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Searching Rudolf Steiner Lectures by GA number (GA0307)

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    Query was: world

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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    • Knowledge of the Higher Worlds and its Attainment.
    • lived as soul in a divine-spiritual world. Direct inner
    • deepened by knowledge that penetrates to the spiritual world, by an
    • the body that comes into the world through physical birth —
    • And then a mighty event occurred. — The Spirit of the world of
    • directed by the great Divine Teachers of the world, there was added
    • when the world of stars was understood merely through calculation,
    • living in the world which once spoke to man from out of the cosmos
  • Title: Education: Lecture I: Science, Art, Religion and Morality
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    • world-strivings.
    • Indeed, many one-sided views have been held in the educational world,
    • world through knowledge — communicated, for the most part, by
    • life of the world. In effect we confront these four branches of
    • the spiritual foundations of the world of sense. And what his
    • Knowledge of the Higher Worlds and its Attainment.
    • and increasingly so, to the outer world is roused to a living and
    • is raised into Imagination. We stand in a world of Imagination,
    • objective world. We are fully conscious that although we do not as
    • yet possess this objective world itself in Imagination, we have
    • spiritual world surges into his consciousness and being and he
    • of the spiritual world. Active picture-thinking may be called
    • Imagination. When the spiritual world pours into the consciousness
    • self come to comprehend the spiritual world lying behind the two
    • “know” the world to-day? Once more, to describe is better
    • revelation, when God — and the moral world in Him — were
    • God nor a moral world. Science comes to the end of the animal species
    • flows down from the inspirations of a spiritual world into human
    • worlds into earthly existence. Without super-sensible knowledge there
    • the presence of God imminent in the world
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  • Title: Education: Lecture II: Principles of Greek Education
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    • beauty of the world to expression in the beauty of his own body, able
    • to bring the divine beauty of the world into bodily expression in the
    • the world, in the Cosmos. The Rhetorician only knows how to handle
    • we seek in other worlds. He had a concrete super-sensible perception
    • other worlds, the plucked hen, the naked soul, is endowed with
    • was the very spiritual nature of his conception of the world that
    • East, from a profoundly spiritual conception of the world,
    • through the world with inner strength — this was one aspect.
    • radiate and express his own being everywhere in the world
    • being in the world, for it was known that when the arm is rightly
    • this way man became receptive to the spiritual world. The Greek
    • of the spiritual world, only in Greece, of course, this realization
  • Title: Education: Lecture III: Greek Education and the Middle Ages
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    • He saw in man a being who had lived in a spiritual world before
    • upon the path along which the spiritual world and spiritual life can
  • Title: Education: Lecture IV: The Connection of the Spirit with Bodily Organs
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    • indeed our spirit? We stand in the world; now the ideas begin to
    • be a passive reflection of the outer world and a mere handmaiden of
    • into the world. Then we shall have unified human beings, for we must
    • surrounding world. That which in Spring drives the plants out of the
  • Title: Education: Lecture V: The Emancipation of the Will in the Human Organism
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    • but observe all that confronts them outwardly in the world
    • conception of the world and its civilization from that of olden
    • beginning of the world. I wonder what would have happened if these
    • — had been there at the beginning of the world and were
    • world and the Cosmos were a revelation of the WORD. Greek gymnastic
    • being in his activity in the world rose up into the
    • activity when, in the world-creative ‘words’ he expressed
    • in itself but also of the world-creative spirit living in the WORD,
    • into him from the Gods but to that which lies in the outer world in
    • object of the senses, to bring as much of the sense-world as possible
    • super-sensible worlds.
  • Title: Education: Lecture VI: Walking, Speaking, Thinking
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    • into a right equilibrium in the world of space. The child strives for
    • definitely related to the outer world, all this is carried over by
    • the intellectuality needed in the world to-day.
  • Title: Education: Lecture VII: The Rhythmic System, Sleeping and Waking, Imitation
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    • external world is concerned, but as regards the health of his body,
    • God in creating the world did not say: Matter is evil and man must
    • avoid it. No world would have come into being if the Gods had thought
    • like this. The world could only emanate from the Divine because the
    • alienate him from the world, but makes him a being whose soul and spirit
    • wonderful spectacle in the whole world than to see how definiteness
    • cannot come to terms with the outer world and seems to draw back from
    • matter and a spiritual understanding of the material world. We
    • find the spirit if we truly understand the material world, and if we
    • spirituality, but a real and actual spiritual world.
    • of the world of spirit and an intelligent comprehension of the world of
  • Title: Education: Lecture VIII: Reading, Writing and Nature Study
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    • world. The child only begins to realize himself as a being apart from
    • the outer world between the ninth and tenth years. Hence when he
    • himself and this living outer world. We must give him the feeling
    • understanding of an outer world in which he must of necessity learn
    • given sufficient time to speaking of the plant world in living pictures,
    • now ready to form ideas about the plant world. But naturally, in any system
    • earth should be at the same time a knowledge of the world of the plants.
    • world of the plants should be related to the earth and the child should
    • should the animal-world as a whole be related to man. The child is thus
    • the world. He begins to understand that the plant-tapestry belongs to
    • that the various animals spread over the world represent, in a
    • ten, eleven or twelve years concerning the animal world must be
    • kind of elementary head. Thus we try to make the lower animal world
    • of limbs and metabolism. In the animal world there is a one-sided
    • the earth. We relate the world of the plants to the earth, and the
    • entire animal world. Taking our start from man's physical
    • of an organic system in man, so that the whole animal world appears as
    • been made clear to the child that the animal world is the one-sided
    • separate fragments of man's being scattered over the world in the
    • world, but he is at the same time raised above the animals because he
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  • Title: Education: Lecture IX: Arithmetic, Geometry, History
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    • the spiritual world during sleep.
    • they are carried out into the spiritual world by the Ego and astral
  • Title: Education: Lecture X: Physics, Chemistry, Handwork, Language, Religion
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    • himself as an individual apart from the world. Before this age there
    • himself and the phenomena of the outer world. Up to the ninth year,
    • him from the outer world, from plant, mountain and spring.
    • child into a true relationship with the world around him. He learns to
    • world and with the whole earth is of great value to the well-being of
    • human being to the world.
    • going on in the outer world independently of man. Between the eleventh
    • himself and the world at large. Between the ninth and tenth years we
    • take his rightful part in the social life of the world.
    • practical activities of life and of the world in general. In a
    • assimilate. In the social life of the world of course conditions are
    • to the world. Hitherto he has lived chiefly within himself, but he is
    • world. Hence to concentrate before puberty on all that relates man to
    • been made in technical skill, national trade has become world trade,
    • and finally a world-economy has arisen from national economies. In
    • acquaint our children with the practical affairs of the world at the
    • of familiarizing our boys, and girls too, with a world not of the
    • so little understanding of how to live in the world of the present.
    • The world's
    • the world is more especially furthered by the way in which languages
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  • Title: Education: Lecture XI: Memory, Temperaments, Bodily Culture and Art
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    • from the outer world immediately engages his attention but passes away
    • of abstract principles. All the world knows what is desirable in
    • world must realize that technique, a spiritualized technique of course,
    • learn, if we are to stand rightly in the world. And if the child is
    • in the world which ought to flow into the heart and soul of man.
    • world, my dear friends? It is to be able at the right moment to
    • understanding of the affairs of the world.
    • cause and effect. When we come to the plant-world, however, it is
    • structure from the invisible world. How few people, how few
    • Not until the moment when man realizes the world itself to be a work
    • conception of the world. That is why our aim in education

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