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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: Curative Education: Lecture 1
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    • less possible the further one goes back into the years of childhood.
    • people like this! Something holds him back, he does not reach the
  • Title: Lecture: Curative Education: Lecture 2
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    • true rhythm. To educate backward children is to intervene in karma.
    • the right orientation, and then lead back from these to the real
    • and willing, and trace our way back until we can “behold”
    • we must look back once again at the life of soul of the child. We
    • surrounding ether, and throw them back into our consciousness. This
    • go back to what takes place in the brain and the nerves-and-senses
    • let us go back to our milk jug. We cannot accuse the milk of having a
    • backward children we have to do with an imperfectly developed etheric
    • body of the child. And now you will be rather taken aback, for we
    • applied, as in the education of backward children, within the given
    • experience a resistance, he will be pushed back. It may very well be
    • conscious of the fact: in educating backward children we are
    • give treatment to a backward child, we are intervening in karma.
    • of backward children is mere talk and leads to nothing, obviously
    • backward children it is a matter of deep intervention in karmic
    • give it if we are to deal in the right way with backward children.
  • Title: Lecture: Curative Education: Lecture 3
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    • their way out, they push and are held back.
  • Title: Lecture: Curative Education: Lecture 4
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    • of affairs. Instead of an organ whose surface holds back within the
    • it were, keep back sufficient for its own use. Here the astrality,
    • fast the astral body and ego organisation — bring them back, as
    • hold back the pain. This happens with great intensity. He makes
    • restless, struggling movements, because he is trying to hold back the
    • period during which the backward review after death takes place, when
    • have to develop our work on the background of present-day conditions!
    • Lauenstein Home for backward children. In view of the government
  • Title: Lecture: Curative Education: Lecture 5
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    • organisation of the lower system, keep streaming back again into the
    • weak; consequently, the impression does not sink down, but rays back
    • watch!” The impression keeps coming back. In the education of
    • back” of impressions will go on happening with greater and
    • control; it keeps pushing certain ideas back into consciousness,
    • before, the urge to push everything back; but, on the contrary, in
    • these impressions back, in drawing them out again from the sulphurous
    • that do not come back to him, we should bring before him repeatedly,
    • spark and hit him smack on the back! The boy was, you see, at one and
    • child are not giving back the impressions; that is to say, the
    • already begin to show a tendency to fixed ideas. The raying back of
    • special classes for backward children, they continue in their own
    • whom the impressions stream back. These children are poor in sulphur,
  • Title: Lecture: Curative Education: Lecture 6
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    • control the limb system. Reference to the backward child whom
    • three years. The boy was all this time backward in his development
    • back; so we have in this boy the symptom of narrow-headedness, a sign
    • part (at the back) expresses strong permeation by the will. The
    • come via sense-perception, whereas the back part of the head
    • arms and legs; the brain enlarges and spreads out at the back of the
    • Here, on the other hand (at the back) substance begins to be
    • back of the head is, as regards substance, of cosmic origin. Here (in
    • probability this points back to a purely mechanical injury, either at
    • home for backward children in Arlesheim, Switzerland.] all
    • lead back into what belongs to the intellect. We shall accordingly
    • it that needs our support, our backing, as it were? The nervous
    • teaching of backward children, the importance of the need cannot be
  • Title: Lecture: Curative Education: Lecture 7
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    • backwards. This was done by my advice. At the same time that he was
    • you see, he is backward in the development of his whole physical
    • be noticeable. Taken altogether, the boy is backward. In the first
    • retardation, the causes of which lie right back in the embryonic
    • background. In this one fact opportunity is given us to acquire an
    • this way, first forwards and then backwards, they help to regulate
    • so far as to push back the astral organisation; the point had not
    • the walls of the organs were beginning to hold back the astral
    • to hold back the principle of imitation and to allow more play to the
    • driven back again. You can well imagine how all the symptoms follow
    • they all equally hold back the astral body. Hence the slight tendency
    • try to tone it all down, try to push back the stream of interest.
    • long ago during embryonic development would then be changed back
  • Title: Lecture: Curative Education: Lecture 8
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    • back to the embryo condition; and you will find infantilism in all
    • extent and in less pronounced form, in a vast number of backward
    • temples) and how it goes apart here (towards the back of the
  • Title: Lecture: Curative Education: Lecture 9
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    • effects. Set-backs as part of a cure. Lead to induce decomposition.
    • occasion. Set-backs can always occur, and these are misjudged by
  • Title: Lecture: Curative Education: Lecture 10
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    • reluctance to go back into the house to fetch a new film —
    • invaluable aid it can be to the educator of backward children if he
    • education of backward children is going to take up all one's time;
    • Phenomena such as these have far-back antecedents; obviously they
    • that statements made about backward children from the ordinary lay
    • real educators, and especially educators of backward children, that
    • backward children up to the beginning of her sixteenth year, and can
    • convulsions and the whole general condition must go back to some
    • case of a poor astral body, that has its seat mainly in the back of
    • of the most intense interest, on the back of the boy's head, which
  • Title: Lecture: Curative Education: Lecture 11
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    • receive same treatment as previous boy of this type. Fidgety backward
    • sentences forwards and backwards. Also curative speech Eurythmy and
    • fidgety. A sleepy, backward little boy, who has not learned to speak
    • backwards. (For this particular case, I purposely say “woget”
    • forwards and backwards. Wherever possible, the same method should
    • we get him to intone A (ah), then E (eh), I (ee); and then backwards,
    • starting-back, a flinching from the world as from something he cannot
    • therefore again a background of Libra. I am not saying that it must
    • feelings in the background may have ample opportunity to find
    • in Jena.] was the first to undertake the education of backward
    • Educational Homes for backward children which were started in Hanover
    • fact, the first step in this direction dates much farther back. But
    • the nature of the defects in backward children. And this is what we
  • Title: Lecture: Curative Education: Lecture 12
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    • Earth consciousness; the true I can be seen only by looking back into
    • you have the intention of undertaking work with backward children.



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