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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
    • to say ‘fish;’ and now picture to yourself that people
    • himself can shape all that is on the board, just so. He will
    • itself. Its influence is present like an undertone; when the
    • this method the child is inoculated by what expresses itself as
    • excluded by the method or technique itself.
    • grow as if of himself into what we desire to pass on to him,
    • self-contained form, not with whether the form imitates this or
    • that, but we try to awaken his interest in the form itself.
    • impulse of becoming one with growing forces of the form itself.
    • with the nose-form itself, and only later does the resemblance
    • tell him that he himself makes a circle with his eye. This is
    • With a whole class it is no harder if one is oneself moved by
    • myself. No kind of concept can make immortality mean anything
    • “Imagine you are a chrysalis like this yourself. Your
    • about it for a long time. But if you do not believe yourself
  • Title: Practical Course/Teachers: Lecture II: On Language - the Oneness of man with the Universe
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    • kind of sympathy develops in the eye itself: the blood vessels
    • expresses itself as sympathy, as an activity of sympathy.
    • transpose myself into his condition of soul. Not in the sense
    • of this theory, but on a detour, by transposing oneself into
    • a resistance, this expresses itself in e. And if, again,
    • union, this expresses itself in i.
    • first, it is true, of fear, but an identification of oneself,
    • you want to convey to someone that you yourself are afraid, or
    • vowels, in self-sufficing sounds, we should have a simple
    • “outwits” itself, as it were, becomes something
    • round, because roundness in itself is bound up with all that
    • external in its consonants, you will find yourself easily able
    • be able to make pictures yourself, and so establish by yourself
    • cosmos. For man by himself would be content to admire, to be
    • myself am a breath of the cosmos.”
    • organized that with rightly directed feeling he can himself
    • understand the pupil himself correctly if you wish to educate
    • him correctly for the life of ideas. Your understanding itself
    • developed antipathies for these children, and you free yourself
  • Title: Practical Course/Teachers: Lecture III: On the Plastically Formative Arts, Music, and Poetry
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    • side and for their union to take place of itself, creatively,
    • saturating oneself as a teacher with the instructions
    • self-absorption, experienced by the soul in blue. It is
    • incidentally, the child gets itself at first thoroughly grubby
    • himself less grubby.)
    • you are painting with blue, that the blue colour itself
    • expresses itself particularly in the child's third and
    • man that hath no music in himself
    • able to get very far, but it should confine itself to the
    • is itself an echo of the world. When the human being sings he
    • himself becomes more disposed to a living experience of the
    • man himself is creative. Here he does not create out of a given
    • remember that natural science teaching itself only belongs to
    • element that goes beyond nature, and that man himself becomes a
    • will-like element of music is that man should feel himself part
  • Title: Practical Course/Teachers: Lecture IV: The First School-lesson - Manual Skill, Drawing and Painting - the Beginnings of Language-teaching
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    • instance, “Look at yourself, now. You have two hands, a
    • from memory. But the second time, as before, you yourself show
    • it himself. It is very important to make this fine distinction.
    • distinct yellow patches. Then you yourself dip the brush
    • the child himself will turn it over; he will not absorb it with
    • disassociate myself from it; when I define its quality I
    • associate myself with the individual of whom I use the
    • simply this knowledge: by using a noun I dissociate myself from
    • my surroundings, by using an adjective I unite myself with
    • group of people expresses itself. If you consciously penetrate
    • will, it is an impulse to selflessness itself, a direct impulse
  • Title: Practical Course/Teachers: Lecture V: Writing and Reading - Spelling
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    • shall say: “Watch yourself beginning to say ‘bath.’ We
    • initial letter yourself in the same visualizing way from
    • you think out for yourself something like the Ð’
    • from the picture of the bear. This thinking out for yourself
    • be considered. For you must ask yourself: “What is more
    • teaching — or to feel yourself so astir in your soul that
    • some animal or some plant which you have found yourself. And
    • this joy which you yourself feel will live in what you make of
    • fact that you are not to enslave yourself by cramming yourself
    • Phoenicians, but you are to look to developing yourself the
    • one teacher as by another. But every teacher puts himself into
    • That is, in the very school itself the State did not merely
    • the sensitiveness to authority arises of itself, that is by
  • Title: Practical Course/Teachers: Lecture VI: On the Rhythm of Life and Rhythmical Repetition in Teaching
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    • prevailing opinion wherever this shows itself antagonistic or
    • only be ascertained by a detour. The will fulfils itself in
    • first the process of familiarizing himself with the meaning of
    • for himself that a reading passage can be remembered better
    • educationist: It is to some extent self-evident that one must
    • in these sentences just by memory itself, you certainly do not
    • and whom you have known for some time. If you train yourself to
    • others, such truths as I have just mentioned. Life itself, to a
    • teacher who cannot himself develop what he instilled into
    • itself that the teacher should go up with his own pupils
    • sense life has a rhythm. This manifests itself even in everyday
    • decisions, in the rhythm of day to day itself. If you have
    • accustomed yourself, for instance, only for a week, to eat a
    • feeling for life itself. But you will then part company very
    • to you: “Well, you have let yourself be appointed at this
    • self-satisfied the person is in these days, who has learnt
  • Title: Practical Course/Teachers: Lecture VII: The Teaching in the Ninth Year - Natural History - the Animal Kingdom
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    • itself.
    • selfless service of the hands in labouring for the human world
    • itself in an aura, to divert the attention of the approaching
    • understand that the cuttle-fish, when protecting itself from
    • does so, can adjust itself to light. Because the taste-organs
    • surrounding it. You will have to work out for yourself an
    • grasping something by its fore-feet, it supports itself on its
    • grown on. The cuttle-fish is sensitive in itself, in its own
    • mouse, because it can use its own body to propel itself forward
    • show the child: that the cuttle-fish expresses itself less
    • able to gnaw at objects, as it must, to nourish itself, and
    • horse, and the human being himself, you gradually awaken in the
    • itself through the world, that it lets itself be carried by the
    • that the emergence in man of self-consciousness is distinctly
    • the ninth year. At this point self-consciousness increases; you
    • finds himself more separated from his surroundings. For this
    • nine his self-consciousness both deepens and increases.
    • thoughts and feelings to the way in which he himself is only
    • to the mouse, sheep, or horse. Through feeling himself duly
    • feelings by which he will later know himself to be fully
    • Maximum number of matches per file exceeded.
  • Title: Practical Course/Teachers: Lecture VIII: Education After the Twelfth - History - Physics
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    • entity at puberty, but it manifests itself in the etheric body
    • what I have explained to you, however much you adapt yourself
    • procedure, and you will say to yourself: “I shall
    • confine myself chiefly, until his ninth year, to what we have
    • physical process which really occurs in man himself, namely in
    • to the organs of man himself, because only then does the child
    • comprehension of man himself, that is that he learns, along
    • himself — just as we should cultivate the telling of
    • the same time not to accommodate yourself too much to it in
    • the teaching of physics. Indeed, physics teaching of itself
    • take care to develop physical concepts from life itself. As far
    • the teacher believes it himself, but in his subconscious nature
    • naturally unaware. He says to himself: “Yes, the teacher
    • this involves. You must cultivate in yourself the capacity for
    • no matter what the subject. You must not let yourself be
    • yourself that the child literally awakens in your lessons, that
    • you yourself become a child with the child. But not childishly.
    • is this: always to be able to transport yourself back into
    • acquired. You will not transport yourself like this into
    • in baby-language. But you will be able to transport yourself
    • Maximum number of matches per file exceeded.
  • Title: Practical Course/Teachers: Lecture IX: On the Teaching of Languages
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    • evolve grammar as though of itself from the very use of the
    • impersonal sentences. Then Franz Brentano occupied himself with
    • which is based merely on the element of language itself and not
    • will take you yourself a great deal of time to discover
    • and encourage him to invent an example himself. The work which
    • simply by taking an active part in the lesson yourself
    • wanting to do it himself, that while one child is producing an
    • These things can be done, but you yourself must take part in
    • lazy yourself that you want a class to sit as rigid as
    • — first reading yourself and letting them repeat it; then
  • Title: Practical Course/Teachers: Lecture X: Arranging the Lesson up to the Fourteenth Year
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    • writing. When man adjusts himself to writing he is obviously
    • yourself to ancient times and imagine, in my place, a Greek
    • it in life evolution itself. But into this complete plan
    • begin to develop the self-consciousness more. And we do this in
    • describe to you, of absorbing into his self-consciousness the
    • and to have the teacher confining himself to correcting their
    • do this without book himself, from memory, and for the children
    • work should really be done in the school itself. In a foreign
    • combining the object lesson with geometry itself.
    • value — and I have often tested it myself — if you
  • Title: Practical Course/Teachers: Lecture XI: On the Teaching of Geography
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    • canals, that he builds railways for himself. Then we show how
    • kingdom nature itself often gives us the whole and we can go from
  • Title: Practical Course/Teachers: Lecture XII: How to Connect School with Practical Life
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    • satisfaction that human nature shows of being itself worried
    • acts and the self-possession with which the individual effects
    • a footing for himself in life. It is very important for the
    • himself lucky. On the contrary, he feels: I have forgotten what
    • itself in the child if you do not approach it so directly, so
    • into them, you will be successful, for you yourself will then
  • Title: Practical Course/Teachers: Lecture XIII: On Drawing up the Time-table
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    • should show. That is why when, in these days, our youth itself
    • something which he himself likes to tell about. In all this
    • self-contained objects. You must try here to say to him:
    • realization would result of itself with the ideal time-table.
  • Title: Practical Course/Teachers: Lecture XIV: Moral Educative Principles and their Transition to Practice
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    • those days was left to the actual process of teaching itself,
    • cross-questioning of the child on self-evident things in the
    • care of oneself, has to be combated by morality. If we had not
    • every moment lends itself to an opportunity of instruction in
    • child is to learn — then the child himself, or the
    • permeate your own self with feeling whenever you give
    • consciousness, the child feels himself now a cat, now a
    • wolf, now a lion or an eagle. This identification of oneself
    • itself predisposed to seek psychic qualities in plants;
    • at this stage. For the inner selfish appetite for interest,
    • imagination, that the child can still imagine for himself, in
  • Title: Practical Course/Teachers: Concluding Remarks
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    • our thoughts have met. I myself — I can assure you



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