbartian school.
    • really an extreme symptom of decadence. But that there exist
    • remarkable realization that the actual state of his soul in the
    • realizes, but what he had assimilated earlier. This makes a
    • quackery in comparison!” You will have to realize that
    • more than is realized. But it definitely prevails in opposition
    • must realize, of course, that we live at the beginning of a new
    • realized.
  • Title: Practical Course/Teachers: Lecture VII: The Teaching in the Ninth Year - Natural History - the Animal Kingdom
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    • their ninth year and can really only continue your teaching
    • ourselves in method so far that we have realized the nature of
    • really grasp it in this artistic description.
    • complex in formation, but it is really only a transformed
    • cuttle-fish, which is really all head and nothing else, can
    • animal cannot be lazy with its arms because it cannot really be
    • that you should never really omit the human being in describing
    • really remained quite unknown, or at least unfruitful in the
    • Letters and Jean Paul's educational doctrines have really
  • Title: Practical Course/Teachers: Lecture VIII: Education After the Twelfth - History - Physics
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    • up with the real knowledge of the child's development at this
    • as the real compendium of all other kingdoms of nature, to the
    • the astral body is only really born as an independent
    • in the form of stories in real historical form. And if you have
    • so that in the remodelled form he realizes the underlying
    • arrived at a real conception of history. They have been more
    • properly and with understanding. For what are you really doing
    • physical process which really occurs in man himself, namely in
    • of real humanity lives in historical impulses, but the power
    • the same quality, and this understanding does not really emerge
    • years of age, but it ruins human nature, it really un-suits it
    • you will have realized from the approaches already indicated
    • concepts which can really quite well remain in the unconscious,
    • should let the child realize such things as, for instance,
    • people, contradictions of this kind, which really torture
    • rejoices in the realization of a new fact of life. In a word,
    • all this explanation of the telegraph apparatus is really only
    • an object of intellectual consideration. You really do not need
    • blunt our feelings to the realization of physical processes.
    • it succumbs to gravitation.” But that really means
  • Title: Practical Course/Teachers: Lecture IX: On the Teaching of Languages
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    • exclude everything which is really only a burden to the
    • language teaching, for this is of real importance for our
    • cannot study a foreign language in school without really
    • to find one. This practice with the children really takes you
    • “economy” really is only a benefit to the pupil. It
    • air, you must realize that they feel little inclination, after
    • about it at table. But you must really say things which the
    • for if children are really interested in the lesson such life
    • are really not quite sitting. And let us take a delight in the
  • Title: Practical Course/Teachers: Lecture X: Arranging the Lesson up to the Fourteenth Year
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    • Here we begin to teach syntax. The child is only really ready
    • You will discover that it gives the children really great
    • really feel the children in front of you like a choir which you
    • work should really be done in the school itself. In a foreign
    • then only work connected with real life: the writing of
    • what really happens in life. To have compositions written in a
    • life, is really, in the deepest sense, a monstrosity. We ought
    • does not really belong to this elementary school course. But
    • about what they have really seen, and not practise free
    • for it does not really belong to this stage of childhood.
    • is horrible. For what is really obvious in life should not be
    • in the given figure) and make the children realize — if
    • hypotenuse. And if, as a teacher, you realize what is taking
  • Title: Practical Course/Teachers: Lecture XI: On the Teaching of Geography
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    • the other subjects ought really in many ways to culminate in
    • of his surroundings. In fact, we really work out with the
    • vividly a little mountain village situated really high up, you
    • teaching of manual skill is really no substitute. And the
    • encourage the child to do things which are really done in life,
    • Geography can really be a vast channel into which everything
  • Title: Practical Course/Teachers: Lecture XII: How to Connect School with Practical Life
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    • realize that particularly in the last of these stages of life
    • without the ghost of a notion of the real nature of
    • the realization of influences from this source.
    • realization that they make use of all that is produced in the
    • no profession will you get people with real initiative
    • specialization is really fearful, and the excess of it in
    • example, certain things should really be respected by the
    • this older tradition are really much better than the later
    • ones. For the modern books which have replaced them are really
    • that it is really ludicrous for anyone to mount a pulpit and
    • crudely. What is the real reason why people have become so
    • the channel of practical life. In fact, no child ought really
    • there should really be no single individual who has not learnt
    • designs of Oriental carpets, all so that the child really has a
  • Title: Practical Course/Teachers: Lecture XIII: On Drawing up the Time-table
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    • world to which it really belongs. Consequently, from this
    • ideal time-table would really have to have other aims than
    • “Wandervögel,” to be taught really
    • find ourselves in a real dilemma. For according to the
    • we take care, in telling stories, to keep all really long
    • realization would result of itself with the ideal time-table.
    • child must feel: when he speaks Greek he really only speaks
  • Title: Practical Course/Teachers: Lecture XIV: Moral Educative Principles and their Transition to Practice
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    • curriculum with an attitude of mind which enabled us really to
    • we have really assimilated into our feelings all that we should
    • in still another respect we really need to identify ourselves
    • in teaching a particular thing at the right moment. You really
    • is really contrary to natural feeling. Natural feeling is
    • for that would really be appealing to his egoism. We are not
  • Title: Practical Course/Teachers: Concluding Remarks
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    • dependent on your real inner response to the things which we
    • continually returning to this Waldorf School. But if we realize
    • really well together. Let us be particularly faithful to the



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