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  • Title: Lecture: Curative Education: Lecture 1
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    • necessary for that of the body in spiritual world. Why children may
    • these lectures try to deal with our subject in such a way that
    • is obvious, in the first place, that a thorough knowledge of
    • life of soul of every human being lurks a quality, or tendency, that
    • at the right intervals in speaking, so that either the words fall
    • confuses the complex of symptoms with what is really the essential
    • an incompletely developed child, we must regard what can be observed
    • thinking, feeling and willing, this means no more than that it has
    • most important that we should be able to do this, to perceive what
    • soul of any human being, is that we have in mind something that is
    • than the one that is customary among people who abide by ordinary
    • conventions; such people have their ideas of what is to be considered
    • reasonable or clever, and then everything that is not an expression
    • That is why the conclusions people come to are so very confused. When
    • they begin to do — heaven knows what! — believing they
    • stage of making pronouncements as to what is clever or reasonable, in
    • accordance with the habits of thought that prevail today.
    • conclusions, and simply look at things as they are. What have we
    • For the first-mentioned life of soul is not that in man which
    • of soul that comes down from the spiritual worlds takes possession of
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  • Title: Lecture: Curative Education: Lecture 2
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    • varying intensity. Law that every principle is influenced by one
    • that the ordinary, superficial life of soul has to be regarded as a
    • complex of symptoms, and no more. It follows from this that, if we
    • want to get at the real state of affairs that lies behind a so-called
    • what lies deeper — that is to say, to the region where, as we
    • kinds connected with that), but we do want, in this course, to make a
    • thorough study of what it is possible to do with children.
    • from this newspaper that gives a crude example of how misleading an
    • derogatory sense.) It is an example that will have special
    • significance for you, in view of the tasks that you are undertaking.
    • more mature age, he set out to acquire a somewhat miscellaneous
    • of the soul. It is important that we should pay attention to what is
    • modern scientific book, or into any book that is based on the
    • soul-life. Before I read the press notice let me tell you that
    • more than ridicule the whole thing. He has, however, no idea that his
    • what he had written during his lifetime.
    • which are evidence enough of a cruelty that is continually
    • It is true that in spite of this overwhelming load of proof Wulffen
    • Tell” we have the glorification of a revolution that is founded
    • in his poetry — this it was, so we are assured, that led him
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  • Title: Lecture: Curative Education: Lecture 3
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    • the course of these lectures that while the mood of soul with which
    • is important to realise that the whole of modern psychiatry can have
    • learn to recognise these illnesses for what they really are, then we
    • particular measures to be adopted. What is of far greater importance
    • is that you should come to see how in this domain too, sound
    • nature that, for reasons which you will understand as you follow
    • especially of those cases that have important bearing on our work
    • with children. On the other hand, you will come to see that help can
    • a right educational treatment; and we shall find that in an illness
    • what underlies the illness to what ought to be done, we shall find
    • essential first of all to know what underlies the illness, to know
    • psychiatry cannot help us here, for the reason that the men of our
    • time have no notion that there is such a thing as a real ego
    • Neovitalist.] they show that they have no knowledge of the
    • ether body because they are afraid of it. But the very thing that is
    • Anthroposophists — not that Anthroposophy, which is very
    • thought — it is, I say, commonly believed that when the human
    • like that. Seen clairvoyantly, it is like this [A
    • human life that is of great importance.
    • world, of the forces of the external world. What does this mean?
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  • Title: Lecture: Curative Education: Lecture 4
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    • studies, so that we may be able, from tomorrow onwards, to pass on to
    • that a faithful study of the nature of so-called illnesses of the
    • will already be clear to you, dear friends, that in illnesses of the
    • a feeling for what lies behind it — the question, namely: how
    • improvement that we are able to bring about is so much gain for the
    • patient. We must never take refuge in the thought that, owing to the
    • such a way. We can say this about the external events; that a person
    • turned aside, so that the fulfilment comes in some quite other way.
    • Not that it ever fails to come, but karma can be fulfilled in many
    • time — that so long as the child does not yet breathe, it is
    • the education and whole manner of life of the mother that is
    • were considering the epileptic disorder — the study, that is,
    • organisation. What conclusion did we come to as regards all those
    • forms of illness in children, that are of an epileptic nature? We
    • found that in these illnesses we have to do with a congestion of
    • arises there. This causes fits. For what is really taking place, when
    • organ there is a definite relationship that should obtain between
    • on the other hand. Now I assume of course that all of you are
    • familiar with the fact that in inorganic external Nature, substances
    • descriptions of this that you find in the chemistry books are not
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  • Title: Lecture: Curative Education: Lecture 5
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    • definite manner. I was able to show you, for instance, how what later
    • on becomes hysteria manifests in early childhood in a manner that is
    • peculiar to that period, the abnormality remaining as yet quite
    • in regard to abnormalities that belong to childhood, we must also
    • bear in mind the whole connection that exists between the pre-natal
    • we shall be able afterwards to add what further needs to be said,
    • demonstrate a condition that is strikingly typical.
    • make clear to you something that you will need to know before seeing
    • That there be no confusion, I will always
    • nature that we can say: There is the ego organisation, there
    • such a way that there is first of all, on the outside, the ego
    • We have now before us two beings that are the direct polar opposite
    • (yellow), somewhat stronger here below than the physical, yet still
    • organisation (red) descending like a kind of thread. What we sketched
    • bend, so that we have this kind of form
    • As a matter of fact, this is what is continually happening with the
    • in the whole universe. Owing to the plasticity that is everywhere
    • two, is in perpetual flow and interchange, so that one simply cannot
    • the fact that the head system is to the limb system as outbreathing
    • the rhythmic organism. What follows from this? A result, that is of
    • Maximum number of matches per file exceeded.
  • Title: Lecture: Curative Education: Lecture 6
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    • very long time in the sun, with the result that he was overcome
    • noticed that the boy's eyes were changing and becoming less clear. In
    • time that should never be disregarded in children — the habit,
    • developed when he came to us. The mother informs us that the father
    • take this opportunity to emphasize that mere intellectual attention
    • way. What he does, he does unwillingly. By January, however, he did
    • What is important is that one introduces the child to an occupation
    • nothing but his little cart. That will remind you of the symptom of
    • both are to be traced to a common cause, namely, that in this child
    • man. If you can see that, then much will become clear to you. Imagine
    • that here you have the upper man, the nerves-and-senses man.
    • know, this is the part of man that is the most developed in the first
    • time, and during that time had in it the most highly developed
    • forces. The rest of the body is more or less dependent on what forms
    • only indirectly dependent on what forms itself here. The formation
    • concluding that you will find in such a person a nervous system that
    • of the body, then the forces that come from without will work too
    • clear evidence of this in the fact that the arms, and also the legs,
    • that we have been describing is, you see, due in the first place to a
    • that the intellectual system is but little permeated with will. This
    • Maximum number of matches per file exceeded.
  • Title: Lecture: Curative Education: Lecture 7
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    • — he would speak of a little sprite that he had on the
    • animal, anyway, has been a lion. We have here a sign that the boy's
    • boy's own astral body. Then of course it can happen that this piece
    • What
    • is of main importance for us as educators is the fact that, owing to
    • your physical body, so that you no longer had it pulsating there in
    • its entirety within your physical body, then that astral body of
    • of the case. The mother says that the child was born four weeks late.
    • backwards. This was done by my advice. At the same time that he was
    • inactive. Let me remind you of what I said about the physical
    • organisation in the first period of life — that it is the
    • that the child has had in the epoch through which he has already
    • physical organism. For it is the ether body that is active now, and
    • with the change of teeth; that has not yet begun. So that there too
    • going any further let us see that we are quite clear about the
    • headway against the inherited organism. And we have also to note that
    • are not at all obliged to assume that it was correct! — the
    • information namely, that the child was born four weeks late. If this
    • now we have to ask ourselves the question: how has it come about that
    • fact that the mother was acting on the stage during the first four
    • Maximum number of matches per file exceeded.
  • Title: Lecture: Curative Education: Lecture 8
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    • you on the blackboard. There, that is what I wanted you for!
    • brought in.) Bring the little one over here; that will be best —
    • will discuss presently how that happens. The head actually measures
    • you will very likely think that he is perceiving things with his
    • note of the tragic fact that just before I came here to give these
    • lectures I received a telegram to say that the father of the child
    • embryo, you will find that you have in this child nothing else than a
    • giant embryo! You can see quite plainly that he has remained at the
    • accord with the laws of growth of the embryo stage. That we have not
    • internal tendencies that make for enlargement are working. I am
    • however quite hopeful that after a certain point has been reached, we
    • A striking fact that
    • comes home to us when studying the riddles of human nature is that
    • special attention to what I said last — that the mother felt
    • the child at birth. Mark that well: at birth — that is to say,
    • for it provides the first clear evidence that the ego organisation
    • that the astral body had at birth a strong and pronounced
    • show that the causes of the trouble are not to be sought in any
    • only when the discovery was made that in one week the child had put
    • What we have to do,
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  • Title: Lecture: Curative Education: Lecture 9
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    • attention. It is in this way for the most part that the study of the
    • on, gradually acquire the skill that will be needed for dealing with
    • kleptomaniac, that on account of hindrances in the astral body, he
    • has no means of access to the capacity for judgement that ordinarily
    • realise that everything which has to do with morality, everything of
    • which it can be said that our conception of it must needs include
    • superficial thinking of the present day — that where the Earth
    • to exist; for the reason that out there, in the realm of the
    • bad beings. As little as you can say of a lion that he ought, or
    • come away from the Earth, that good and evil ought or ought not to be
    • that it may “belong” to someone, the idea of “mine
    • attach any meaning at all to what he hears people say about
    • “possessing” things. What is particularly strong in him
    • is the idea of discovery — the idea that he has lighted
    • to a full stop. The truth is that up to now his astral body has not
    • in the intellectual sphere. We have evidence of this in the fact that
    • whatever he finds good intellectually he at once turns into will. Let
    • early age, the child is naturally imitative, doing what he sees done
    • What I like is good, what I don't like is bad. His judgements, that
    • meaning of “good” — by bringing it about that the
    • Maximum number of matches per file exceeded.
  • Title: Lecture: Curative Education: Lecture 10
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    • would like to speak first of that eldest boy of yours, who is sixteen
    • sixteenth year? So you have here a case with antecedents that have
    • time and see what things really interested him, and then, starting
    • test that we put to him, where the lad's trouble lies.
    • a problem in subtraction, put in the form that accords with the
    • What have I to take from a given number in order to leave another
    • that he needs longer time. And the reason for this is, that from the
    • they fail to unfold the activity that is proper to them, in spite of
    • the fact that the possibilities for the activity are there all the
    • that took place during my visit. You saw how the boy came up to us
    • interest. Afterwards I tried to suggest to him that he should make
    • new film; his interest would have had to reach beyond what lay
    • there”: but if the situation requires that he should bring the
    • ether and physical bodies set up a powerful resistance. What should
    • point things that the boy follows with a certain interest, we should
    • to an entirely healthy instinct that the boy undoubtedly possesses —
    • despite his difficulties. For you must realise that even in persons
    • this boy, you will find that as soon as you draw his attention to
    • objects and processes that call for skilful handling, he will
    • boy has, you see, difficulty in following the road that leads from
    • Maximum number of matches per file exceeded.
  • Title: Lecture: Curative Education: Lecture 11
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    • immediately patent. The girl is ten years old — that is to say,
    • particularly important that the teacher shall have made the right
    • antecedent facts and processes that have led up to the present
    • moment. The inflamed condition that shows itself in the neighbourhood
    • organism is clear evidence of the fact that the ether body is not
    • properly at home in the organism — the reason being that its
    • should. You must never lose sight of the fact that where a process of
    • body, the ether body does not function properly, with the result that
    • what the child receives by way of impressions fails to penetrate into
    • the organisation. What we have to do, therefore, if we are to help
    • must see to it that strong impressions are brought to bear on
    • impressions are left lying in the part of the human being that
    • part is not properly organised, then what is left there of the
    • order to bring it about that the higher organisation — I and
    • finds that easier.”) So the capacity for receiving impressions
    • her with impressions that are without rhythm. Do not imagine that any
    • that is, not before puberty. Working on these lines, we must first
    • that an inner perception underlies the giving of these particular
    • you, is the sound that places the whole organism into the
    • and living activity — but it must be an activity that is
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  • Title: Lecture: Curative Education: Lecture 12
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    • that every animal represents an illness. Meditation for the teacher.
    • What
    • to find in that pedagogy the kind of education with which we can
    • from our discussions that, if you want to educate an abnormal child
    • malformations that can occur in plants; and the passages where
    • far as to produce from itself organs that would normally be situated
    • in quite another part of the plant. In the very fact that the plant
    • of the archetypal plant. For he knows that the idea which lies hidden
    • so that if we were to carry out a whole series of observations —
    • that where we have abnormalities in man, it is the spirituality in
    • life in olden times; and we shall understand how it was that
    • healing. For in healing men saw a process whereby that in man which
    • come nearer to that in him which, in the sense of good spiritual
    • life that man comes into this condition of balance, of how he needs
    • older time saw that there is something definitely abnormal about a
    • child as such, something in every child that is in a certain respect
    • it has become clear to us that the foregoing is a true and
    • further along the same road. All the illnesses that originate within
    • and ultimately even the illnesses that arise in him in response to an
    • injury from without; for when you break your leg, the condition that
    • Maximum number of matches per file exceeded.



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