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Searching Rudolf Steiner Lectures by GA number (GA0307)

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  • Title: Lecture: Three Epochs in the Religious Education of Man
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    • will, feeling and by his earthly education, each of these three
    • of modern man. To-day man feels that he is deeply linked with his
    • Nascimur the riddle of Nature was solved and he could feel
    • came to feel death in earthly existence with any intensity. Whereas
    • exists subconsciously in the feeling life of man and he yearns for
    • fourteenth or fifteenth centuries, feel the third great riddle of
    • they feel it subconsciously and with a certain emphasis in their
    • cosmos, this feeling of oneness with the Christ Who descended to
    • to a deepening of religious feeling, a divine consciousness —
  • Title: Education: Lecture II: Principles of Greek Education
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    • general feeling nowadays that the conditions of civilization are in
    • of modern times. Already there is a feeling — a feeling which
    • back to the earliest of those past ages which we feel to survive as a
    • those who judge from a fundamental, elementary feeling for human
  • Title: Education: Lecture III: Greek Education and the Middle Ages
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    • feel this, and it is expressed in the question: How can we ourselves
  • Title: Education: Lecture IV: The Connection of the Spirit with Bodily Organs
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    • epoch, that we feel how little progress has been made by civilization
    • life. Now suppose we were to ask: What kind of feeling and perception
    • manhood, who feel healthy and are healthy, it is actually as though
    • ordinary man feels to-day. He longs for a new education, and
    • And now a strong feeling for this civilization overwhelms the human
    • being. If his feeling is healthy he should be able to feel himself
    • definite form and boundary, does not merely think; he also feels and
    • germ both of a feeling and of an impulse of will; it becomes a complete
    • experience. It contains no force; no impulse of feeling and of will
    • take our start — and everyone feels this to be true —
    • must live and it must contain the force of both feeling and will. The
    • ourselves as thinking human beings and feel that thinking seems to
    • thought. Theoretical observation passes over into artistic feeling
    • must look for the activity of the second soul-force, namely feeling,
    • Feeling
    • feeling-life is really still inwardly bound up with its physical
    • body. Thinking is already free; feeling is, between the seventh and
    • fourteenth years, still bound up with the body. All the feelings of
    • place in the life of feeling, when the outer symptoms of the change
    • life-period, when feeling is gradually released from its connection
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  • Title: Education: Lecture V: The Emancipation of the Will in the Human Organism
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    • yesterday's lecture I tried to show how thinking and feeling become
    • will release itself from the organism in the same way as feeling
    • phenomenon in human life. The emancipation of feeling is less
    • human being are less striking. Feeling, therefore, becomes
    • in their immediate feeling of antipathy. And the great question for
    • originate, there lives also the feeling-nature of man which frees
    • itself during this period. If we rightly develop the feeling-nature
    • which have been described, just as feeling was freed at the
    • feeling and as we have just tried to show with regard to the will. We
    • feel and realize nowadays that alteration must be made in education.
    • are springing up. People feel that education needs something but they
    • feeling is connected with that which comes from the chest organs and
    • movements and the control of them by feeling which sets in between
    • which comes from feeling in the lips, so a true knowledge of man will
    • In the Gospel of St. John, Greek thought and feeling were the vesture
    • there was quite a different feeling, one that came over from the
    • all we now feel is an inner lassitude when we speak of it. In olden
    • the death of human feeling for the living LOGOS of the Gospel of St.
    • This feeling alone remains in him: he must educate, he must approach
    • mankind losing the feeling of all connection of the spirit with the
  • Title: Education: Lecture VI: Walking, Speaking, Thinking
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    • educational theories, but rather to create a true feeling for
    • our thought and feeling, for the child senses our moods and absorbs
    • feels as though the living were lifeless. When he hurts himself, a
    • of a man guiding his plough over the field one can feel, apart from
    • it is a picture which arises. If we can feel this pictorial element
    • content, in the whole feeling of the human being. Then, instead of
    • life feels and perceives. This
  • Title: Education: Lecture VII: The Rhythmic System, Sleeping and Waking, Imitation
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    • must himself feel and experience this ‘musical’ quality.
    • by rhythm. The teacher must feel himself so inwardly living in this
    • must be able to feel this instinctively.
    • artistic feeling. I am not here referring to the individual arts, but
    • to begin with we stimulate the child's artistic feeling by letting
    • sense is aroused, one always feels — and feeling is here the
    • activity. One feels that intellectuality impoverishes the soul, makes
    • to develop from the artistic feeling, it will have the right intensity.
    • go through life feeling that his body is “of the earth
    • feeling that the spirit alone has value. Right education, however,
    • the spirit to be easy of access, and people do not feel inclined to
    • organism itself? No artistic feeling is brought to bear on the
    • when we lead over artistic feeling into the intellectual element can
    • for this — but because we feel that the teacher whom we revere
    • and love feels it to be true. Our sense of beauty grows in the right
    • Our feeling
    • has a cold, matter-of-fact feeling for the good, whereas one who has
    • learnt in childhood to feel sympathy with goodness and antipathy to
    • I said was that the humanitarian feelings of to-day would like
    • child's life of feeling, a great question arises between the ninth
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  • Title: Education: Lecture VIII: Reading, Writing and Nature Study
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    • correspond to feeling. The ‘I’ the ‘A’ and
    • start from the feeling called up by a picture; he then becomes able
    • feeling. The principle underlying writing thus arises from the
    • speak to him, and at this age he must feel no separation between
    • himself and this living outer world. We must give him the feeling
    • organism. If we educate in this sense, the child's life of feeling
    • incalculable benefit to the child if we develop this element of feeling
    • teaching shall make a direct appeal to the element of feeling. The child
    • must learn to feel the forms of the various letters. This is very
    • play and the life of feeling develops at an age when it can best flow
    • existence. To begin with, we can awaken a feeling of how the
    • connection with the configuration of the earth. The child should feel the
    • worked out with true artistic feeling.
    • with the necessary artistic feeling and is given in the form of pictures,
    • of feeling that has unfolded in the child between the
    • ages of seven and nine-and-a-half. Thinking, feeling and willing are
    • chaotic way. Everything is rooted in feeling. We must therefore begin
    • with the child's sentient life and from feeling engender the faculty
  • Title: Education: Lecture IX: Arithmetic, Geometry, History
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    • evening. When he wakes up in the morning he may feel slightly
    • our hands as members. We feel our two hands symmetrically with their
    • 10 fingers. This feeling also arises and is inwardly experienced by
    • feeling and will. He must be able to enter into a personal
    • everything we say must enter the domains of feeling and will in
    • own sympathies and antipathies. His life of feeling and will must be
  • Title: Education: Lecture X: Physics, Chemistry, Handwork, Language, Religion
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    • is in his life of thought and feeling no sense of separation between
    • fantasy. We must make him feel as if his own being were speaking to
    • nearest to him, when in thought and feeling he has grasped the life
    • concepts and even dead feelings will pass with a withering effect
    • of feeling. Although in the course of time intellectualism has tinged
    • the element of pure feeling, feeling is nevertheless the basis of
    • call forth in man to a greater extent the elements of feeling, music, or
    • gifts vouchsafed by Nature, this is what will guide religious feeling
    • feel a certain gratitude when the weather is favourable for some
    • deepen our whole life of feeling in a religious sense. Love for all
    • feel gratitude and love for this ‘universal divinity.’ In
    • concepts. The consequent danger is that religious feeling will harden
    • a living form pervaded through and through with feeling for the
  • Title: Education: Lecture XI: Memory, Temperaments, Bodily Culture and Art
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    • provides for children whose faculties of thinking, feeling and
    • up a child to him. The children too feel it rather against the grain
    • artistic feeling, then and only then is a true understanding of man
    • possessed of true artistic feeling and can introduce the child to
    • be left undone in the way of imbuing the child with artistic feeling at
    • cur teaching itself be full of artistic feeling, but an understanding

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