Searching Rudolf Steiner Lectures by GA number (GA0307)
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- Title: Lecture: Three Epochs in the Religious Education of Man
- deeply into Nature. Think only of the starry heavens which were once
- Title: Education: Lecture I: Science, Art, Religion and Morality
- think that I am speaking not only to those who have actually arranged
- resolve of those who organized it, for I think it may be taken as
- I am justified in thinking that those lectures, which dealt with the
- when the kind of thinking that otherwise gives itself up passively,
- energize their thinking into following the indications given by the
- thinking ought to be passive, and then they fall asleep because they
- the like, for then it is not necessary to think at all. Indeed, they
- cannot think. That was the beginning, and it has gone still further.
- realized that thinking is not merely a matter of stimulus from
- thinking current in our modern civilization is only one aspect of this
- efforts are necessary if we would master this inner creative thinking
- active thinking in pictures have been made, when all the forces of
- thinking that has been raised to the level of meditation and then be
- of the spiritual world. Active picture-thinking may be called
- thinking and knowing he sensed divine life within him, he felt that
- our whole “objective” mode of thinking, this earth must
- and man is cast out. Honest inner thinking can find no bridge over
- Title: Education: Lecture II: Principles of Greek Education
- be differentiated. We need only think of the way in which man takes
- at night, and we should think it absurd to ignore the course of the
- day. We should also think it absurd not to pay due heed to the
- which we to-day think of as so sublime, was regarded in those times
- Title: Education: Lecture III: Greek Education and the Middle Ages
- is attached nowadays. For think of it, the nature of the human
- three factors, without which it is unthinkable.
- education are alike unthinkable without the existence of slavery. And
- kind of tradition, thinking
- Title: Education: Lecture IV: The Connection of the Spirit with Bodily Organs
- apprehending the spirit in ideas, in thinking. And perhaps the best
- way to understand human thinking in our age in its greatest scope is
- characteristic thinking of our civilization. When, therefore,
- us think for a moment of the idea people have to-day when they speak
- that can at most think philosophically. Compared with the full
- the element of spirit in which we whirl around when we think, is
- think of the kind of thought we have about the spirit to-day. Where
- instance. He said: When a man thinks, one idea is followed by a
- second and a third. Man thinks indeed in ideas — which are the
- inward images of words. He thinks in ideas and the ideas get
- Think of the shock you would have if you were to look in the mirror
- philosophers, thinking that they may be able to give us self-knowledge,
- what a man experiences to-day when he tries to think in a practical
- ideas. And it is this that confuses him. He would like to think that
- thinking is dead we very soon discover that all death proceeds from
- the original. You would only think of a corpse as something in itself
- human being was there. If you recognize the kind of thinking that is
- innermost being of man, in order to make dead thinking, colourless
- thinking into thinking full of character — primitive, inorganic
- thinking into truly ‘human’ thinking. In the first place,
- Maximum number of matches per file exceeded.
- Title: Education: Lecture V: The Emancipation of the Will in the Human Organism
- yesterday's lecture I tried to show how thinking and feeling become
- releases itself at about the fourteenth year and thinking at about
- are revealed by the freed thinking, however, are very striking
- does everything and only when thinking is set free with the change of
- thinking, becomes independent. It no longer generates the
- seventh and fourteenth years, we have to bring his thinking into a
- human being, for in the animal this interplay of thinking and willing
- this union of his thinking with his willing, therefore it is that he
- established by human activity between thinking and willing. The
- Greeks brought about this harmonization of thinking and willing by
- fourteenth year and thinking at the seventh year.
- year, into union with the thinking that is already released at the
- nature of man, as we showed yesterday with regard to thinking and
- understanding of the relation between thinking and willing. Since the
- one harmonize thinking and willing in the human being? At most they
- man: How can we set up a true harmony between the thinking that is
- neither a one-sided regard to thinking nor a one-sided regard to
- so when we regard the thinking which dominates the present age as the
- corpse of a living thinking and when we understand that we must work
- our way through to this living thinking by self-development.
- Maximum number of matches per file exceeded.
- Title: Education: Lecture VI: Walking, Speaking, Thinking
- and ear, also extend over the whole organism of the child. Think of
- earliest years — the faculties of walking, speaking, and thinking.
- nevertheless, sense all that those in his environment are thinking.
- copy of the spiritual, our own thinking must be clear if right
- thinking is to develop in the child from out the forces of speech.
- as the result of inconsequent thinking is the actual root of
- they were learning to think after having learned to speak. The
- precision as he begins to be able to think, all these qualities
- of confused thinking in the child's environment.
- thinking on the part of the teachers about the beginning of the century.
- Many diseases of the nerves to-day are really due to confused thinking,
- think it desirable to give their little girl a beautiful doll as a plaything.
- kind of reflex movement makes him strike the table. He does not think
- we prattle like a little child and think to bring our speech down to his
- Title: Education: Lecture VII: The Rhythmic System, Sleeping and Waking, Imitation
- and will that induce fatigue. Thinking and movements of the body
- to think for himself, forcing him to think? Certain organic forces that
- rigidity is over-developed if intellectual thinking is forced. These
- to think too much, we are sowing the seeds of premature arterial
- stake. If I allow the child to think, if I teach him to write, for
- the body when he immerses himself in thought, is no true thinker.
- flowing into the limbs. If we sit at a desk and think out decisions
- process of combustion. When I think, I
- process of combustion, but only materialistic thinking can compare
- two ways of carrying out bodily movements. Think of the kind of exercises
- and in view of what I said there, I do not think you will accuse me of
- Title: Education: Lecture VIII: Reading, Writing and Nature Study
- mineral substances but can think of the earth as a living being, as a
- learn to think of it as the offspring of a living earth-organism, so
- ages of seven and nine-and-a-half. Thinking, feeling and willing are
- Title: Education: Lecture IX: Arithmetic, Geometry, History
- think of all we should have to carry about in our heads if we could
- never be separated from the human being. The child must not think of it
- as so much book-lore. Many people seem to think that history is something
- Title: Education: Lecture X: Physics, Chemistry, Handwork, Language, Religion
- about plant and animal, I think you will have realized that the aim of the
- the soul. Think for a moment of the sensitiveness of the human body
- Just think how
- In our days men's thinking, so far as realities are concerned, has
- principle has been introduced simply because people cannot think
- and syntax, for the child is now reaching a point where he thinks not only
- about the world, but about himself as well. To think about oneself means,
- Title: Education: Lecture XI: Memory, Temperaments, Bodily Culture and Art
- entirely to the school doctor. I think we are particularly fortunate
- these qualities and thinks he can set about building. But to know
- people in general know about the art of education and yet they think
- provides for children whose faculties of thinking, feeling and
- all that which comes to the help of thinking out of the speech
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