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Searching Rudolf Steiner Lectures by GA number (GA0307)

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    Query was: soul

Here are the matching lines in their respective documents. Select one of the highlighted words in the matching lines below to jump to that point in the document.

  • Title: Lecture: Three Epochs in the Religious Education of Man
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    • soul in the several epochs. It is only in the modern age of
    • though it be — that the soul of man has evolved from the animal
    • state, that the human soul could be thought of as having remained
    • realise that the constitution of the human soul in the first epoch of
    • consider the nature of the human soul in the ancient East, in an age
    • the souls of men in this ancient East, even at souls living in the
    • nature from the souls of men living to-day. The souls of men in those
    • existence than the souls of modern men, who in their waking life are
    • the soul of man to-day, did not bear the same form in the souls of
    • the inner life of soul and Spirit. What we to-day would speak of as
    • in which man not only knew with certainty that a soul was weaving and
    • which he also knew: A soul, born from a divine-spiritual existence
    • as soul and in this inner, living experience felt the body as
    • of soul — dreamlike though it was. And he knew with clear
    • lived as soul in a divine-spiritual world. Direct inner
    • perception revealed to him this life of soul and Spirit, and, as a
    • body. His inner consciousness of soul is not detached from his
    • the experience of the permanent, eternal nature of the soul in the
    • their contemplation of this life of soul. Birth and death were states
    • souls of men. As I have said, these men knew of the soul' and Spirit
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  • Title: Education: Lecture I: Science, Art, Religion and Morality
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    • pictures stood there before his soul — pictures which in the
    • arose in the forms of ideas before his soul and when the beauty that
    • follow this path with all our inner forces of soul, not only observing
    • soul have been applied and the powers of Self strained to their very
    • his art. The power born in his soul as he embodied the
  • Title: Education: Lecture II: Principles of Greek Education
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    • subject of education is exercising the mind and soul of all men at
    • concerned with what has changed the souls of men in the course of
    • nay even thousands of years, these souls have passed. The attempt
    • life for the human being in body, soul and spirit. For — as we
    • qualities of his soul and spirit. A man able to bring the divine
    • of spirit, soul, and body, and placed too a special emphasis on this
    • culture, but how, nevertheless, the education of body and soul fell
    • — to the element of soul. The training which in Greece was
    • culture, into a training of the soul qualities.
    • soul were considered to be of a higher order than those of the body.
    • essence a culture of the soul — of the soul in so far as this
    • a quality of soul. How the human being can work through speech, as a
    • particularly of the soul, one which ^carries on the training of the
    • something with the powers of his soul, who could convince others,
    • the soul-nature in so far as it manifests in the bodily nature. The
    • Gymnast trains the body, and through it, the soul and spirit, to the
    • soul, and attains his crown and his glory as the orator of the things
    • of the soul, as the Church orator. And lastly, we see how skill as
    • who no longer handles the soul-nature in its bodily-working,
    • soul-education, and this in turn develops into
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  • Title: Education: Lecture III: Greek Education and the Middle Ages
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    • of soul and the spiritual functions have not yet separated from one
    • the evolution of his soul and spirit. The human being is provided
    • the seventh year, if this unity formed of body, soul and spirit were
    • life of soul and spirit that is separated off from the Nature-life.
    • — makes it possible for the subtler forces of soul life to
    • develop. The body grows weaker, the soul stronger, as it were.
    • year. The element of soul now weakens to a certain extent and the
    • is pre-eminently a being of body-soul-spirit in one, from the seventh
    • to the fourteenth years he is a being of body-soul with a separate
    • nature of soul and spirit, and from puberty onwards he is a threefold
    • being, a physical being, a being of soul and a being of spirit.
    • development is no longer of a purely bodily nature but when the soul
    • to Greece. In Greece, faculties of soul developed as of themselves
    • the memory, by the proficiency of the body. The soul developed itself
    • had to be cultivated by education. Memory was the first soul quality
    • to be cultivated when the emancipation of the soul had taken place.
    • that cannot balance itself in a storm, for the soul of man is the
    • terms with the spirit, but the soul is so bound up with the
    • soul. And to cultivate the memory, without doing violence to another
    • the soul-culture of the Middle Ages was as much heeded by tactful men
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  • Title: Education: Lecture IV: The Connection of the Spirit with Bodily Organs
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    • transparent to him. The body revealed both soul and spirit in so far
    • revelation of soul and spirit. This man was somewhere, at some
    • imparting an understanding in the soul of how to bring back all that
    • has definite place in space and time, who has spirit, soul, body, a
    • effect, the force that appears in the soul as thinking lies within
    • powers of the soul, powers of the spirit; they vivify the inner being
    • of the human soul. Thus, when we observe the child between the
    • characteristic qualities of soul, we find that what now appears
    • between the seventh and fourteenth years as qualities of soul, namely
    • and then changed itself into an activity of soul.
    • imaginative pictures which now fill the soul in place of the
    • once again how the physical is connected with what is of the soul. We
    • about the seventh year of life and becomes a function of soul, so we
    • must look for the activity of the second soul-force, namely feeling,
    • with the body and becomes a soul function, these processes are
    • the bodily constitution and becomes an independent function of soul.
    • tradition. This astral body is more essentially of the nature of soul
    • than the etheric body; indeed the astral body is already of the soul
    • soul and spirit which lies hidden in the depths of the organism up to
    • itself merely with the obvious soul qualities of the human being and
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  • Title: Education: Lecture V: The Emancipation of the Will in the Human Organism
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    • appears in full freedom as a quality of soul about the twentieth
    • would bring before our souls this mystery of the WORD, the WORD in
    • himself is soul and spirit, because he has a physical nature, a
    • nature of soul and a spiritual nature, reality must again come into
  • Title: Education: Lecture VI: Walking, Speaking, Thinking
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    • deep insight into the whole nature of man as body, soul and spirit. A
    • and concrete knowledge of man in body, soul and spirit.
    • separation between spirit, soul and body. Everything from without is
    • the nature of soul and spirit that we do to the child — for we
    • are exercising forces of the soul and spirit if we urge him to adopt
    • soul and spirit are always at work upon his bodily nature. We observe
    • truly the mystery of human evolution: All that is of the nature of soul
    • activity of the soul and spirit in the physical organism. But since
    • soul and spirit. I am here referring to a form of punishment that is
    • this dislike is deeply rooted in their souls. However strongly we may
    • permeated with the forces of the soul and spirit. In the child's
    • done to the soul. The use of ‘baby-language’ injuriously
    • in later life. Soul and body alike suffer if the inner being of the
    • lacerate the soul of the child, but also harm his bodily
    • constitution, for in childhood body, soul and spirit are one.
  • Title: Education: Lecture VII: The Rhythmic System, Sleeping and Waking, Imitation
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    • and by inner activity of soul. Still we should realize with what a wonderful
    • an activity in the soul which must
    • functions, is all-important. The soul of the child during that period
    • and more especially the welfare of his soul and spirit, sleep is
    • activity. One feels that intellectuality impoverishes the soul, makes
    • of joy and well-being. In training the intellect we free the soul
    • may give himself up to a purely mystical life of soul and spirit,
    • alienate him from the world, but makes him a being whose soul and spirit
    • taken hold of by forces of the soul and spirit, so that within the
    • behests of the soul and spirit.
    • with the soul, on the other hand the limbs are weakened through too
    • physical exercises fidget in soul during sleep, and in the morning,
    • when the soul returns to the body, restlessness and faulty processes
    • In body, soul and spirit we
    • the inner quality of the soul.
    • with understanding of how the soul and spirit stream down into the
  • Title: Education: Lecture VIII: Reading, Writing and Nature Study
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    • expression of the inner life of the human soul.
    • to relate to the actual letters the quality of soul contained in the
    • sentient life of the soul.
    • years. They are years when the sentient life of the soul must flow
    • itself will take pleasure. Qualities of the soul are thus brought into
    • level, the level of the soul, exactly the same thing happens when we
    • for the pictures that are to arise in the soul.
    • natural development, elements of soul-life that are dead and
    • incapable of growth. We shall foster a living growing soul in harmony
  • Title: Education: Lecture IX: Arithmetic, Geometry, History
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    • rise to a real interplay between the soul of the teacher and the soul
    • of body, soul and spirit; his bodily nature is formed and moulded by the
    • place in the soul and spirit when any change occurs in the body, and
    • brought to bear on the life of spirit or soul.
    • history or the being of man works on his organization of soul and
    • small part only of the soul's experience; nevertheless the rest is
    • three or four weeks to rest within the soul and so work on in the
    • in at all. It has the same effect on his soul as a piece of stone
    • sure that we nourish the soul not with stones but with food that it
    • inner life and soul, just as we did in the case of arithmetic and geometry,
    • symmetry-exercises of which I spoke, the soul actually lives in the
    • from the qualities of space, but from the qualities of heart and soul.
    • plastically before his soul. He must be so well prepared that the
    • do not know what is going on unconsciously in the souls of the children,
  • Title: Education: Lecture X: Physics, Chemistry, Handwork, Language, Religion
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    • the child in body and soul. If we teach him to see man as a synthesis
    • mobility of soul. That which has no relationship with man is mineral.
    • the more vital and rich will the soul become; if, on the other hand,
    • into his soul.
    • the soul. Think for a moment of the sensitiveness of the human body
    • only in spirit and soul, but in spirit, soul and body by the way in
    • of speech, but also the inner, musical, soul element of the language.
    • languages appeals more to the soul and less strongly to the bodily
    • will be absorbed by his whole being, not merely by the forces of soul
    • injury is done to the child's soul if he is crammed with rules of
    • activity of body, soul and spirit that is necessary in the teacher.
    • of nine or ten it is not possible to convey to the child's soul an
  • Title: Education: Lecture XI: Memory, Temperaments, Bodily Culture and Art
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    • hand, from the time of the change of teeth, when the nature of soul and
    • of soul is involved. As teachers, we must always be on the alert for
    • nature of the child by the soul and spirit. An undue development of
    • soul and come to the aid of memory in the physical body. In
    • the whole human being if we are thus able to handle his nature of soul
    • his qualities of spirit, soul and body, above all according to his
    • of some power of soul is taken into this separate class. And it is
    • the soul are never ill. Illness can only occur in the bodily
    • foundation and what then passes over from the body into the soul.
    • Since however in earthly existence the being of soul and spirit can
    • to the soul and spirit impossible. As soon as we overcome a defect of
    • body or of body and soul in the child and are able to approach his
    • nature of soul and spirit, we have done what is necessary. In this
    • organic system is made to act in accordance with an activity in his soul.
    • weakness in his soul. He simply cannot help repeating certain words
    • condition of the child's soul. We should, for example, understand too
    • itself, the faculties of spirit and soul, which always need stimulus
    • the unity between spirit, soul and body when we have to deal with
    • details of life the harmony between the child's spirit, soul and
    • and animal-lore which he grasps more with his faculties of soul, to
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