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  • Title: The Inner Development of Man
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    • extent that indications pertaining to such actual clairvoyance can be
    • with the most delicate instruments the minutest substances needed for
    • evolution have given permission for the publication of these rules.
    • of the soul. Their structure is delicate and in order to come into
    • to what extent the delicate soul organs are emerging. When human
    • understanding for fellowmen, the spiritual organ located in the
    • early beginnings of a lens to the complicated structure of the eye.
    • these delicate soul structures first begin to perceive comes to
    • schooling are called preparation or catharsis, enlightenment and
    • in such a manner as to allow the delicate structures of the soul to
    • for a clarification of this, and other, anthroposophical terminology.
  • Title: Lecture: Woman and Society (Die Frauenfrage)
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    • impossible for women to get into the educated professions or ever be
    • deeply into these things, they all fall into only one category
    • catch out the writer in question as happened in the case of Professor
    • professions, and of the question of women's education. The issue
    • question of women's education that has, in fact, borne fruits. Almost
    • normal educational preparation this is really not to difficult, but
    • Meyreder. You can find different views catalogued elsewhere so
    • educated classes? The lowest classes, the actual manual workers, try
    • in all areas of life (not only in the area of higher education).
    • begin with, that higher education was to be sought. The truly human
    • without any kind of academic education at all. One could do this at
    • education and that the women's question itself has come up in our
  • Title: Lecture: Problems of Nutrition
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    • “But you do not eat cats and dogs,” observed the
    • certain justification after all. We must continually bear in mind
    • way. When large quantities are drunk, thoughts become scattered and
    • is not without justification a popular drink of diplomats.
  • Title: Lecture: The Etherisation of the Blood
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    • communications and were not originally intended for print. It should
    • self-knowledge so difficult? Man is very a complicated being. If we
    • life of feeling. Feelings fall into two categories: those of pleasure
    • recognition that human life is vindicated only when we place our
    • this delicate etheric substance which streams upwards towards the head
    • acquire forces that make for unification. In very truth Christ brings
    • The indications by which the Being who is to become the Maitreya
    • densification of matter. If one were able to etherealise material
  • Title: Lecture: Overcoming Nervousness
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    • What are the consequences of these educational methods? In some
    • vacation, but better still you might also recommend that he try to acquire
    • doubtless be a long time before leading educators will consider it
    • leads to many unhealthy conditions. What has been indicated here
    • education.
    • for unlawful purposes, but I am not advocating a school of forgery when
    • been neglected in our earlier education.
    • in the education of the child. If a father, for example, denies a wish of his
    • fulfillment of wishes in education is a doubtfully correct principle. What,
    • contrary, it would represent a weakness to advocate the bad in place of the
    • over the etheric, and the etheric body over the physical. Self-education
    • and an influence upon the education of children can follow from our
  • Title: Jesus and Christ
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    • Here I can only indicate what in earlier lectures and in such books as
    • investigator. Here I can only indicate things I have elaborated
    • his body. Yet he can communicate this knowledge only indirectly by
    • indicate a certain way of observing things. It was not entitled The
    • communication, to express what the spiritual investigator perceives.
    • ancient pedagogy. Children growing up under our artificial education
    • education, one in an epoch lying before mankind's middle life, was
    • education strongly confirms the fact that humanity has now passed
    • Let us proceed, bearing in mind indications of the Gospels concerning
    • give but a few indications, which in themselves cannot produce any
    • leads to the historical Jesus. Indeed, it is possible to indicate with
  • Title: Lecture: Newborn Might and Strength Everlasting
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    • wealth of things and that are apparently so complicated. Yet, we must
    • Nevertheless, it is an illusion to think that our more complicated way of
    • complicated age needs another kind of soul impulse that will enable us to
    • Nathan child, only appear to be more complicated. In the Nathan Jesus boy
    • At Pisa in Western Italy there is a famous cathedral where Galileo silently
    • modern physics would be unthinkable. Annexed to this cathedral is the
  • Title: Lecture: Pre-Earthly Deeds of Christ
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    • himself ready to receive the Christ-Being. This event is indicated
    • methods of education on the physical plane. We may indeed, when he
    • for us to convey to him by our external education even the faintest
    • rightly indicate them, was still in danger from the Luciferic and
    • create language as a means of communication between the different
  • Title: Lecture: The Four Sacrifices of Christ
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    • whole soul-being, an education in selflessness. We may say that what
  • Title: Lecture: Anthroposophy and Christianity
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    • fundamental modification of the natural scientific approach. The
    • further life on earth. I can only indicate briefly how the spiritual
    • education of the human race, in which he advanced the idea of repeated
    • a process of self-education. In pre-Christian times the mysteries and
  • Title: Lecture: Christ in Relation to Lucifer and Ahriman
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    • “savior,” emerged as Germany's Nemesis and was thus catapulted into a
    • SOME DAY WHEN THE BUILDING in Dornach that is dedicated to the
    • calendar indicating that Joan of Arc was sent into this world on the
    • have an opportunity to dedicate himself to Christ and to the spiritual
    • suffocation.
    • annotations appended to the original publication of this lecture.
    • and the third one on his conversion to the Catholic faith. His
  • Title: Lecture: Preparing for the Sixth Epoch
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    • Professor C. This group wishes to dedicate itself to the spiritual
    • and cultivate in them the spiritual treasure to which we dedicate our
    • delicately organized for his soul to feel pain when he sees other
    • is true that more delicately organized natures feel pain at the
    • indicated here is that, unlike conditions in the fifth epoch, in the
    • made to indicate this by including a word that brings out the
    • Orthodox Catholic Church in Russia. Such community will not understand
    • in family relationships, for what must remain will not be eradicated.
    • united in Austria. Whether the implications of this are understood or
    • words indicate a spiritual understanding of the outer and the inner
    • opening of one of our groups, this is the dedicatory thought we will
    • be authenticated because we experience Him within ourselves. At the
  • Title: Lecture: Outlooks for the Future
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    • say: That man resembles a cat. If he was a hypocrite, he really resembled
    • a cat, or a hyaena. In that remote past, man's countenance and his outward
    • education, but during the sixth post-Atlantean epoch this will no
    • the few indications with which I have traced these things, your souls
  • Title: Lecture: Human Life in the Light of Spiritual Science
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    • they consist in setting up a caricature of what Spiritual Science is supposed
    • Just consider the education and schooling of today, how after passing
    • that a great professor or teacher, a giant professor, ought to be located in
    • prepares, so to say, only the means which communicate the knowledge of
    • being. After thoroughly steeping ourselves in the ideas which are indicated
    • indicate how spiritual sight observes a continuous rhythm in human life.
    • indicates that they were brought about by earthly forces. Of course he is
    • ideas as a grotesque caricature. With the appearance of Eduard von
    • between natural science and Spiritual Science, so is there no justification
    • Christian philosopher absolutely recognized as such by the Catholic Church,
    • In ordinary life we have to accept facts which are communicated to us which,
    • by the very nature of the communication, cannot fall within our experience,
    • only through the ordinary channels of communication. For instance no healthy
    • communications from fellow human beings, and to substitute spiritual vision
    • can only be acquired by being communicated. In a higher domain the truths of
    • through human communication, so can the events corresponding to the truths
    • of pure faith be received only through communication (revelation) from the
    • do with the application of these terms in relation to the domain to which
    • worthy of an educated person's attention. And let us turn our gaze aside
    • in the catacombs; let us look at the Christian life beginning to burst into
  • Title: Evil and the Future of Man
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    • that in the past certain hints or indications of the mystery of evil,
    • implications, is thinking truly in accordance with the times. Those
    • intended to become of those forces whose caricature you see in the
    • indications as to the lessons we can learn from it.
    • is the education which human beings can receive from it for certain
    • strange catastrophes, is but an inner rebellion of mankind against
    • over the world the cheap catch-word that men should group themselves
  • Title: Lecture: Social and Anti-Social Forces in the Human Being
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    • related to us began with the great Atlantean Catastrophe, namely this
    • meets man today and which is clearly indicated even in the worldly
    • between people is fundamentally a complicated matter. When one person
    • relation to other people, or any communication with them, then a force
    • these two forces, which may be observed between people communicating,
    • multiplication tables, so too he cannot claim to discuss social
    • their education, that they are ready for the rest of life — at most
    • there may still be some amusing additions to one's education.
    • simply by being a member of society one is in a complicated relation
    • Our relationships have become so complicated that we no longer pay
    • interest and credit, things are quite complicated; so that even
    • ask with respect to national education and other such matters: What
    • education, namely: How can we consciously establish social impulses to
    • the education of children. For we can really develop this imaginative
    • material for judging this war-catastrophe objectively
    • wish to educate ourselves about social issues, and develop new social
    • This is what I have desired to communicate to you today regarding the
  • Title: Lecture: Spiritual Emptiness and Social Life
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    • difference of soul-life between the so-called educated bourgeoisie and
    • many domains of life, was really only able to give a few indications
    • but which can be deeply indicative for those who study life in its
    • hand, indicating that this was a realm he was not willing to enter. A
    • To hit upon such a characterisation indicates real ability to shape
    • uncommunicative. Then the soul rebels, gathers its forces and strives
    • undergo. Natural science exists far more for the purpose of educating
    • man than for communicating truths about nature. Only a naive mind
    • of natural science, devoid of spirit as it is, is the education of
    • unconcernedly through such cataclysms as are allowed to occur, all
    • belong together, in spite of external unification. Inwardly, however,
    • had a very good classical education and be an ignoramus in respect of
    • path. A man of classical education could not keep abreast of his times
    • scientific education had to offer. And again, if a man were schooled
    • mentality of the educated middle class. Naturally, many individuals
    • inculcation of Greek culture. No spiritual life belonging
    • the dissecting table, indicate by this very fact that from the living
    • this kind of education will be the ruin of humanity. It is necessary as a
    • indicate: here the earth shines because spirituality is contained in
    • I have now given you one or two indications of what is astir in
  • Title: Lecture: Social Understanding Through Spiritual Scientific Knowledge
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    • Education of the Child in the Light of Anthroposophy
    • to carry out consciously. We have to educate ourselves to do consciously
    • whole educational system has to change. We have to help man to develop
    • education, and they attach great importance to getting down to the mental
    • standardized education still plays a great part, that is, the kind of
    • education that works with a whole set of standard rules. Education is
    • without having absorbed standardized education. This standardized
    • education is exactly the same thing to a good teacher as the aesthetics of
    • study of education. The important thing, today, is not to give would-be
    • teachers a seminar of some sort of standardized education that prescribes
    • teachers and educators in the same way as people become artists or
    • botanists. It is that the educator has to be born in a person and not that
    • education has to be learned.
    • setup is that education has to be a real art. In the time of transition people
    • were at sixes and sevens as to what to do about education. That is why
    • they invented so many abstract educational systems. The essential thing
    • a student of standardized education, the kind that follows the rules, then
    • him to teach, and can keep on forgetting actual education and has not got
    • education, and shown how the education of children under the age of
    • an education only up to the age of twenty-one, though, for education
    • Maximum number of matches per file exceeded.
  • Title: Lecture: Soul and Spirit in the Human Physical Constitution
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    • delicately organized. As soon, however, as we begin to speak of the
    • demarcated from the environment. Whatever is fluid in any area of
    • state, we cannot make such a definite demarcation between the fluid
    • each indrawn breath causes a change, a modification, in an upbuilding
    • course, in communication with the warmth outside. But what is active
    • This indicates how, for example, we should look for the way in which
    • within a clearly demarcated space, so that if we think in an entirely
  • Title: Lecture: The Moral as the Source of World-Creative Power
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    • I tried yesterday to give certain indications about the constitution
    • penetrate into this delicately organized constitution. Naturally, up
    • Roman Catholic Church. No orthodox Catholic was allowed to believe it.
    • wish them to be communicated, one who was an idealist — the
    • to communicate the Christ-Secret to the world. But in our age it is
  • Title: Lecture: The Path to Freedom and Love and their Significance in World Events
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    • are given over to the concatenations of things and events in the
    • complicated process in operation there remains just as hidden from
    • Goethe has given indications of these ancient traditions in the
    • head, which with its hard skull and tendency to ossification,
    • fructification by the will which rises up from his egohood, there
    • When, out of semblance, through fructification by the will, we unfold
    • As I have indicated briefly in my book, Riddles of the Soul,
    • have already indicated in my Philosophy of Spiritual Activity.
  • Title: Lecture: Search for the New Isis, the Divine Sophia: The Quest for the Isis-Sophia
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    • locations, so that they belong to the earth for ever after.
  • Title: Lecture: The Two Christmas Annunciations
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    • humanity; but he merely communicated it to humanity in general. What
    • for thousands of years as something communicated only to the most
    • Here and there in my lectures I have indicated that the Philosopher's
  • Title: Lecture: The Threshold In Nature and In Man
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    • indications towards its solution. I shall try to give these in such a
    • personification or what you will, in those ancient schools of wisdom
    • have been brought by the scientific education of the last three or
    • The very same knowledge that our whole education renders familiar and
    • groundwork of our whole education and culture — one thing stands out
    • between them and our own — education was not directed to the
    • beginnings — it sets out to develop in the direction indicated in my
  • Title: Lecture: The Sun-Mystery in the Course of Human History
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    • say, to an abnormal intensification of the one pole in the life of
    • hatred can assume incredible proportions. The aim of all education and
    • enunciated as a categorical truth in every book of physics today. But
    • Not yet published in English [as of this publication date – e.Ed]
  • Title: Lecture: The Alphabet
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    • communications, not to be printed ...
    • communications from the world of spirit.”
    • left behind in memory. From another point of view I have indicated
    • with the fact that, in the Middle Ages, those who were highly educated
    • Passing from grammar to rhetoric entailed the application of what
  • Title: Lecture: The Human Heart
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    • indicated how the child behaves to a great extent as an imitative
    • which is expressed and communicated through language — this can
  • Title: Lecture: Truth Beauty and Goodness
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    • Rudolf Steiner stated that the primary function of education is to
    • Rudolf Steiner stated that the primary function of education
    • Anthroposophy, or Spiritual Science, is able once again to indicate
    • this thread. In pre-earthly existence a delicate spiritual wool is
    • truth. In a delicate, subtle way this enthusiasm tells us: Truth,
    • never to undervalue the significance of beauty in education and in
  • Title: Lecture: Self Knowledge and the Christ Experience
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    • If we look back to ancient times in human history we shall find, scattered
    • various groups of people, living their lives scattered about the earth,
    • This indicates once again the enormous difference between the
  • Title: Lecture: The Invisible Man Within Us
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    • pathways, proceeding from the senses, a delicate death process
    • whole matter is even more complicated, because we must also consider
    • blood process courses through the eye in fine ramifications. This is
    • located in the blood. With the force of selfhood (Eigenkraft)
    • ramifications of the blood vessels at the outermost periphery, going
    • Waldorf education, we would not expect that every person could be a
    • educational principles are established out of knowledge of the human
  • Title: Lecture: Polarities in Health, Illness and Therapy
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    • briefly indicate in principle stood before me approximately thirty-five
    • system, located primarily in the head; the rhythmic system, located
    • primarily in the chest; and the metabolic limb system, located primarily
    • the so-called electrolytic cathode, then it is only necessary (after the
    • antimony was subjected to the electrolytic process on the cathode), to
    • exceedingly complicated disease. Thus you see that the possibility of a
    • aphoristically in order to indicate how in fact, without succumbing to
    • know the specific manner of application of the remedy.
    • into a relationship to man depends on the various methods of application
    • their appropriate application, I certainly do not want to exclude what can
    • methods in education in relationship to memory. So too can the use of
    • memory in education to the opposite extreme also have unfavorable
    • I can only indicate this, Those methods which are based on the
  • Title: Lecture: Man As A Picture of The Living Spirit
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    • communications and were not originally intended for print. It should
    • word is but an indication of something which is not here in the physical
    • some indication of the living Spirit which in reality fills the entire
    • never really see the Moon itself; we see at most a scanty indication
    • on Earth at that time they were the great leaders and educators.
    • It was these mighty teachers and educators who brought to mankind,
    • been indicated, to the ‘inner population’ of Saturn.
    • through the communications of modern spiritual Science.
    • educated people, the true scholars, in the Oriental sense. No doubt
  • Title: The Individuality of Elias, John, Raphael, Novalis
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    • today — the day when the Michael mood of dedication must pour its light
  • Title: Lecture: Exoteric and Esoteric Christianity
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    • communications, not to be printed ...
    • in the form of ‘anthroposophical history’ in the communications
    • throughout history (and there is, indeed, a deep justification for
    • communications concerning the Christ, after the Mystery of Golgotha.
    • communications of the gods in a spiritual way, because they were not
    • receive these communications in a state of mind resembling today's
    • consisted of communications (if I may call them thus) of the gods
    • something, and they found that the communications of the gods
    • instructed in the way indicated by me and passed on this instruction
    • an incomplete ossification. So that the brain contains a constant
  • Title: William Shakespeare
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    • an uneducated actor could not have produced all the thoughts which
    • hero with it in order to justify the catastrophe, does not exist in
    • that in spite of his good education he was not encumbered with
    • time, when a change of scenery was simply indicated by a notice-board,
  • Title: William Shakespeare
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    • have decided that an uneducated actor could not have produced all
    • education he was not encumbered with higher academic study, gave
    • indicated by a notice-board, when a table and a chair sufficed
  • Title: The Manicheans
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    • Albigensians, Waldensians, and Cathari also belonged, and later the
    • Order of the Templars and through an extraordinary concatenation of
    • by Augustine when he had become a member of the Catholic Church. He
    • presented the views of Catholicism as opposed to the Manichean
    • advocate of Manicheanism. It is usually thought that the different
    • Augustine, on the contrary, advocated the principle: I would not
    • Catholic Church compelled me to do so.
    • pulsates in the Catholic Church is the Christian Life. (From the time
    • The fructification of Manes is today the Life of men. The Form is what
    • Manicheanism laid such great stress on purity. The Cathari were a sect
    • which appeared like a meteor. They gave themselves this name, Cathari,
    • because Cathari means ‘the Pure Ones.’ They were human
    • Augustine worked out the Form of the Catholic Church. It was the Form
    • KEYWORDS: Albigenses, Augustine, Augustinianism, Cathari, Catholic,
  • Title: Mathematics and Occultism
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    • to be an all-important question for the education of the spiritual life.
    • stages in the spiritual education of Man are constituted by what is
    • educational means.
    • magnitudes has become in recent years a powerful educational means for
    • In this way important indications have been set for Occultism. Even
    • means of education, and no more than this is here implied about
    • it does present itself as a good educational means. It teaches him to
    • effect a strict mental self-education where sense-perceptions are no
    • one of the paths to the purification from life in the senses. And just
  • Title: The Dead Are With Us
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    • put to direct application in everyday life, and we may sometimes be
    • This indicates a truth which should be emphasised, namely, the supreme
    • delicate, sensitive feelings for these moments of waking and going to
    • what the dead have to communicate to us. And again there is no one
    • put questions to the dead or to communicate something to the dead, is
    • subconsciousness to communicate something to him in the evening. For
    • it need not be communicated consciously. You can prepare it at some
    • question or the communication remains in your soul, and when you go to
    • but the echoing of the questions or communications we have ourselves
    • question or communication to the dead at the moment of going to
    • disposed to observe the intimate indications that arise out of our
    • We have not always sufficiently deep or delicate perceptions in regard
    • Dead is preferable to a specific funeral oration. The Catholic ritual
    • Catholic service includes no funeral oration but consists in ceremony,
    • significance for the soul; the Catholic ritual will mean less in such
    • indications such as I have been giving seem to him quite remote, he
  • Title: Lecture: The Origin of Speech and Language
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    • definitely not with a view to publication. The tone and style of
    • convolution because it is located near the temple. Well now, in every
    • to important conclusions for education. Just think, when you have
    • education, even in the lower grades, we need an understanding of the
    • Aries itself, of course. This constellation merely indicates the
    • constellations that cause these events; they are only indicators.
  • Title: Lecture: The Sense-Organs and Aesthetic Experience
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    • are truths of the kind indicated recently when I said: the Greeks
    • that has a certain justification he describes what sort of hair, what
    • separate as life-processes are on earth. A very intimate and delicate
    • have indicated.
    • of the tongue a process goes on which has a delicate similarity to
    • green colour. But if you appreciate a painting, a delicate
    • follows, more delicate physiological processes — they accompany
    • soul? What do present-day physiologists know about these delicate
    • catharsis, by which he wished to describe the underlying purpose of
    • course they take, the soul is led to purification, to catharsis. Much
    • of course, the way of a modern materialist) means by catharsis a
    • catharsis the entire ensouling of the life-processes is embraced. If
    • reached in Schiller's Letters on the Aesthetic Education of
    • answer, only for a brief indication. It will be helpful if we
    • no fools, but well-educated people whose task later on would be to go
  • Title: Lecture: A Turning-Point in Modern History
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    • Aesthetic Education of Man; this was the time, too, when Goethe
    • self-education of man, which he regarded as a necessity of his time.
    • rather that by work upon himself, by self-education, man should reach
    • obedience to the “categorical imperative,” a free man
    • all the complications of the soul of man to these three categories:
    • them all. Everything else, too, indicates soul-forces; you can read
    • Aesthetic Education,” which represent a certain culmination of
    • endeavours to achieve self-education. Only the social structure in
    • self-education is expected to come through alterations in outer
    • Schiller or Goethe could not have believed that through self-education
    • spiritual descriptions of the best self-education could be written
    • A summit of human achievement is indicated in Schiller's
  • Title: Lecture: Elemental Beings and Human Destinies
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    • A recognition of these distinctions allows us to indicate more exactly
    • but it is very much more complicated. Here again the events swing
    • lectured on education, I have always given emphasis to an important
    • education the whole arrangement and treatment of subjects is derived
    • the educational foundations of the Waldorf School, and I alluded there
    • part of general culture. The culture and education of mankind change
    • caught in the toils of present day education when they hear it said:
    • part of general education and culture, as they were in ancient times.
    • indicated by some alchemist. He cannot do so for the simple reason
    • organism, and they indicate a knowledge of the inner being of Man.
    • They have, it is true, a certain application to the external minerals,
  • Title: Lecture: Man, Offspring of the World of Stars
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    • from the Greek Mysteries. In other words: the indications upon which
    • indications are given which, if they are followed, can make us
  • Title: Lecture: The Ear
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    • touch and feel the delicate vibration of the drum.
    • written out fully, the vowels only indicated. In our language in
    • education of man, in the first or elementary period of school life.
    • understood by those to whom we communicate it. In effect, clairvoyance
    • in education, in teaching. Ordinary head-knowledge is morally neutral.
    • method of education. Educate in such a way that when the age of
    • Educate the human being so that he feels the moral element within him
    • 2 To find within oneself the source of moral impulses is of course, as Rudolf Steiner indicated from his
  • Title: Education for Adolescents
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    • Education for Adolescents
    • condensed. It is the fifth of nine lectures in the volume Education and
    • Education and Instruction ....
    • Education for Adolescents
    • themselves. Through the whole way in which they are educated, they
    • educated, there should be no need whatsoever to speak about love of
    • tremendously significant it is to take the education of these young
    • certainly quite unnecessary to begin to organize educational homes in
    • urban conceptions, you can call a school a country educational home as
  • Title: Lecture: The Work of Secret Societies in the World
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    • schools and their ramifications and I think it right today to bring this
    • has never been the aim of occult science to inculcate into men a dim
    • building, and so on. What are you inculcating into this raw material
    • obtained from the mineral kingdom? You are inculcating human spirit into
    • been impossible to say who had built many of the cathedrals or painted many
    • order to indicate the principle by which these secret societies were
    • to an age when, as I indicated recently, men will understand what the atom
    • indicated will be within man's power when the occult truth that thought and
    • atom consist of the same substance is put into practical application.
    • thing — more desperately tragic than other catastrophes — will
    • build an edifice dedicated to selfless ends. It is easier to become one of
    • with the facts. If, therefore, it were possible to inculcate a new content
    • classifications. This specific colour must be eliminated. Anthroposophical
    • things will come, just as the great water-catastrophe came to the
  • Title: Lecture: The Three Stages of Sleep
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    • essential thing is the process of intensification: first
    • in the morning. This is an indication of that third condition
  • Title: The Cosmic Word and Individual Man
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    • organs of perception his will is not active in the delicate movements
    • those places where the sense-organs are located, a continual lively
    • complicated process than for the ordinary consciousness it appears to
    • faculty the work of the Dynamis is in a sense dislocated, and
    • Second Hierarchy is violently dislocated. And it must be restored
    • dislocations, of the trivializations — this stripping off of
    • might indicate on the blackboard the distribution of the figures in a
    • Ego are only an indication. The reality is living activity, inwardly
  • Title: Christ and the Twentieth Century
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    • spiritual stream. I will indicate one such aspect, at once the most
    • into this to-day. Rather is it our task to indicate how by the time
    • similar works. We need only indicate briefly the most recent results
    • justified either. But there is no justification or proof of the life
    • the ‘Education of the human race’ which is being
    • education, and that in the Ego which embraced the whole nation lie
    • education. He will no longer merely believe that Natural Science
    • education. And when Natural Science is not only used for the purpose
    • education, so that the human soul is finally released from the
  • Title: Lecture: Richard Wagner and Mysticism
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    • point of view, indicating thereby that to him music or art was far
    • uttered at random; they were indications of a deep and profound theory
    • These words are either an indication of deeper truth or mere
    • of course, only be indicated here in the briefest outline. As
    • example given indicates that legends do indeed originate from dreams.
    • consciousness appears before him — a personification of the
    • is connected with a universal tradition which indicates that the
    • together, represent the cross.’ This is the original signification of
    • unification. Goethe was trying to express this mystery of man as a
  • Title: Lecture: Spiritual Wisdom in the Early Christian Centuries
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    • had once been communicated to a man by cosmic powers, it could not be
    • communicated afresh. True, the Greeks realised that higher spiritual
    • This legend indicates that in those times men still acknowledged that
  • Title: Lecture: The Crossing of the Threshold and the Social Organism
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    • fearful catastrophe of the great war, because of the difficulty which
    • recognising at least the existence of such goals. We must extricate
    • that we should extricate ourselves from this chaos. Indeed, for this
    • should move in the direction which I have just now indicated.
    • develop impulses for the education of man, and there would be no
  • Title: Lecture: The Weaving and Living Activity of the Human Etheric Bodies
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    • thoughts and thought-connections which are indicated almost in the
    • hierarchies — to send an invocation to the Spirits of the
    • Angeloi, Archangeloi, Archai. We would have to utter this invocation
    • as our etheric body. From the standpoint just indicated, our etheric
    • course, some kind of education must be offered to man. Modern
    • (I might also indicate another example) Dostojevski’s
    • life in a dream or in a state of intoxication. Yet great things
    • a book that indicates a sub-earthly element. In the East, in the
    • in Austrian dialect, indicating a loose, half rascally, half
  • Title: Lecture: And The Temple Becomes Man
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    • any rate, a façade is indicated only in the form of a riddle
    • their place, we find indications in the innermost sanctuary, of how
    • itself indicates a further stage. In its wonderful expression of
    • nature, a temple dedicated to Pallas Athene, to Apollo or to Zeus
    • coloured windows of a Gothic cathedral among the tiny specks of dust?
    • indicate what this prototype is, and throw light upon the whole
    • building in Stuttgart* I tried to indicate what can be achieved in
    • indication reach us of the super-sensible reality within physical
    • Cathedral of Christendom have arisen in the course of the evolution
    • wife he has no son. The time comes for the education of Diocletian.
  • Title: Lecture: The Migrations of the Races
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    • Medes who are not, and the tree indicates that the agricultural
    • We come now to the third, very complicated migration. Part of it
    • penetrates into what had been prepared by the first two. Indications
    • in Europe, in Central Italy, the mixing had been less complicated. We
    • put it into application again on the physical plane. It is now a
    • which this initiation took place were very complicated, as now becomes
    • Therefore, fructification must be brought from the original spiritual
    • new fructification must come from the East — this was brought
    • This is an indication that the child's most intimate relationship was
  • Title: Lecture: The Mystery of Golgotha
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    • consciousness grew on the souls of olden time: We need an Education
    • which is Healing. True Education is Medicine, is Therapy. Thus there
    • For those who were the educated men according to the
    • human soul by proper methods. Such methods are indicated in the
  • Title: Lecture: The Recovery of the Living Source of Speech
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    • indicated. Who is there who still feels, when the word Blitz
    • something they could then communicate to man as speech or language).
    • communicate speech to man, is Inspiration. Language itself is
    • words categories of thought. It would never have occurred to the
    • were, to yield categories of thought; he still felt the words as
    • is yielding to Inspiration when he communicates to man the power of
    • Event of Golgotha contains among its many implications also this, —
    • Let us now set down on the blackboard what I have been indicating.
    • from it. And how sore is the need to-day for such fructification! Let
  • Title: Lecture: Gnostic Doctrines and Supersensible Influences in Europe
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    • a view, but in our age this justification has ceased. In the lecture
    • was a personification of the spiritual strivings of mankind. The urge
    • faculty of thinking was turned to practical application in the
    • corrupt application of what had once been a direct vision of the
    • personifications of Luciferic rationalism developed to its highest
  • Title: Lecture: The Influence of the Dead on the Life of Man on Earth
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    • materialism which has simply confiscated the science of medicine.
    • The elemental world, as I have indicated, is clearly to be perceived
    • refined and delicate than those of ordinary life. Thus he is
    • world, some are perpetually living which are so fine and delicate
    • constantly let this finer, more delicate life of the soul be
    • communicate their deeds to us.
    • If you bear all this in mind, you will say to yourself: Complicated
    • catechising process, then we shall perceive what is consuming and
    • psychoanalysis here in all its ramifications; I will only show you a
    • in addition to what I have just indicated — the psychoanalyst
    • to measure and number. One should imagine that this delicate
    • a true, legitimate certificate to influence the living. It is a bad
    • certificate which people of our time are so very keen upon: namely,
    • wish to communicate it forthwith to as many followers as possible.
    • communicating the vision to them. But man has lost this connection in
  • Title: Lecture I: Ancient Myths
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    • astronomical-astrological events, and had fabricated such a myth for
    • also for the other Gods was a somewhat complicated one.
    • see, even superficial ideas can indicate to us that certain nature
  • Title: Lecture II: Ancient Myths
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    • plainly indicated in the Osiris-Isis myth. But it is just this that
    • This is also indicated
    • are sexual impulses present in the catastrophic events of today, far
  • Title: Lecture III: Ancient Myths
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    • and have sought to study, at any rate to indicate, the connection
    • catastrophe that is to come — like a catastrophe of nature.
    • which Typhon had slain Osiris was indicated to be the time in the
    • also underwent an alteration of the soul. We have indicated how the
    • pedagogy of humanity, when pedagogy, or the theory of Education,
    • art of Education. This is not the looking back at having been
  • Title: Lecture IV: Ancient Myths
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    • be promoted it is essential to indicate what, in accordance with the
    • catastrophically is connected with this divorce from reality. On the
    • the sun. With a certain justification to each of these constellations
    • today, pedagogy, practical education of children, proceeds entirely
    • communications with Lenin through letters and so on, were
    • Messrs. Petrowski and Kameneff as counsel, advocate. He was the
  • Title: Lecture V: Ancient Myths
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    • as first interesting us after the great Atlantean catastrophe,
    • months ago indicated how changes in humanity as a whole differ from
    • that followed the great Atlantean catastrophe mankind can be said to
    • first epoch after the great Atlantean catastrophe man remained
    • catastrophe. Then indeed man was still dependent on his physical
    • catastrophe, which again lasted for approximately 2,160 years, and
    • I have indicated on
    • catastrophic events which now stand so terribly before us. And
    • these catastrophes were preceded by a preparation in which one could
    • 19th Century who turned from Protestantism to Catholicism because
    • they believed they could trace more strength in the Catholic life
    • a Catholic zealot.
    • of a young man after the Atlantean catastrophe in his connection with
    • training and education.
    • connected with our whole training and education.
    • Our whole educational
    • indicated. People reckon only with man's physical body, never with
    • precisely as one approaches the ordinary educational subjects when
    • catastrophically. The impulses in question must approach men direct.
  • Title: Lecture VI: Ancient Myths
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    • — a complicated being. Man is more, vastly more than the
    • The rest of the man without the skull is still a very complicated
    • pay attention to the complications, only we will not do that today.
    • complications, just as schematically one can picture the human head
    • This has a deep inner justification; however we will not discuss
    • time — I have indicated this in another connection —
    • us that we must accept man as complicated. But, does what I have just
    • education and instruction. Who could deny, if he has an open eye
    • education, especially an adequate instruction? We can, to be sure,
    • so in the other stars. Such a universe as modern astronomy fabricates
    • children's education.
    • the following: when we are able to arrange the whole of education and
    • being of man. The human being will feel as regards his education: To
    • educated that he says: I have something to await. I shall be thirty,
    • child is educated in such a way that he knows ‘I can learn
    • complicated European life. In the West it has retained the Athanasian
    • German and Slav elements in Europe — altogether a complicated
  • Title: Lecture VII: Ancient Myths
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    • indicated the same thing here, that natural science is very near to a
    • indicated as inwardly directed arrows, and with those pointing
    • indicated yesterday. They are the rejuvenating forces which act upon
    • task of a future educational science to make anthroposophical
    • what he has won for himself upon earth. This education must be given
    • catastrophic events.
    • able to extricate itself from this condition. It can only do so when
  • Title: Lecture: The Souls Progress through Repeated Earth Lives
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    • have indicated how the astral body expands into the universe, then
    • mental pictures is something much more complicated than is imagined
    • of verification of them; for, if he found only what he had already
    • we are moving in a very complicated realm. We have said on an earlier
    • inheritance; also through education, but education in its broadest
    • more and more now in these catastrophic days, hints at the fact that
    • the reality of this European life is a complicated one. And the
    • spiritual researcher finds that it is made especially complicated
    • external way through education, as well as through what can be
    • education, of a tradition handed down through generations, — a
    • tradition perpetuated by education.
    • Rabindranath Tagore from this point of view.‘ What was educated
    • education, comes to him from outside. This is for the most part
    • can see, merges with the external elements of heredity and education
    • through external tradition and external education. There is still a
    • education.
    • communicated to them by astronomical observatories or the like. If
    • doubt the truth of what is communicated to them. The fabric of life
    • appearance of justification, these opponents of ours seek out all
  • Title: Lecture: The Forming of Destiny in Sleeping and Waking
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    • consciousness of all the complicated circumstances in which they are
    • and where modifications occur there is a sound explanation for them —
    • indicate that what comes to expression in speech is connected with
    • communicated to the physical air, and thus naturally no physical tone
    • by the human ear, what the soul communicates in the flow of speech —
    • aim, let us say, of fitting himself to be an educator in the true
    • perhaps in some definite failing); I will now eradicate the weakness,
    • But in order that in his life on Earth a man may develop delicate
  • Title: Lecture: Goethe and the Evolution of Consciousness
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    • it by using a burning-glass to catch the rays of the sun, in order,
    • scholarship acquired in every kind of educational institution from
    • indication of the place of Goethe's soul in the whole sweep of
    • contemporary scientific education. He was always striving for a
    • application of the principles of measure, number and weight in the
    • separated from man. And this very fact indicates that their
    • application in Pythagorean thought was not at all the same as in the
    • altogether unnatural to educate the minds of the young as we educate
    • is also a factor in the education of the human race — but out
    • feeling of other sentient beings. There is every justification for
  • Title: Lecture: On the Reality of Higher Worlds
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    • inadequate and incomplete. My endeavour must be to indicate by
    • I can do is to indicate the lines and directions along which proof
    • the senses communicate and that whenever it would like to pierce
    • psychology, Anthroposophy takes full account of all the implications
    • My task today is to indicate the principles of this subject: fuller
    • and others. It is only possible now to indicate certain
    • strengthening of thought in the way I have indicated. Then we begin,
    • development and ordinary education. With what has thus been acquired,
    • unfolds of the higher worlds. The knowledge he communicates must be
    • By means of the exercises indicated in my books, we must be armed
    • everybody. In one brief lecture I have only been able to indicate
    • engaged in the practical application of the contributions which
    • catastrophic period of the second decade of the twentieth century,
    • these catastrophic times.
  • Title: Lecture: The Dual Form of Cognition During the Middle Ages and the Development of Knowledge in Modern Times
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    • accepts what the Catholic Church presents to him in the form of
    • education of humanity took on an essentially intellectual character
    • Catholic Church. If we observe the disorderly way of thinking which
    • “practical application of the ‘as-if principle’.”
    • But this practical application of the “as-if principle”
  • Title: Lecture: The Remedy for Our Diseased Civilisation
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    • they were able to educate mankind. And again, upon the foundation of
    • positive, which could be indicated as something tangible. Thus the
    • by indicating that, apart from Haeckel's statements concerning the
    • the outwardly pious Roman Catholics. Of course, on Sundays they
    • it. The nineteenth century has also proved the justification of
    • spiritual vision, is something which educates the human being.
    • Above all, it does not educate the head of man, but it educates the
    • ethical element, out of a vivification of religiousness, and so
  • Title: Lecture: The Etheric Body as a Reflexion of the Universe
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    • All subscriptions, communications, notices, advertisements, etc.
    • whole. Yet this idea merely indicates the essential point. The
    • indicates more or less what spiritual science is able to contribute
  • Title: Lecture: Salt, Mercury, Sulphur
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    • sufficiently clear to indicate real insight into that relation of man
    • indicates the lines along which natural science must evolve, how it
    • things indicate the existence of an altogether different wisdom and
    • search is made for an indication of this ancestor, we find —
    • this still remained, with men. Again here, we have an indication of
    • things indicate what a mighty change has taken place in the attitude
    • words I have indicated what must take place in the evolution of
  • Title: Lecture: It is a Necessity of Our Earnest Times to Find Again the Path Leading to the Spirit
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    • and The Science of the Spirit, Education, and the Practical Life.
    • and The Science of the Spirit, Education, and the Practical Life.
    • subscriptions, communications, notices, advertisements, etc. should
    • century indicates a specially low point of human evolution in the
    • sent its ramifications into the 20th century, and now these
    • ramifications undoubtedly continue to hold mankind under their spell.
    • indicating that man still knew something of the connection between
    • derived from the Greek, indicate even to-day far more than those
    • science, also during the time in which the catastrophe broke out in
    • excogitating means of educating the human being materialistically, of
    • longer to be educated psychically, but with the aid of external,
  • Title: Lecture: Some Conditions for Understanding Supersensible Experiences
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    • that is discovered by an Initiate, and can be communicated, is
    • communicate. But crude experiences which arise without healthy reason
    • order to reach them. What is lacking to-day is the application of
    • scurrilous statements based on deliberate falsification published in
    • founded. He also referred to articles in a Roman Catholic periodical,
    • indicated. This must be taken in all earnestness. In very many
    • children are educated away from free spiritual activity. The very
  • Title: Lecture: The Relation of the Movement for Religious Renewal to the Anthroposophical Movement
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    • not merely by being communicated in words, but through forms which
  • Title: Lecture: The Ego-consciousness of the So-called Dead
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    • All subscriptions, communications, notices, advertisements, etc.
    • complicated structure, formed during long periods of development that
    • our time. A complicated process of development therefore built
    • that is extricating itself from the physical. It then appears as the
    • side — that moment in which our spiritual part extricated
    • with him, his thoughts communicated with our thoughts. We received
    • experiences; the Gods take them up and communicate them to their
    • delicate knowledge becomes inwoven with us, a knowledge of the
  • Title: Lecture: Concerning the Origin and Nature of the Finnish Nation
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    • All subscriptions, communications, notices, advertisements, etc.
    • Mystery of Golgotha also penetrated into it. What I have indicated,
    • must be prepared in an extraordinarily complicated manner, as it
    • spiritual character is, at the same time, indicated outwardly, even
    • though it is only indicated slightly. I said that in this nation we
  • Title: Lecture: Awakening to Community - I
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    • certain period and educated to be a man of his time. The result is
    • leading as it has directly to the catastrophic present. It may be
  • Title: Lecture: Perceiving and Remembering
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    • chemical-ether [by which the music of the spheres is communicated]
    • communicated through the senses] that gave rise to movements in our
    • intimate disciples of Jesus Christ during the time I have indicated. They
    • that what should be inculcated during the tender years of childhood into the
    • humanity unless he is certificated, but no one will be allowed to say a
    • mankind that is not stamped and certificated will be forbidden, so every word
    • the mass of its readers a proof of what it has to communicate; even in the
    • publication of something completely foolish, they defend themselves,
    • depresses one is, that the method of communication that we have chosen, and
  • Title: Being of Man/Future Evolution: Lecture 1: Forgetting
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    • You all know it as the word indicating the opposite of what we call
    • as the plant is, then there would be no such thing as education, as
    • one of these children is neglected and does not have much education,
    • case without our needing to educate it. That belongs to its nature.
    • Plants cannot be educated, but human beings can. We can pass
    • all kinds of things through his education, and things are thereby put
    • the ideas of education.
    • for the whole of education is based on impressions and on the
    • through the impressions of education, through man's spiritual
    • the impressions of education gradually begins to participate in the
    • world does not make much impression, and whose education has
    • indication of the necessity not to force yourself to remember
    • it will not be good for him at all. This gets rather complicated.
  • Title: Being of Man/Future Evolution: Lecture 2: Different Types of Illness
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    • more we can anticipate in the way of wide-spread lecture publications
    • the publication of the lectures can be strictly supervised so that
    • come of this duplicating and publishing of lectures.
    • out and interfering so horribly in the education of children and the
    • is a complicated being and that everything to do with man is
    • merely be an indication, to show the way these lectures are leading.
    • has a relationship with our complicated inner world of the microcosm,
    • strongest justification for this form of illness and should not be
    • recovery. If we see man as the complicated being he is, the treatment
    • we shall see that human karma also plays in. That is a fifth category
  • Title: Being of Man/Future Evolution: Lecture 3: Original Sin
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    • this series we made a kind of classification of illness types, and
    • fructification, the reciprocal influence of the sexes, (as) replacing
    • fructification appeared for the first time at the moment when the
    • this fructification took place in quite a different way. Clairvoyant
    • when fructification happened in connection with the intake of food,
    • a much more delicate nature, and when human beings partook of
    • these beings of bisexuality had the power of fructification as well
    • point of mummification. Through the gradual departure of the moon
    • in their more delicate aspects, are subject to quite different causes
    • fructification were received: it was a phenomenon of the spiritual
    • densification man became a more and more independent being and shut
    • fructification which, as an independent, self-contained being, he had
    • fructification, it is implanted into them. And this worldly life of
    • through fructification. If a man is bad in this respect, then he
  • Title: Being of Man/Future Evolution: Lecture 4: Rhythm in the Bodies of Man
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    • very complicated. It takes a very long time for man to get to know
    • between caricatures of science and real knowledge based on the
  • Title: Being of Man/Future Evolution: Lecture 5: Rhythms in the Being of Man
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    • world. And in a public lecture I also indicated a remarkable fact
    • body’ is the most complicated matter imaginable, for the human
    • the nervous system. But man is complicated, and the development of
    • year because nature herself indicates this by making foods grow only
  • Title: Being of Man/Future Evolution: Lecture 6: Illness and Karma
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    • possible for the human being to be ill, and we indicated that
    • functioning of the blood. We indicated that what originates in
    • are very intricate and manifold, and we must study the more detailed
    • is the very eradicating and overcoming of these hindrances that will
    • we should understand the significance and justification of obstacles
    • through our line of heredity. Its delicate convolutions are formed in
  • Title: Being of Man/Future Evolution: Lecture 7: Laughing and Weeping
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    • and weeping are nothing less than a delicate, intimate expression of
    • their justification in the environment, and when the ego wants to
  • Title: Being of Man/Future Evolution: Lecture 8: The Manifestation of the Ego in the Different Races of Men
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    • maintained a balance. Such people were scattered about everywhere.
    • Atlantean times. Even then men came under these three categories:
  • Title: Being of Man/Future Evolution: Lecture 9: Evolution, Involution and Creation out of Nothingness
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    • ‘education’. Actual education is impossible in the animal
    • a radical difference between the education of a human being and what
    • know that man's development is a gradual and very complicated
    • it is essentially this ego that can be educated. For it is this ego,
    • that education is practicable, and something further can be done with
    • transformed more and more by education and life, and it will have
    • education; man alone can continually add something new to what is
    • they catch him, then man is living in logic, pure logic. This logic
    • educated by all manner of circumstances; these influence him and form
    • Catholicism or Protestantism. If, through a slight turn of the wheel
    • conditions affect man. But man is able to extricate himself from the
  • Title: Between Death and Rebirth: Lecture One
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    • their souls. Over the years it has often been possible to indicate
    • to develop gradually. This is also an indication of how what I have
    • understanding of communications received from these worlds. The
    • Homer, thus indicating his spiritual seership. In speaking of the
    • accept it. What I have wanted to indicate here is how the artist is
    • Useful as it may be to indicate these things, they are
  • Title: Between Death and Rebirth: Lecture Two
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    • -- difference in implications of these words if uttered by
    • deal will consist in the communication of findings of investigation
    • man expands to the boundary demarcated by the orbit of the Moon
    • were on the Earth. It is true that to some extent a classification
    • according to race is possible because this classification on Earth —
    • cannot escape because on Earth we did not educate ourselves in this
    • measure of understanding for every human soul. This is indicated
    • We have already tried to indicate these possibilities of
    • implications to himself. But this utterance was also made by another
    • What has been said is meant to indicate a fact of
  • Title: Between Death and Rebirth: Lecture Three
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    • has already been indicated about the life between death and the new
    • astral consciousness is an indication of the whole character of the
    • satisfying it. But through a particular concatenation of
    • death communicate in some way with those who have remained on the
    • possibilities in life, for occurrences or catastrophes which did not
    • would find that these inexplicable pictures indicate something that
    • Anthroposophy, this will be a means of educating humanity to be
    • to do with the processes of the human body as the communication from
    • mechanism has directly to do with the transmission of a communication
    • as indicated by the fact that a man can also sleep in the daytime,
  • Title: Between Death and Rebirth: Lecture Four
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    • catabolic processes, processes of destruction. Evidence for this is
    • announced that the human being was not to witness the revivification
    • as if you could duplicate yourself, move around while leaving
    • into the higher worlds conditions are complicated. A complete picture
    • be indicated if I make sketches to show how the so-called aura of the
    • coloured chalks which would have indicated the several members of
    • Figure A. Waking state. The physical body is indicated
    • Figure B. Indicates the difference in the auric picture
    • course of his evolution are very complicated and as evolution
    • star-strewn sky cannot locate the particular constellations or
  • Title: Between Death and Rebirth: Lecture Five
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    • can be no more than indicated — and even then half
    • complete dedication in heart and soul, not merely in mind and
    • Francis of Assisi is a clear indication of what the effect of the
    • Cusa in the fifteenth century was dedicated in mind and heart to the
    • Cusa and was wholly dedicated to the spiritual worlds, could appear
    • until the time of Francis of Assisi as previously indicated, would
    • two categories of human beings would have become more and more
    • not divide into two categories, one composed of people devoted
    • the other category would hold themselves aloof in a life patterned on
    • necessary that human beings should be educated to think in terms of
    • Try to feel the inner justification of this conception
  • Title: Between Death and Rebirth: Lecture Six
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    • was done because since the time indicated then, the Buddha has been
    • down to a level below that of these Spirits of Form. To what category
    • that we should endeavour to vindicate to healthy human reason what
    • indication of very marked development, coming to expression in
    • including the more delicate movements of the nerves, the subtler,
  • Title: Between Death and Rebirth: Lecture Seven
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    • The Education of the Child in the Light of Anthroposophy
    • Education of the Child,
    • occurs comparatively late in life, and study its implications.
    • confine what is elastic in the demarcated form, thus preventing any
    • category as its polar antithesis. When man's form has developed until
    • about the seventh year of life (indicated in the shaded portion of
    • human being can grow only to the limit indicated by the line b–b.
    • principles belonging to the first category come from the Spirits of
    • especially for education. The other evolution — which is a much
    • The Education of the Child in the Light of Anthroposophy
    • within outwards, because it is only there that education is possible.
    • way of education. And to be able to distinguish between where
    • education is possible and where it is not, is of fundamental
    • what comes into the category of intangible but sovereign authority.
    • alone but also by a certain category of Luciferic spirits of the
  • Title: Between Death and Rebirth: Lecture Eight
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    • indicated, namely, that there is no contradiction between a
    • by minds adequately prepared, are indicated in words to be found in
    • who are being educated in certain schools today will have the best
    • detail. It is not only our present form of education that helps to
  • Title: Between Death and Rebirth: Lecture Nine
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    • complicated in so far as they are connected with outer life and men
    • room, rapping and so on. Such happenings are often indications that
  • Title: Christ and the Spiritual World: Lecture One
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    • Palestine, what does external history indicate? It shows that in
    • which indicates that here in the evolution of humanity something
    • and others were able to give to the general education of mankind,
    • Anyone thoroughly attuned to modern education will perhaps be unable
    • gives an impression of rabbinical subtleties, far too intricate for a
    • complicated concepts — thirty Aeons — in order to find in
    • And in this Gnosis, with its complicated ideas, so unsympathetic to
  • Title: Christ and the Spiritual World: Lecture Two
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    • culture-epochs, we find the Bible itself indicating that a certain
    • blown to one side by a gust of wind, and the same wind catches her
  • Title: Christ and the Spiritual World: Lecture Four
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    • Christ-event before the Atlantean catastrophe.
    • for he indicates that it was the Christ who led the Jews through the
    • inculcated in their pupils — to suppress the Sibylline element,
    • locates the birth of the Jesus-child — in Bethlehem —
  • Title: Christ and the Spiritual World: Lecture Five
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    • wanted to indicate that this peculiar outpouring from the souls of
    • I could tell you of many indications of this kind that
    • de Troyes, who first indicates to him how he should have asked
  • Title: Christ and the Spiritual World: Lecture Six
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    • latest publications show what happens again and again when these
    • will perhaps indicate how, under the influence of the Christ Impulse,
    • delicately feminine voice. She eats little and abstains from wine.
    • maintain communication between the stars and the earth —
    • permission they utter their scattered cries. Often they are God's
    • The author of these words gives a gentle indication of
    • forces indicated by the symbol of the Saturn time, with Saturn and
    • to judge whether the religious faiths scattered over the Earth will
    • shine above all other gods on Earth, as is symbolically indicated by
  • Title: Perception of the Nature of Thought
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    • diagram. We have seen that through all complications that appear
    • indicate the diagonal rows.
  • Title: Lecture: The Spiritual Individualities of the Planets
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    • From the classification Lectures on Spiritual Essence and its
    • From the classification Lectures on Spiritual Essence and its
    • past. These indications give some idea of the individuality, the
    • experiences of earthly things with what is communicated to her from
  • Title: Lecture: The Problem of Destiny
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    • shall, therefore, have to base our justifications only upon the
    • strengthening, an intensification. And the required strengthening is
  • Title: Lecture: On the Connection of the Living and the Dead
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    • of communication with the elemental world. With it, however, we do
    • as our organ of communication with the entire cosmic-elemental world.
    • which we rather make use for purposes of communication with the
    • wishes to communicate. He must be able to enter into him till he can
    • with the living is complicated.
    • bond of communication was created through the physical world itself.
    • way the educational ideas which are propounded in any given age by
    • the leading spirits in education — I mean not the charlatans
    • but the true educationists — you will soon see how these ideas
    • writing — communicating to the world — not my own views,
    • to communicate to you today. They are indeed essential to the
  • Title: Lecture: The Elemental World and the Future of Mankind
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    • located in the head of many of their contemporaries; rather do they
    • elements. The strong tendency of these elements towards unification
    • sophisticated sciences of physics and chemistry investigate the
  • Title: Lecture: The Moment of Death and the Period Thereafter
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    • physical body is a very complicated structure, formed during long
    • beginning of earthly existence up to our time. A complicated process
    • the spirit, as the Spirit that is extricating itself from the
    • which our spiritual part extricated itself from the physical. We know
    • communicated with our thoughts. We received love from him, we
    • communicate them to their world. And when we die, we know that the
    • experience ourselves inwardly, a delicate knowledge becomes
  • Title: Lecture: Relationships Between the Living and the Dead
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    • indicated — indeed, that etheric spiritual thing which has been
    • indicated the corresponding feeling to be experienced through each
    • has been worked out in our Dornach Building. The application of the
    • extends beyond this, living, precisely, as I have indicated, in
    • natural science that points to a justification of Spiritual Science,
  • Title: Mission of Folk-Souls (1929): Lecture 1
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    • the great Atlantean Catastrophe — which so completely altered
    • the Baptist, indicated the Spirit we may describe as Zeitgeist in the
    • following after the Atlantean Catastrophe; these we call the
    • sketchily indicated to-day, is actually spun, that spiritual web
  • Title: Mission of Folk-Souls (1929): Lecture 2
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    • way or other be indicated in the world in which man lives, for after
    • The Folk-spirit acts in an exceptionally delicate and
    • swinging lamp in the Cathedral at Pisa, where by observing the
    • distinct kind of thought. This is connected with the delicate
    • delicately working Spirits of Personality who allow a man to do as he
  • Title: Mission of Folk-Souls (1929): Lecture 3
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    • modifications, as three parts within the astral body. It certainly is
    • the case, that these modifications, these three members of the astral
    • soul, the inner part of man; consists of three modifications of the
    • astral body. The three modifications must make use of certain
    • inner nature of man consists of three modifications of the astral
    • modifications of the astral body, so in those spiritual Beings whom
    • members, three modifications of the etheric body. Just as in man we
    • three modifications in the etheric body. As, however, these three
    • modifications are not in the astral but in the etheric body they are
    • quite different, essentially different from the three modifications
    • else. We see the Spirit of the Age, instead of communicating his
  • Title: Mission of Folk-Souls (1929): Lecture 4
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    • a very complicated being and that only by the co-operative activity
    • you will admit that only from a very complicated work could that come
    • If you remember what has been said about the education
    • descended to the present material densification only at that period
    • You will understand now why I said, that what I had to communicate
    • truths can only be indicated. They give us that which is in
  • Title: Mission of Folk-Souls (1929): Lecture 5
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    • are now scattered here and there among the greater peoples, have
  • Title: Mission of Folk-Souls (1929): Lecture 6
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    • As you may imagine, it is a very complicated matter, when the Spirits of
    • arrive at a complete understanding of these very complicated matters
    • things are so complicated that when we think we have grasped one
    • the indications given in the last lecture, especially at the close,
    • and their vocation of establishing equilibrium or Love in the whole
    • indicated in my
    • activity. This modification of the common human form comes therefore
    • nervous system is brewed that which, with special modifications,
    • brings about a modification of humanity and produces the basic
    • modification arises. Here you have a special modification of
    • modification of collective humanity, in which Jahve or Jehovah shuts
    • to bring about the special modification of this people.
    • to the Caucasian race. In these arises that modification of universal
    • form-giving. This indicates a very special mission of the Greek
    • European peoples, are on the whole modifications of this Jupiter
    • modifications can come about, and that in the formation of the
    • ossification, and this may also clearly be seen in the outer form.
  • Title: Mission of Folk-Souls (1929): Lecture 7
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    • the Atlantean catastrophe, ever since the post-Atlantean development
    • continent of Europe should be indicated, from whence at one time the
    • appear folly, if we were to indicate the spot from which radiates
    • has had the advantage of being educated by the Christ — Spirit
    • This gives only a slight indication of an important
    • indicated, in how far he has the foundations for a Spirit of the Age.
  • Title: Mission of Folk-Souls (1929): Lecture 9
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    • indications here; but if it were possible to speak for weeks at a
    • possible to indicate wherein our physical view of the world is most
    • by indicating the divine spiritual Being Who appears to us so
  • Title: Mission of Folk-Souls (1929): Lecture 10
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    • given to educate the ‘ I ’ through the
    • gradually developing that delicately spun speculation, logic and
    • in the educating of man up to the ‘ I ’.
    • received quite different tasks — then had the task of educating
    • education and instruction which was communicated directly from the
    • actual Germanic Scandinavian evolution began, the mystery-education
    • Mysteries. This mystery-education allowed just so much to come to the
    • different conditions in order to educate it, the ‘ I ’
    • and within that he perfects those wonderfully delicate powers, the
    • something which existed in former times. I can only indicate these
    • European culture, thus indicating prophetically that he will be able
    • therefore had to submit to the special education of that Spirit of
    • only to be educated but to be taken care of, from the first stages of
    • Northern and Eastern Europe. I wished to give you an indication of
    • indications, and show what will distinguish the future of Europe, and
  • Title: Mission of Folk-Souls (1929): Lecture 11
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    • matters, and it must suffice as a beginning, if only indications have
    • the Folk-spirit, the Archangel who extends his educative and
    • older Sagas and legends which indicate the development of physical
    • which he has been educated by his preceding clairvoyant perceptions.
    • of Freyr, to indicate that blood is the essential thing in the
    • guiding Archangel or Folk-spirit of the North, of the old education
    • comprehension of that which I could only indicate briefly in my open
    • time been communicated to a few individuals from within the esoteric
    • I have already indicated. I have told you that when a community of
    • educated the soul. If it were able to do so, all the opposing forces
    • educate the powers of man up to a certain height. Odin and Thor will
    • that ‘ I ’ has been educated on the physical
    • which had in the meanwhile been educated on the physical plane. Freyr
    • I count upon the communications made from Rosicrucianism
    • said as a prophetic indication of the future manifestation of
    • such an important moment as this, when we have indicated the
  • Title: Lecture: A Picture of Earth-Evolution in the Future
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    • This unmistakably indicates that it is high time for man to discover how he can
    • down into earth-existence and ought to be willingly received. Catastrophe after
    • catastrophe must ensue, and earthly life will fall at length into social chaos,
    • We must learn to take in deepest earnestness such matters as were indicated at the
    • an amazing network of intricate forms.
  • Title: Mission of Spiritual Science and of Its Building at Dornach
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    • quite intelligible on this point, I must indicate, if only in a few
    • educates itself by the facts of nature itself.
    • indication of future earth-lives. Just as future eclipses of the sun
    • and moon are indicated in the present relations of those bodies, so are
    • future earth-lives indicated in that which is now alive within us. In
    • that has been indicated. We are then outside the body; and just as we
    • mention misunderstandings which I know to be prevalent, and to indicate
    • not satisfied with our admitting what he advocates, but he forbids us
    • subject of which was Galileo, spoke as a Catholic priest somewhat as
    • case difficult, apparently complicated views are not allowed to have
  • Title: Lecture: The Spiritual Communion of Mankind
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    • indicate that he has by no means always done so but has very often
  • Title: Lecture: Michelangelo
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    • called a science on the grounds that it is only the concatenation of
    • the light which Lessing in his day tried to do in his “Education
    • organism is formed. The whole of a Greek's general education
  • Title: Lecture: Technology and Art: Their Bearing on Modern Culture
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    • indications, we must remind ourselves of a familiar truth of
    • implication, either general or specific, for in speaking of such a
    • into application. What happens is, fundamentally, a performance that
    • result of the technical science in application around us. That is the
    • indication of spiritual cowardice. The real remedy lies, not in
    • presented in Spiritual Science indicates that its very essence has
    • The most terrible catastrophe would have befallen
    • The catastrophe has been warded off from human evolution
    • man, for naturally what speech indicates here, although men are not
    • then you will discover why, during the period indicated, new
    • I can give indications only. The most important thing of all must be
    • indicated, it will be quite evident that this modern age of ours
  • Title: Lecture: Past Incarnations of the Peoples of Today
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    • the attitude of mind which has culminated in the catastrophic events
    • entirely at a loss when confronted with the intricate complexities of
    • the fragmentary history that forms part of popular education. But
    • has civilization led human beings into the present catastrophic
    • Europe and in Northern Africa. And of these two categories of souls,
    • this in the most highly developed and most highly educated Orientals,
    • Life itself indicates the line of investigation, and then the faculty
    • all that is inculcated into the minds of children in the instruction
  • Title: Lecture: Morality and Karma
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    • All subscriptions, communications, notices, advertisements, etc.
    • The paths of Karma are very intricate paths, but if we study life we
  • Title: Lecture: The Inexpressible Name, Spirits of Space and Time.
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    • Education as a Social Problem.
    • All subscriptions, communications, notices, advertisements, etc.
    • Let me indicate some of these facts today. You should realize that
    • the alternating play of life through complicated combinations of
    • following the Atlantean catastrophe, the sound of this name would
    • indicated in recent lectures. Consider the fact that a great number
    • of our leading men are given a classical education during the years
    • in the present time we are not being educated in keeping with modern
    • the right to educate and train children unless they acquire a concept
    • is to extract our educational substance for the years which young
    • which the ancient Greeks also did: to extract our educational
    • characterized, as I have now done, the classical gymnasium education
    • education, stating all that the youth of Germany owes to its
    • spiritual sphere, for the spiritual substance in education, which has
    • is inculcated into him; in that case, the state does not only look
    • men whose destiny it is to know and to communicate to the world the
  • Title: Lecture: The Etheric Being in the Physical Human Being
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    • subscriptions, communications, notices,
    • simple, but a very complicated being. We gathered that man and
    • “The Education of the Child” — maltreat a
    • far more delicate way than is usually the case.
  • Title: Lecture: The Coming Experience of Christ
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    • maintained in theory by the Catholic Church — has been a
    • what has been inculcated, and this comes out very clearly if one
    • universal hold, right down to the least educated classes. It is true
    • education will bring such a feeling to life. If education up to
    • are indicated in man only in germ. They will have to be worked out
    • outcome of the sense of dissatisfaction that properly educated
  • Title: Lecture: Spiritual Knowledge: A Way of Life
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    • the implication is, we have arrived at a conclusion, but in doing so
    • content of the world is communicated to us through our bodily nature.
    • communicate, then as far as the inner spiritual activity is
  • Title: Lecture: How Can the Destitution of Soul in Modern Times Be Overcome?
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    • Duplicated
    • what science tells them. The complications of modern life make this
    • principle of Jesuitism. And Jesuitism in the Catholic religion
    • is in close communication with our present physical world of earth.
    • out today, only without any indication that these things proceed from
    • our Movement. “We may look upon it as a Movement dedicated to
    • concentration upon self-education.” As I have already said; I
    • purification and self-improvement. The speculations contained in
    • for since its publication in 1914 it might easily have come under the
  • Title: Lecture: Modern and Ancient Spiritual Exercises
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    • underwent modifications. In very ancient times the yogi felt how in the
    • dark-light — in short, if indications such as those given in my book
    • and fall in all directions. Someone who is intoxicated or feels faint
    • in hand one's development which is otherwise left to education and the
    • higher worlds. They make a start and the first delicate spiritual cognition
    • things can be discovered only along such paths as those I have indicated
  • Title: Lecture: The Meaning of Easter: St. Paul and the Christ Impulse
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    • time fixed for the Christmas festival indicates how closely that festival
    • indicates how through the Christ Impulse man is to be set free from the
    • earth, and this truth is indicated in the manner of dating the Easter
    • ready to admit of the former that it is complicated, that it is real and
    • the catastrophe — namely, super-sensible knowledge? If the Easter
    • modification in our day, nevertheless in all essentials it is still the
    • by the nebula and its densifications, plants, animals and also man have
    • scattered in the All, not merely burying, but annihilating everything
    • direct his thought in this connection to the world-catastrophe of his own
    • time. For in very deed a world-catastrophe is upon us. I do not mean
    • merely the catastrophe that happened in the recent years of the war, but
    • I refer to that world-catastrophe which consists in the fact that men
    • with the other thought which I have indicated. For the soul of man should
  • Title: Agriculture Course: Lecture 1
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    • relationships at work in nature and gives basic indications of the
    • of cattle. All talk of Economics which is not derived from the job
    • barrels to catch the rain water.
    • when by my indications, according to the phases of the Moon, there
    • Frau Prof. Schleiden rebelled. She preferred the indications of Prof.
    • introduction, I will indicate what is most important for Agriculture
  • Title: Agriculture Course: Lecture 2
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    • relationships at work in nature and gives basic indications of the
    • can only be realised in the immediate application and are only
    • “farm,” needless to say, the due amount of cattle).
    • I will indicate the
    • indications as to how we must deal with a clayey soil, or with a
    • indications. It will be known, for instance, that there is a very
    • certain condition of vitality, however delicate.
    • is that the air too is permeated by a delicate vitality the moment it
    • recognised as exact indications. This is the season when the
    • indicate the proper dose later on). We thereby prepare the soil to
    • We get indications that will really help us, where we should
    • complicated molecular structure, and scientists are especially
    • grows ever more complicated, till at last we get to the infinitely
    • astonishment they stand before what they imagine as the complicated
    • complicated; for after all, out of its complexity, the whole new
    • being only present in the delicate quality of the colouring and
    • directions with many ramifications, such, for instance, as the food
    • a stalk-like nature. Where, now, according to the indications we have
    • fruit with a fine and delicate taste? For if you have apricots or
  • Title: Agriculture Course: Lecture 3
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    • relationships at work in nature and gives basic indications of the
    • activity in the economy of Nature is so very fine and delicate, we
    • carbon. (The application of these matters to plant-life will
    • still assign an aristocratic value to one modification of carbon,
    • carbon — in the various modifications in which it occurs. They
    • indicated diagrammatically in the green.
    • delicate design, must eventually be able to vanish again. It is not
    • and scattered, and carried once more by the sulphur out into the
    • of the soul still has its bodily counterpart. Albeit this is delicate
    • fine and delicate. We cannot sense it — it eludes our
    • nitrogen, so to communicate it to that which is beneath them. Observe
    • adopt false paths in the application of the new.
  • Title: Agriculture Course: Lecture 4
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    • relationships at work in nature and gives basic indications of the
    • scatter its scent abroad is held together, so that the aromatic elements
    • this, that a certain degree of livingness must be communicated
    • be given to bring about in the soil what I indicated yesterday, namely
    • one fact which can already give you a strong indication of what is needed.
    • you communicate to it something which tends very strongly to permeate
    • stalk-formation. The process we here communicate to the Earth —
    • may easily come about that it will scatter its astral content on all
    • layer and so on. That which would otherwise evaporate and scatter its
    • chiefly wish to indicate is that we must treat the whole agricultural
    • In this locality the outer is strongly shut off; there is no communication
    • the antlers. The stag is beautiful because it has an intense communication
    • an indication, pointing to such measures as we on our part may recommend
    • manure. In reality they are only indicators of the fact that
    • the manure itself is in such and such a condition. As indicators of
    • was altogether scentless to begin with, a rather delicately sustained
    • application. Further details of the method can be obtained by writing
  • Title: Agriculture Course: Lecture 5
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    • relationships at work in nature and gives basic indications of the
    • The preparation I indicated
    • in this category — “have for plant-life at most the value
    • and delicate condition, the plant builds up its body in the configuration
    • our manure not only as I indicated yesterday; we should also subject
    • more as a general indication — I shall mention a few more things
    • from the plant those harmful effects of fructification, thus keeping
    • look around you. The indications of Spiritual Science invariably consider
    • Pick the beautiful delicate
    • or suitable substitutes — to your manuring matter in the way indicated.
  • Title: Agriculture Course: Lecture 6
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    • relationships at work in nature and gives basic indications of the
    • all that can be known along the lines which we have indicated here.
    • We see the rays of the Sun reflected — we catch them with our
    • weeds, and scatter it over your fields. You need not take especial care
    • pepper and scatter it over the fields. Then you will have the dandelions
    • I can only give indications, but as you see, these indications are
    • capable of direct practical application. And as there is still the
    • methods. The State will have no modifications. It makes its regulations
    • imagine that you do the following: You catch a fairly young mouse and
    • you will have an over intense vitalisation of the earth. I will indicate
  • Title: Agriculture Course: Lecture 7
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    • relationships at work in nature and gives basic indications of the
    • to the more practical hints and applications.
    • to us—like cattle, horses, sheep and so on. We must also observe
    • have a further indication of the inner relationship between the root-nature
    • is: What becomes very evident in the tree is present in a more delicate
    • fungus-nature appears scattered and dispersed.
    • creatures. In addition to the methods I have indicated for the destruction
    • indicated, an assimilation more of forces than of substances).
    • we regard the relation of tilled fields, orchards and cattle-breeding
    • we shall indicate the practical applications, enough for the good Experimental
  • Title: Agriculture Course: Lecture 8
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    • relationships at work in nature and gives basic indications of the
    • complicated — they become individual, in fact.
    • as I said, we must first indicate general guiding lines for individual
    • you should give young cattle. Carrots and linseed, or something that
    • young cattle, we shall always try to provide fodder such as will stimulate
    • and tests. Thus they try to indicate the quantities that should be given
    • for fattening cattle, milk cattle and the like. But the whole thing
    • to be taken are thus transformed into great complication.
    • for young cattle or fattening cattle as the case may be, but it all
    • he comes very complicated, and to-day no one can see the wood for the
    • learned: “Young cattle should be fed so and so, cattle you wish
    • as I have now indicated, for this will very largely simplify the animal's
    • gain a knowledge, not for the complication but for the simplification
    • led a little farther towards fructification.
  • Title: Lecture: The Significance of the Mass
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    • Catherine E. Creeger,
    • Catherine E. Creeger,
    • Catholic Mass, we must trace it back historically to the
    • lower within himself. That was Katharsis, the purification
    • communicated, the reasonable understanding of how the world
    • Jesus instituted a memorial. Those who dedicated themselves
    • thousand years after Christ was to educate man for the
  • Title: Lecture: The Universe
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    • between the outer and inner life. Let us indicate this
    • that they were fishes. This symbol therefore indicates the
    • is indicated more thickly on the drawing*, we may draw the
    • complicated and modified, they placed man into nature. And
    • educated. The human being living in the head is the
    • educator and educates the other human being — the
    • The science of education should try to solve the problem of
  • Title: Lecture: The Templars
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    • streams we have indicated in modern history, deep inwardness of life
    • soul who strives by means of inward purification to attain the life which the
    • able to complete it; and we may see in that very fact an indication of how
    • of the soul, then we must look to forging those delicate and subtle links
    • through this focus-point where we are alike can pass all that we communicate
    • lemniscate, but also in time.
    • the Lemurian epoch, Man was at the crossing point of the lemniscate movement,
  • Title: Paths to Knowledge of Higher Worlds
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    • also transcend those which we gain through ordinary education,
    • This intensification of the forces of thinking must of course be
    • unconsciously, without the application of our will.
    • thinking, one that collects scattered elements. We use this way of
    • You see, as a first indication of this third kind of thinking I must
    • bring before you a very complicated process. This kind of thinking
    • described. The path leading to higher worlds indicated by the
    • must develop in the way I have indicated the courage contained in
    • can only give a few indications in this connection.
    • The terrible catastrophe of the present time and the decadent forces
    • Anthroposophy has also had a fructifying influence on education,
    • the educator must conjure forth.
    • can only give a few indications in this direction, for at the Waldorf
    • art of education. These are a few examples showing how Anthroposophy
    • to indicate.
  • Title: Errors in Spiritual Investigation
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    • sense perception — not caricature and untruth but the truth,
    • that which has justification only through its properties and way of
    • one can see, therefore, that the self-education of the spiritual
    • This intensification leads us under certain circumstances to consider
    • considering something as reality. As indicated already in previous
    • intensification of this self-seeking coming-out-of-one's self
    • the communications from the spiritual world but in order to discover
    • communications from the spiritual world with the sound human
    • merely for the painter himself, so the communications about the
    • He who believes that what comes from the communications of
    • must appear to provide verification. In this way the greatest
    • speaks with a certain outer justification (not with a merely inner
    • redemption and purification of all bodily and spiritual inequities,
    • intensification of the sense of self in ecstasy. We cannot concern
  • Title: The Supersensible Being of Man and the Evolution of Mankind
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    • Here, Rudolf Steiner indicates the magnitude of the questions
    • this lecture, Rudolf Steiner indicates the magnitude of the
    • in the way I have indicated would now deepen their knowledge
    • they ought to advocate. I attempted the day before yesterday to
    • indicated the day before yesterday shows that the life of the
    • into an object of self-education. Thus the development of soul
    • process in the human head that is not an intensification of life but
    • discover a delicate body of light between the activity of active
    • and self-education systematically and fully consciously, not merely
    • engaged in self-education and become at the same time independent of
    • evolution is “a kind of Education of Mankind.” Since the
    • middle of the fifteenth century the education of mankind consists of
    • the education of the consciousness soul, and this it is that has
    • fructification of man's evolution, in that a super-sensible
    • Education of the Human Race,
    • an intensification of both thought and will. Many people of the
    • longing that caused such a caricature of super-sensible striving to
    • carried out a caricature of spiritual research, namely
    • a pathological way in spiritualism as a caricature of spiritual
    • product of materialistic thought. It was advocated by Avenarius and
    • Maximum number of matches per file exceeded.
  • Title: The Year as a Symbol of the Great Cosmic Year
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    • It is necessary to indicate pictorially such things as
    • to a similar intermingling as that I have just indicated; to
    • indicated in a recent lecture, we are preparing ourselves in the
  • Title: On the Duty of Clear, Sound Thinking
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    • the ‘thing in itself,’ but can only catch the outward
    • have often communicated certain things to you from a celebrated
    • work disappeared from the minds of educated people. Opposition to old
  • Title: Lecture: The Peoples of the Earth in the Light of Anthroposophy
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    • easy today to see the necessity for this unification of men all
    • being wants to communicate. Is it then possible for something akin to
    • dint of inner discipline of soul, by dint of education. He used the
    • This application of all the forces to the
    • through his dedication to economic affairs, for the human rights he
    • might seem to indicate a ‘programme.’ I wanted to speak of
    • tried to indicate, more in fleeting outline than in detail, may be
    • educational affairs. It is a comfort that may flow from knowledge of
    • unification, for unifying love is not merely a vague feeling. To
  • Title: Lecture: The Christmas Mystery, Novalis, the Seer
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    • is indicative of an element of eternity, of an eternal
    • Event of Golgotha something was communicated to Earth
    • more beautifully presented than by indicating how the
  • Title: Lecture: Some Characteristics of To-day
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    • catastrophe of the World-War extend over the world during the last
    • catastrophe (as, I believe, everyone who is not asleep must do); we
    • can study the course of this catastrophe and, finally, the events
    • peculiar fact that this catastrophe of the world-war burst over
    • catastrophe of the world war. Whether they belong to a party or
    • social catastrophe. Yet all the thoughts they form about it are only
    • outbreak of the world-catastrophe — we have to ask
    • expression in the terrible catastrophe of the world-war. Its
    • the catastrophe of the world-war and into the present period of
    • event in the series that led to the outbreak of the catastrophe of
    • cultivated to the utmost. The catastrophe of the world-war has, more
    • causes. It has therefore been the most terrible catastrophe of all.
    • as trustee of the spiritual [cultural] life, especially of education,
  • Title: Lecture: Anthroposophy's Contribution to the Most Urgent Needs of Our Time
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    • already indicated this problem.
    • arise with a certain inner justification out of the contemplation of
    • frightful catastrophic time is born finally out of the
    • can be indicated step by step. It is in no sense an outer way. It is
    • Aesthetic Education of Mankind, where he wished to show how
  • Title: Lecture: Buddha and Christ: The Sphere of the Bodhisattvas
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    • Atlantean catastrophe the experiences of the human soul were entirely
    • that in the times directly after the Atlantean catastrophe, souls were
    • follow our own. And then another great catastrophe will befall the
    • indicate the characteristic trend of human evolution in each of these
    • souls of men. Delicate feelings of sympathy will be aroused by
    • delicate investigations.
    • draw man upwards again to the spiritual world fall into two categories:
    • attained only on the physical plane, the qualification for meeting
    • indicate to you that as humanity lives on through the fifth, sixth
    • Teacher of the Christ Impulse. This is indicated very clearly in the
    • indicating this showed themselves in the early youth of the child in
  • Title: Lecture: Nervous Conditions in Our Time
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    • be bad deliberately to work for this in school education. Anthroposophy
    • must here give a piece of advice to the educational world, though
    • here been indicating represents a definite way of working upon the ethereal
    • these things are already observed in education.
    • much that our education nowadays neglects. It is not easy, at this
    • point, to find the right educational tact. If you are able to fulfil
    • is a right principle in education, for you could easily call forth an
    • over the physical. Self-education, and an influence upon the
    • education of children, can follow from our fundamental
  • Title: Lecture: The Position of Anthroposophy among the Sciences
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    • everyone who claimed to have received a higher education.
    • something we produce, not located within things. The fact that men
  • Title: Lecture: Anthroposophy and the Visual Arts
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    • receives a space which I can only indicate figuratively. If I had to
    • indicate the space I spoke of yesterday by three lines at right
    • angles to one another, I should indicate this space by drawing
    • you will have seen from these brief indications that the sculptor
    • forces (which indicate how the head must be formed) permit.
    • feels: here I must only give indications; here we pass over
    • One cannot give a form to plants; one can only indicate their
    • what I am now indicating in more general terms, one will be able to
    • Jahwe breathed into man the living breath. This indicates that man
    • is, in a certain respect, a being of respiration. I indicated
    • only a more complicated leaf. In every single organ he sees a whole
    • (Glieder). The whole human being is a more complicated
    • human soul what one perceives there, and be able to communicate it
    • said to-day is only intended to be once more a cursory indication of
  • Title: Lecture: Evil and the Power of Thought
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    • same standard of education, the same mood of soul, as those of his
    • and in so doing he would indicate (if he were rightly understood)
  • Title: Lecture: The Seeds of Future Worlds
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    • see from this how complicated is the life into which man is placed.
    • indicate how it is with the other side of human existence, where we are
    • becomes a philosophy and speaks with full justification of a
    • truths such as I have been indicating to-day. That is the only way we
    • us of external nature. We can compare it only with a communication
    • own account. All our so-called education and culture has been
    • for ever splitting up and scattering itself abroad. There, where the
    • its environment and then split up and scattered. If you look at the
    • there, and then it splits up and is scattered like dust into the
    • compressing matter together and scattering it.
    • scattering, and the quickening, life-giving nature of the sun.
  • Title: Lecture: Exoteric and Esoteric Christianity
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    • indications.
    • instruction; they were able to receive communications from the
    • was indeed indicated by the fact that during the nineteenth
    • indication is contained in the Gospel story of the Temptation,
    • communicated by Christ to His initiated pupils after the
    • concerning death they could receive no communication, because in
    • what I have just described. The inculcation of intellectualism
    • The book really amounts to a moral philosophy, indicating how
  • Title: Lecture: Realism and Nominalism
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    • precursory of things which found their real justification during a
    • description of his deeds and the communication of the words of
    • educate a human being only according to his innate capacities, we do not
    • really educate him to be a complete human being. A child will grow into
    • scattered.
  • Title: Lecture: Spiritual Science, a Necessity for the Present Time
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    • subscriptions, communications, notices, advertisements, etc.
    • soul-spiritual vision of those who have dedicated themselves to
    • the spiritual world, indicate that independently of man, and through
    • Christ's appearance. Olaf Asteson's very name indicates that he
    • to an imaginative knowledge, but they indicate living realities which
    • too intimate for publication in the News Sheet.]
    • meaning, a truly prophetic meaning, for they indicate something that
    • transform into feeling what I have indicated in words fraught with
  • Title: Lecture: Fundamentals of the Science of Initiation
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    • subscriptions, communications, notices, advertisements, etc.
    • made on the blackboard): If we indicate, here, the Mystery of
    • things, give general indications on the connection of the material
  • Title: Lecture: Cosmogony, Freedom, Altruism
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    • There is at bottom no justification for the social question
    • catchwords of a cause. It is the main feature that one has to
  • Title: Lecture: Brunetto Latini
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    • spoken of this fact, and we have indicated many examples.
    • he now indicates is indeed, under certain conditions, the
    • hearing. You perceive an altogether complicated world, of
    • teacher, to educate him into the spiritual world.
    • important historic moment? This, too, I have often indicated.
  • Title: Lecture: The Shaping of the Human Form out of Cosmic and Earthly Forces
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    • spiritually, indicating the various cosmic relations between
    • of fructification a union is consummated between the cosmic
    • indications that their wisdom embraced something like these
  • Title: Lecture: Yuletide and the Christmas Festival
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    • when the herdsman or cattle breeder of ancient Europe was out
    • absolutely essential to preserve, the last head of cattle had
    • a clear indication of how long the remembrance of ancient
    • outside in Nature nothing indicated a future state of
    • Festival of the birth of Jesus were inculcated into
    • the last indications of such feelings were still to be
    • about the reversal of man's path. This reversal was indicated
    • there is no longer any indication that truth must be sought
    • vanished. Later on I myself came across indications of the
    • country folk living in the scattered provinces of Hungary,
    • indicated a flowering of man's whole nature. In the first
    • dedicated to what they were to present. For a true
    • from those indicated to us by the present Christmas symbols
  • Title: Lecture: Buddha
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    • The Education of the Human Race
    • Education of the Human Race:
    • Christ recorded in the Gospel of St. John. Christ indicates that He
    • and into us.” These words indicate that the Christian, through
  • Title: Lecture: Hygiene - a Social Problem
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    • teacher who is continually giving instruction and indicating means
    • knowledge of the ramifications of the Spiritual in the
    • it also has its bodily aspect. Faulty education of the child
    • be a certain justification for this when they listen to speeches of
    • nature — I refer to the domain of education. Without a
    • domains. It is, however, an illustration of the application of
    • general hygienic principles in the sphere of education. The whole
    • more than educational rules according to which the teacher is
    • allows the child to catch its breath after only half a sentence or
    • able to educate children on the basis of a conception of the world
    • education as expounded in that Course strive in the direction of
    • making men and women out of the children who are being educated
    • from an abstract science of education, a school doctor who turns up
    • medical science and the art of education. We need an art of education
    • the social question is essentially an educational question,
    • indication that in such a case one has to do, not with a disease of
    • — for I can only indicate certain examples — Spiritual
    • brief indication. The great difference between the human organisation
    • no avail; the only thing that will avail is to educate, within human
  • Title: Lecture: Speech and Song
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    • stands on the soil — only in a rather more complicated way the
    • course in a more complicated way, in a manifold and varied way.
  • Title: Lecture: Three Epochs in the Religious Education of Man
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    • The New Art of Education.
    • Education of Man
    • A lecture delivered during the Course on Education,
    • fourteen lectures on Education will shortly be published in book form
    • — as a continuous education of the human race, as a process
    • will, feeling and by his earthly education, each of these three
    • education. It fell to the old Initiates, the teachers of that ancient
    • justification of his physical birth in Nature. The riddle of Nature
    • learn to understand aright. So in the education of the human race
    • justification of earthly existence. In the second epoch, man lived in
    • Christology in the truest sense (as well as an Art of Education, for
  • Title: Lecture: Concerning Electricity
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    • All subscriptions, communications, notices, advertisements, etc.
    • that through the electrification of the atoms we transform them into
  • Title: Lecture: The Problem of Jesus and Christ in Earlier Times
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    • MY LECTURE YESTERDAY, I tried to indicate an important fact related to the
    • sustained as-is and without qualification. Even if all the writings
    • writings and would be able to communicate those truths without the
    • complete disappearance, it would in fact be necessary to eradicate,
    • ability to preserve them, and the possibility of communicating them
    • indicated, several times, something very significant. I stated that
    • consider Clemens of Alexandria, the head of the catechetical school
    • ancient Gnostics indicated thirty different stages, and named them
    • indicated yet a third stream — that of the Demiurge and matter.
    • theirs are not entirely unreal, because human beings are complicated.
    • knowledge that can be communicated only through angels. This
    • Catholic — a Roman Catholic superstition. It would be no
    • application of divine status. “A noble man,” they say,
    • the Christ united with Jesus. This is complicated, of course, and it
    • bodies were, of course, scattered, rarified, and dissolved, but they
    • on the most delicate shaping of the body, and we work according to
  • Title: Lecture: On the Dimensions of Space
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    • these things indicate what difficulties arise when we seek the relation
    • shews itself in all manner of delicate disturbances of
    • behind. The very fact of growth will serve to indicate that
  • Title: Lecture: What Has Geology to Say About the Origin of the World?
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    • those animals in which there are already some indications of
    • indicated in the descriptions given here by Rudolf Steiner. Today, the
    • possible for mighty catastrophes to take place in the interior and
    • repeatedly indicated in these lectures — we look at the
    • presented to the general public in popular scientific publications
  • Title: Lecture: Thinking and Willing as Two Poles of the Human Soul-Life
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    • in ordinary life there is some indication that this is the case, and so
    • has already been indicated and what we have already considered
    • diagrammatically indicated here by the eye I have drawn on the
    • tried to indicate to-day that thinking lies at the opposite pole. A
    • dedicated to Ludwig the German in the ninth century, but which in
  • Title: Evolution/Aspect: Lecture 1: Introductory Lecture
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    • putting them beside the communications of the Masters where they
    • that he was an uneducated European in the following terms: ‘We
  • Title: Evolution/Aspect: Lecture 2: The Inner Aspects of the Saturn-embodiment of the Earth
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    • be read as though registered in a delicate spiritual substance, the
    • or printed, you will find but few indications of man having felt
    • an indication of how we should really look upon fire. Wherever we see
  • Title: Evolution/Aspect: Lecture 3: The Inner Aspect of the Sun-embodiment of the Earth
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    • the ordinary will of man, through the inherited or educated
  • Title: Evolution/Aspect: Lecture 4: The Inner Aspect of the Moon-embodiment of the Earth (Part 1)
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    • world dreadfully complicated, and who said on one occasion that if
  • Title: Evolution/Aspect: Lecture 5: The Inner Aspect of the Moon-embodiment of the Earth (Part 2)
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    • word with very little application to spiritual things, on one
    • indefinite, for they express very complicated connections and
    • to-day be brought into touch with application to the study of
    • dream-state, even those leading finally to victory. Kleist indicates
    • sides, and can lay hold in a delicate and subtle way of spiritual
  • Title: Evolution/Aspect: Lecture 6: The Inner Aspect of the Earth-embodiment of the Earth
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    • is even to-day of profound significance. It is indicated in the
    • that a fabrication, a falsehood, is brought forward? Even
    • communicated to a person, which although it may be true, he must call
    • its purpose. This gives us the process of solidification, the
    • concepts to be considered were somewhat complicated. It will
  • Title: Fall/Darkness: Lecture 1: The Driving Force Behind Europe's War
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    • Vienna not long before this catastrophe came on our world and
    • order to indicate what was going to happen in human evolution
    • all that is demanded, as I have indicated, you are indeed
    • catastrophe broke on the world I pointed out that when we
    • speak of the origins of this catastrophe in time to come, we
    • lightly. Concrete examples given as an indication of what was
    • its justification in its own day, when it brought about many
    • education, it is not at all surprising when people are able
  • Title: Fall/Darkness: Lecture 2: Humanity's Struggle for Morality
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    • same extent. Surely the present world catastrophe could not
    • educationists and others today think will reform the world;
    • Atlantean and post-Atlantean life when the catastrophe
    • determined by what comes of its own accord. Education usually
    • poverty perhaps and not given an education that puts much
  • Title: Fall/Darkness: Lecture 3: The Search for a Perfect World
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    • Teachers also do, for instance. Today, every educational
    • him to establish the best possible educational system, the
    • best principles of education one can think of. And in an
    • instances, such as in education — is based on illusion
    • apparently the fact that I come from there indicates that I
    • are not new — I had a photograph of my certificate of
    • were actually to present the certificates of baptism for the
    • justification to be part of such a movement use their
    • would be necessary if he were to be shown certificates of
    • science of the spirit who are truly dedicated and who have a
  • Title: Fall/Darkness: Lecture 4: The Elemental Spirits of Birth and Death
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    • on something which must lead to catastrophe.
    • catastrophe may be brought about. Human beings must use these
    • powers will have to enter into the whole field of education,
    • and especially the education of children, unless the matter
  • Title: Fall/Darkness: Lecture 5: Changes in Humanity's Spiritual Make-up
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    • through heredity or education, to send impulses into the
    • especially also the sphere of education. Ideas coming from
    • discuss the education issue in this context, to show you that
    • we were to do so, our efforts at education would sometimes
  • Title: Fall/Darkness: Lecture 6: The New Spirituality
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    • see, people fabricate the thoughts they have in their heads.
    • — indicates that in those days people appealed to the gods
    • order. Here we have an even more subtle indication of
    • true inner vocation. What do you think the answer would be?
    • by philosophers to convince them of their inner vocation. The
    • be convinced of their vocation.
    • statesmanship advocated by Saint-Martin — I think all
    • possible in the field where educators are appointed for both
    • education.
    • them. It is specifically in the field of education and
  • Title: Fall/Darkness: Lecture 7: Working from Spiritual Reality
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    • with the education, the intellectual content, of our present
    • create a sophisticated image, but the image does not
    • especially in the field of education.
    • of education people will have to realize that quite different
    • in the field of education, to train teachers by teaching them
    • educate. People love the idea of the regulative ideal. They
    • yourself who the teachers, the educators were who influenced
    • the education of individuals who later became great
    • education and teaching methods. The people with whom my karma
    • we are already able to say about education today from the
    • when it comes to their teachers and educators. We will know
    • or educator depends on the way in which we were connected
    • education, people lived with the idea: You are now showing
    • make it the ideal to inculcate the elemental intellect which
    • particularly important in the education of the young.
    • educate. In the immediate future this will become much less
    • individual who is to be educated. Then a strange thing will
    • in those who educate the young. This is the most important
    • educating the young, with just a very few exceptions, and it
    • generation is mainly educated to think in abstract terms, and
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  • Title: Fall/Darkness: Lecture 8: Abstraction and Reality
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    • the application of this to reality itself. Please, consider
    • a result there are upheavals such as the present catastrophic
    • its justification — begins to stir in your hearts as I
    • indicated.
    • Some of the fabrications Wilson produces against Central
  • Title: Fall/Darkness: Lecture 10: The Influence of the Backward Angels
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    • is amazing how effective modern communications are and how
    • Catholics were forbidden to study anything relating to the
    • exist, especially where it has its justification, if people
    • a science of education. And one of the first principles to be
    • souls whilst they are being educated. In a recent public
    • account in education. Educators must provide the soul not
    • like, memories which make them happy. Education must learn to
    • education of the future if later on in life people look back
    • education, and do not like
    • of education have not provided a source to which they can
  • Title: Fall/Darkness: Lecture 11: Recognizing the Inner Human Being
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    • Educational
    • lest they surrender it to the ahrimanic powers. Education and
    • of education and training. Certain things always lag behind
    • people in education and training has entirely come out of
    • especially if we are educators, with the inner awareness, the
    • because education has failed to give them anything that can
    • education, for otherwise the adversarial ahrimanic powers
    • education will be particularly detrimental in the immediate
    • education.
    • “Education must be put on an individual basis”
    • is that people interested in education should enter into the
    • regard to educating the young, that the best we can do with
  • Title: Fall/Darkness: Lecture 12: The Spirits of Light and the Spirits of Darkness
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    • beings were to be educated on earth, brought to full
    • of the great catastrophe, the spirits of darkness will make
    • characteristics and inculcate human beings with the attitudes
    • in order to go through the catastrophe which is comparable to
    • the earth's death — the catastrophe lying ahead —
    • catastrophe, just as in the case of the individual the
    • made human beings — I am using crosses to indicate them
  • Title: Fall/Darkness: Lecture 13: The Fallen Spirits' Influence in the World
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    • publications are now in existence in which the origins of
    • inculcated into people's heads. And it is difficult to form
    • which we are caught up today indicate where humanity stands
    • We dedicate ourselves to you! We dedicate our sons,
  • Title: Fall/Darkness: Lecture 14: Into the Future
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    • the 1840s. They had not been able to catch up as far as the
    • become issues in education that people will come to
    • but for things eternal and immortal, made itself the advocate
    • anthroposophy, whilst the materialistic education people have
  • Title: Lecture: Fall and Redemption
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    • that thoughts are given us from outside, that they are not fabricated
    • outside but are fabricated from within. Through this fact we have
    • speaks of the limits of our ability to know nature. I indicated how
    • justification, pride has arisen. Why? Yes, I can answer that in the
    • by virtue of a few anthroposophical catchwords like ‘physical
    • education that they must have. And so one not only does not truly
    • is to be accomplished, then we must educate ourselves in truthfulness
    • in the sense world first of all and then carry this education, this
    • element is being eradicated more and more from the
    • must eradicate in ourselves is the inclination to sectarianism, for
  • Title: Lecture: Calendar of the Soul
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    • been gained of certain things indicated in occult writings though
    • symbols which indicate spiritual processes. And in truth the soul
    • festivals which indicate the connection with spiritual worlds.
    • that the great Atlantean catastrophe was followed by the period of
    • sign did not apply to the constellation of Aries as such but indicated
    • this is simply the indication that particular spiritual forces
    • has been made to indicate these things in the Calendar which has just
    • distortion and lunacy. It will be found that the Calendar indicates
    • indicates the year 1879 as the beginning of the Michael Age.];
    • sketches made by Imme von Eckardstein according to indications given
  • Title: Lecture: The Spirit in the Realm of Plants
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    • were given as oral communications and were not originally intended for
    • wider circles of our educated contemporaries. Offense is usually
    • general way indicated today; rather, we should speak in such a way
    • our scientists or other educated contemporaries but also come into
    • thing in the plants, so to speak, which would indicate to us that
    • recall how I have indicated that there are plants in the earthly
  • Title: On the Mysteries of Ancient and Modern Times: Lecture 1
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    • scattered throughout the civilised world, even as late as the
    • afraid his telegraphic communications might appear
    • a Commissary of Public Education in France at the end of the
    • appropriately garbed for the edification of the common
    • consciousness of all educated people. And it was under the
    • people, not only the so-called educated people), —
    • have just indicated.
    • enabled to communicate with the dead, then they discovered
    • a God was the Logos’: — It is an indication
  • Title: On the Mysteries of Ancient and Modern Times: Lecture 2
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    • notably on the part of astronomers, where it was advocated
    • so on. Precisely this fact is indicated, in that the time
    • Catholic Church has acquired a certain habit of speech
    • evolution. The Roman Catholic Church will, speak, for
    • enlightened theologians of the Roman Catholic Church about
    • perfectly correct Catholic doctrine. In Holy Catholic Church
    • the correct and familiar Roman Catholic theological
    • We live in a time of catastrophe. It would, of course, be
    • wrong to imagine that that which is catastrophe in the
    • Christmas sense must necessarily be catastrophe also in the
    • Easter sense. Indeed, from the catastrophes of to-day the
    • fabricate the “highly important manifesto” which
  • Title: On the Mysteries of Ancient and Modern Times: Lecture 3
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    • the rising Sun in Spring. In short, I wish to indicate this
    • educator than by its immediate contents. If it claims to be
    • mere notification of facts, — becomes a science of mere
    • to-day is a real education, for men to grow beyond the
  • Title: Lecture: The World Development in the Light of Anthroposophy
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    • subscriptions, communications, notices,
    • leads us to spiritual vision, or by communicating its truths it
    • requiring completion and modification. We follow the development
    • By thus indicating
  • Title: Lecture: The Supersensible in the Human Being and in the Universe
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    • subscriptions, communications, notices,
    • order to communicate with other human beings, but were turned
    • — thus enabling it to communicate with other human beings
    • that he could communicate with others, but the vibrations of his
    • application of poisonous substances, acting in the human body,
    • Today I only wish to indicate quite briefly how it is possible to
    • super-sensible being can be communicated and exchanged — in
    • exercises of self-control, self-education and, above all, of a
    • training of the will. Let me only give you a few indications.
    • my will, for instance, by taking in hand my self-education, by
    • sight? The cataract, which is a hardening of the crystalline
    • today. The course taken by human evolution is also indicated in a
    • stand — let me indicate this briefly in conclusion —
  • Title: Lecture: Foundations of Anthroposophy
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    • subscriptions, communications, notices,
    • in many ways endeavor to transcend the spheres indicated above,
    • communications were made in London through the medium (Sir Oliver
    • slightest reason for questioning the medium's communication.
    • order to indicate the critical attitude, the earnest and truly
    • intensification of the human cognitive powers, in the direction
    • which I tried to indicate during the last few days, know that
    • intensification of spiritual conditions, is that in the case of
    • sight.” Through an intensification of the human cognitive
    • human thought may be intensified and that through self-education
    • into the higher worlds through an intensification of the
    • indicate things which really existed.
    • to know these things through an intensification of thinking,
    • dream. Allow me to give you a few indications which show how such
    • indicates that in certain organs he discovers an inner state of
    • change his handwriting, the application of energy required for
    • indicated in detail in the above mentioned books, we come to the
    • not resemble sleep; they constitute something which is indicated
    • of Anthroposophy is not the caricature which many people suppose
    • for the standpoint indicated today.
  • Title: Lecture: East and West in the Light of the Christmas Idea
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    • subscriptions, communications, notices,
    • particular should only be dedicated to religious exercises.
    • indicate an approximate epoch, we may say: Only at the turn of
    • back even behind the Atlantean catastrophe, as far as the
    • Atlantean race. For immediately after the Atlantean catastrophe
    • “ideology” indicates in regard to the inner life of
    • indicate more deeply the great change which took place through
    • the evolution of the earth and this is indicated in the New
    • And the Gospels indicate that the highest wisdom could at that
    • wisdom, a sublime sentence, in which the single words indicate
  • Title: Lecture: Man and Cosmos
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    • subscriptions, communications, notices,
    • indicated, through signs.
    • I only wished to indicate that through certain pathological
    • is that there is also a right application of such a knowledge. A
    • must not use the imaginative forces of the astral body, located
    • corresponds to the right application of — let us say
    • sphere which indicates even more concretely than I have done on
  • Title: Lecture: Human Freedom and Its Connection with the Mystery of Golgotha
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    • subscriptions, communications, notices,
    • indications about the beginning and end of the earth. We might
    • most intimate means of an education towards freedom.
    • This indicates the
  • Title: Lecture: Knowledge Pervaded with the Experience of Love
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    • subscriptions, communications, notices,
    • myself. I have to pass through a kind of catharsis, cleanse
    • indicated in my book on Goethe's world conception; he should once
    • failure. Anthroposophy would like to indicate the path leading to
  • Title: Lecture: The End of the Dark Age
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    • subscriptions, communications, notices,
    • age was to indicate that from the beginning of the
  • Title: Lecture: The Golden Legend and a German Christmas Play
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    • educated to look back on that to which the spirit from the heights
    • should be educated to this, for the Feast of Christmas has been given
    • convey. It sets out to indicate what now transpires on the Earth, how
  • Title: Lecture: The Christmas Thought and the Secret of the Ego
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    • pointed and danced, indicating the pleasure they now experienced
    • now, just such events show that there is no justification for
    • educated people do not yet understand that it is necessary to
    • are educated must also undertake the path taken by those simple
    • What intricate weaving through time, through space,
  • Title: Lecture: Zarathustra
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    • referring to Zarathustra, have been obliged to indicate that the
    • and it is therefore reasonable to indicate that Zarathustra, living
    • realise that his mission was to communicate a certain conception of
    • truth which they had to inculcate into mankind as the basis of
    • tried to inculcate into his disciples. He spoke thus: “Man, as
    • Good and Evil, where victory can only be gained by purification from
    • highest moral idea (the moral purification of man) among the
    • since purification alone can
  • Title: Lecture: Hermes
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    • preserved by Greek tradition. It indicates not only what the
    • consciousness also. This is an indication of the fact that we can
    • these pictures indicate an actual vision of the spiritual world. If
    • of the cat and so forth. Certain animals were even recognised as
    • cries of lamentations were uttered at the death of cats. Again, we
    • Egypt was subject to Rome, any Roman who had killed a cat was in
  • Title: Lecture: On the Nature of Butterflies
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    • Duplicated as manuscript by
    • complicated process. We will start from the fact that when autumn
    • a grub; in other words, a caterpillar is hatched. Now this caterpillar
    • the caterpillar completely disappears into this covering, and
    • cocoon. So we first have the egg, then the caterpillar and now the
    • egg, secondly the caterpillar, thirdly the chrysalis, and fourthly the
    • actual butterfly. The egg is laid in some place. The caterpillar crawls
    • take into account where and how the egg can live, how the caterpillar
    • to reach the stage of hatching out a caterpillar, it above all requires
    • This is necessary to the butterfly, too, as it enables the caterpillar
    • total darkness. The moment the caterpillar is hatched it meets the light
    • has entirely transformed itself into a caterpillar. Inner sensation is
    • produced in the caterpillar because it is exposed to the light and has
    • the case of the caterpillar, but it has the same urge. I may say that
    • the caterpillar is drawn to the sunlight by the same urge as that felt
    • by the insect who plunges into the candle flame, only the caterpillar
    • sun, very soon we should no longer have any caterpillars. They would all
    • them to the earth. So when we see a caterpillar we know that it really
    • that here is the beam of light and here the caterpillar (drawing). As
    • the caterpillar crawls along, it spins a thread in the pattern of the
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  • Title: Memory and Love
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    • These things are not mere fabrications; they are plainly observed once
  • Title: Conferencia: La Comuniˇn Espiritual de la Humanidad
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    • significativamente presente en los tiempos del Misterio del Gólgota
  • Title: Lecture: The Experiences of Sleep and their Spiritual Background
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    • will be able to see from this how little justification there often is
    • indicated to you how in olden times before the Mystery of Golgotha,
    • stop short at the experience of being dismembered and scattered. The
    • to the physical Moon. It is in reality a marvellously complicated
    • only, but it is a faithful copy, as I have indicated. By night man has
  • Title: Lecture: Reincarnation and Karma
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    • generation, when certain complicated chemical and physical
    • one another, though they have grown up and been educated under
    • more complicated manner. Whoever wishes to unveil the secrets of
    • history of a cat or of a dog? Doubtless one can — but
    • miracle, not able to indicate a power of nature which could
    • every educated man knows.” This shows that our
    • speaks of such riddles as they appear in a caricatured form to
    • aiming at the ennobling of mankind is only gratification of a
  • Title: Lecture: Life and Death
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    • complicated chemical process. According to this view, if this
    • organism of the smallest, most complicated living creature.
    • peculiarity that as soon as the process of fructification is
    • fashion. But they are made fun of; a man who communicates
    • horse, a dog or a cat no individuality?” And they will
    • individuality of a cat, a horse and so on — perhaps
    • education or in historical evolution, rests on the fact that
  • Title: Lecture: The Elementary Kingdoms
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    • complicated. When the human being is awake, the astral body
    • in a complicated way, and the highest truths are not the
    • everything into moral impulses, even the classification of
  • Title: Lecture: 'Goethe's Faust' from the Point of View of Spiritual Science
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    • spiritual movements which base the justification of their
    • communicate of their experiences in the spiritual world. But
    • catena Homeri. When opening this, one finds a remarkable
    • could indicate much that has here led him higher. Especially
    • so great a significance for this city — the Cathedral.
    • surrounded by diverse spiritual beings in order to indicate
    • part of Faust. And so has Goethe indicated that we can find
    • interest is eradicated. Only then can we really grasp the
    • which, by its name alone, indicates that it contains
    • Everywhere, in all Goethe publications, we find
  • Title: Lecture: Birth of the Light
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    • inclined to dedicate our forces to this great ideal of mankind,
    • My parents brought unto Apollo dedicate.
    • we feel it as the personification of love; the personification
    • thing possible. The power of love, and the justification and
    • signification of love and love alone — that it is that we
    • justification, before whom wisdom must stand still and power
  • Title: Lecture: Galileo, Giordano Bruno, and Goethe
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    • methods pursued by the educated men of that day.
    • to their superiors before publication. In this case, the
    • Science. We have now indicated Galileo's position in the
    • described the most complicated movements — circles
    • this terrible complication of ideas which had to be got rid
    • by the application of a feather to the soles of the feet.
    • we find that it was the result of the joy of the intoxication
    • Knowledge. His classifications are more in the abstract. We
    • communicate only from a great distance. The Divine Spirit is
    • meant to indicate the Spiritual essence in the various
    • church lamp still hangs in the cathedral at Pisa, swinging
  • Title: Lecture: On the Occasion of Goethe's Birthday
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    • from Bn/GA 129. It was given on, and dedicated to, the anniversary
    • from Bn/GA 129. It was given on, and dedicated to, the anniversary
    • parts, a short sentence containing an indication bearing on
    • in accordance with the course indicated in the Prologue in
    • indication of the most pronounced characteristic in Goethe's
    • seriousness and assiduous application of the integral and
    • forms of life, the most complicated structures have arisen
    • through ever-new ramifications. But side by side with these
    • cabinets and from his study, communications went forth to the
    • Goethe, for such communications are more likely to cast a
    • cold, it warms them, so that that warmth may communicate
  • Title: Lecture: The Errors of Spiritual Investigation
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    • of herself. Self education must proceed to overcome this
    • of herself, when she works on herself in the way indicated.
    • can easily appear e.g. in a catholic or a protestant. The
    • error are to be indicated. The sceptic thinks that only those
    • pronouncements are tinged with catholicism, and on another
    • such philosophical standpoint, can heed each advocate of such
    • this indicates to any man of insight that no single
    • consideration, in the handling on of its communications.
    • authority. If the investigator communicates important things,
  • Title: Lecture: Factors of Karma, Deficiencies in Psychoanalysis
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    • The Karma of Human Vocation as related to Goethe's Life.
    • The Karma of Human Vocation.
    • ‘Karma of Vocations,’ see Anthroposophical Movement,
    • life as is contained in man's calling or vocation and in all
    • ‘vocation’ one remark must perhaps be made, namely this:
    • or vocation with what is commonly spoken of as his office or
    • to bear on the vocational life. Frequently, though by no means
    • always, man has to pursue his vocation in some official
    • one which we may call the ‘Karma of vocation.’ We are
    • outlining for the ‘Karma of vocation’ are by no means
    • position in life. As you are well aware, the Karma of vocation
    • vocation as extraneous factors, make it possible for Ahrimanic
    • such a man need not by any means have the corresponding vocation.
    • He can occupy a high position and yet his vocation may only be
    • age needs above all to be educated to a more intense grasp of
    • position — having vacated his professorship —
    • consciousness. So now they try to catechise the soul. Somehow
    • education, by the exhortation of her parents, she repressed it.
    • science. They try to cure such souls by catechising them.
    • under the influence of a good catechiser (who must of course,
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  • Title: Lecture: Matter Incidental to the Question of Destiny
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    • The Karma of Human Vocation as related to Goethe's Life.
    • The Karma of Human Vocation.
    • ‘Karma of Vocations,’ see Anthroposophical Movement,
    •  OU will have seen how intricate are the deeper problems
    • on life. Considering the complicated problems into which we are
    • through the poverty of his family he had to be educated in the
    • very outset we are told how even the grammar school education
    • educational system are cited.
    • choice. He wanted to have an education which would make it
    • the existing system of education, demanding the
    • already now for quite other complications of life than were
    • ones who stand in the practical vocations of today, who
    • discover these significant complications of life. In a certain
    • educational matters, and his instruction was: the gist of the
    • experiencing this and that, such and such complications. Then
  • Title: Lecture: Hereditary Impulses and Impulses from Previous Earth Lives
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    • The Karma of Human Vocation as related to Goethe's Life.
    • The Karma of Human Vocation,
    • ‘Karma of Vocations,’ see Anthroposophical Movement,
    • the last three or four) ‘The Karma of Vocation.’ But it is
    • scientific world-conception of to-day, educationists, when they
    • ‘Education of the Child in the Light of Anthroposophy’
    • vocational life also emerges like a relic of the processes
    • result of his vocational life in the last incarnation. Then
    • considerations, for the whole educational system of the
    • to do with the human being's education and development,
    • no Catilina, but only death.
    • Merejkowsky says, not without justification, The sceptre
    • communicates that part of Spiritual Science which is now
    • pursuit of certain purposes and aims, which, as I indicated
    • of the war, which, as I indicated recently, will in all
    • stupid. Catch people's vanity, and you can attain much,
    • said all this with a certain gesture of deprecation) —
    • this fact: Such publications as the book — or rather,
    • Roman Catholic sources, behind which there are often real
    • ex cathedra. The principles of freedom which are
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  • Title: Lecture: The Relation of Man to the Hierarchies
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    • The Karma of Human Vocation as related to Goethe's Life.
    • The Karma of Human Vocation.
    • ‘Karma of Vocations,’ see Anthroposophical Movement,
    • by Leblais, wherein it is said that the cat has an Ego
    • indicated. There is only one safeguard against the
    • already indicated) while all the time one is referring to one's
    • the very word would indicate, secrets existed — real
    • traditions he was under obligation to communicate to no
    • times that one must not betray the mystic communications. The
    • listen to such a communication. So long as the Mysteries
    • least be indicated. For instance, one can have this experience.
    • when Christ went through the Mystery of Golgotha. To indicate
    • communications by word of mouth were very different from
    • placed by his calling or vocation. To do so, we must first
    • lies in the creation and useful application of the vacuum.
    • of that rarefication and condensation of air which came about
    • There is a strange fact which you will find indicated in the
    • summation of delicate vibrations great effects will be brought
    • more into the karma of their vocations, such as I
  • Title: Lecture: The Birth of Christ in the Human Soul
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    • earthly globe, is what is indicated by the saying: Ex deo
    • provided these gifts, these talents, are dedicated to the
    • all that has been indicated can at present be attained, for man
    • Science twists into a caricature the thought of the healing
  • Title: Lecture: The Mysteries (Die Geheimnisse)
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    • you were in the Cathedral last night you could have seen
    • Human races are as scattered as the climates. Human opinions
    • are scattered all over the earth and there is no connecting
    • the star, rising beyond the earth. It leads the scattered
    • it the profound idea in spiritual science of the unification of
    • pilgrim-path of such a man, but indicates that this
    • called The Mysteries. Goethe has clearly indicated a
    • finds himself before a monastery. This monastery here indicates
    • circumstances. And how does Goethe indicate that he is
    • the representative of true Esotericism? Goethe indicates,
    • wonderfully indicated how a ripe soul — for only a ripe
    • harmonising the religions scattered in the world. This is how
    • He sought the arrows scattered on the ground;
    • By clever hands full delicately carven;
    • to be told more than these few words as an indication of what
    • Every year anew Christmas will indicate to the one who
    • poem. It would indicate profound secrets of esoteric
    • Christianity. If what he wished to indicate of the deep
  • Title: Mission/Folk-Souls (1970): 1. Angels, Folk Spirits, Time Spirits: their part in the Evolution of Mankind.
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    • cordial greetings of our friend Mr. Eriksen, that I reciprocate them
    • the implications of this will be best understood if you recall that
    • indications. On the other hand ‘ man has laid the foundations
    • reckon from the beginning of the great Atlantean catastrophe and
    • epochs following upon the Atlantean catastrophe which we call the
    • indicated only sketchily today, that spiritual pattern which
  • Title: Mission/Folk-Souls (1970): 2. Normal and abnormal Archangels and Time Spirits.
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    • hand some visible indication, some tangible evidence, some kind of
    • indication of their presence in the world of man, for in the final
    • undergoes modification in so far as man progressively develops during
    • in its fullest implications. Though often repeated, its implications
    • by Rudolf Steiner Publications, Inc., New York.
    • concatenation of outward circumstances is the work of the Archai, the
    • in the cathedral at Pisa where, by observing the regular oscillations
    • of thought. This depends upon the delicate configurations of the
    • owing to the concatenation of circumstances at the time of the
  • Title: Mission/Folk-Souls (1970): 3. The inner Life of the Folk Spirits. Formation of the Races.
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    • must regard them as three modifications, as three members of the
    • astral body. These modifications prepare the transformation of the
    • consists of three modifications of the astral body. The three
    • modifications can manifest themselves only through the agency of the
    • therefore consists of three modifications of the astral body.
    • manifested in these three modifications of the astral body, so the
    • modifications of the etheric body. In man we distinguish Sentient
    • the normal Folk Spirits, we distinguish three modifications of the
    • etheric body and since these three modifications are situated not in
    • the three modifications in the soul-life of man. Therefore, you must
    • think of the world in the way I have indicated as having continuity
  • Title: Mission/Folk-Souls (1970): 4. The Evolution of Races and Civilization.
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    • education of the child you will know that in the first seven-year
    • eradicate them.
    • find that the very first indications of racial development could be
    • why I said that what I had to communicate might be somewhat dangerous
    • to us confirmed. Now these important truths can only be indicated;
  • Title: Mission/Folk-Souls (1970): 5. Manifestation of the Hierarchies in the Elements of Nature.
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    • isolated ethnic groups which are scattered here and there amongst
    • totality of the Universe, then we have some indication of what was
    • as an Ego-being can demonstrate and communicate to his fellow men
    • lowest Hierarchies was necessary. As we began to indicate in our
  • Title: Mission/Folk-Souls (1970): 6. The Five Root Races of Mankind.
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    • complicated matter, as you may well imagine, when the Spirits of the
    • complicated that when we imagine we have grasped one point of view we
    • our knowledge: Nevertheless from the indications given in the last
    • specifically directed from the original centre; this is indicated by
    • with special modifications, produces the more or less yellow skinned
    • forces of the blood that which brings about a modification of the
    • kind of modification arises, namely, the Semitic race. Here is the
    • are an example of a modification of collective humanity. Jahve or
    • in order to bring about a special modification of his people. You
    • peoples the modification of the generic character which stems from
    • of the Elohim, which stream in from the Sun. But the Greeks dedicated
    • sculpture and architectonic forms. We have here indicated the very
    • are, on the whole, modifications of this Jupiter influence and you
    • can well imagine that as man has many senses, many modifications are
    • decline is characterized by a kind of ossification which is clearly
    • old American Indians the process of ossification described above is
    • evidence of what we have already indicated. It runs somewhat as
  • Title: Mission/Folk-Souls (1970): 7. Advance of Folk Spirits to the Rank of Time Spirits.
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    • Since the Atlantean catastrophe, since the beginning of the
    • indicated what was the mission of the guiding Archangel of the Celts;
    • in the same way we could indicate what were the missions of the
    • were to indicate as the central source of inspiration for the various
    • there, legend tells of Asgard having been actually located
    • connection we have only indicated an important problem, an important
    • evolution of an European Archangel. We have indicated to what extent
  • Title: Mission/Folk-Souls (1970): 8. The Five Post-Atlantean Civilizations.
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    • the Archangels are communicated to that ego. Hence Germanic-Nordic
    • sophisticated terms, using concepts in place of images. In
  • Title: Mission/Folk-Souls (1970): 9. Loki - Hodur and Baldur - Twilight of the Gods.
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    • In this context I have indicated that the members of the ancient
    • only give indications of this Luciferic influence outside the
    • indications here, but if it were possible to speak for weeks on end
    • mythology. It is more sophisticated, more mature, the figures show
  • Title: Mission/Folk-Souls (1970): 10. The Mission of Individual Peoples and Cultures in the Past, Present and Future.
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    • in certain respects, the task, the mission of educating the ‘I’
    • was later given quite different tasks, to educate the still youthful
    • necessary that the Celts themselves should receive an education and
    • within that body he developed those marvelously delicate forces the
    • from history which show the ramifications of these basic forces and
    • barest indications about these matters. If you compare them with the
    • also to submit to the special education of the Time Spirit of ancient
    • educated, but nursed and nurtured by that Time Spirit. And so we can
    • only educated, but was nursed and nurtured by that which as we have
    • Northern and Eastern Europe. I wished to give you an indication of
    • these various missions. On the basis of these indications I propose
  • Title: Mission/Folk-Souls (1970): 11. Nerthus, Freyja and Gerda.
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    • subject with only the briefest indications, since detailed discussion
    • at this present moment would otherwise create further complications.
    • indicating that the blood is an essential factor in the development
    • North, much of the old education through clairvoyant perception has
    • is best fitted to understand what I could only indicate briefly in
    • I have just said is a truth which has long been communicated to a
    • take it for granted that the communications given out from
    • prophetic indication of the future manifestation of Christ. You need
    • communicated by life itself. Then, whatever Might colour in any way a
    • indicated the Folk Spirit who rules over the Northern lands. Here
    • Anthroposophical teaching is that we should unselfishly dedicate the
    • somewhat delicate subject might otherwise offend national
  • Title: Lecture: Wonders of the World: Lecture 1
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    • unification, a harmony, between art and science. For only thus can
    • are aroused in us by these indications — anthroposophical in
    • result. Because forces are already working towards the reunification
    • catalogue of thanks for a long time. Lastly I might thank you all for
    • more manifest as well as in their more delicate form— these
    • tedious to the modern theatre goer, communicated through the telling
    • of a delicate fairy-tale ... the only vehicle fit to convey the
    • 1961. (Rudolf Steiner Publications Ltd., West Nyack, New York).
  • Title: Lecture: Wonders of the World: Lecture 2
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    • the son of Tantalus — we find an indication that there is a
    • now on the verge of publication, and
    • firmer. Whereas in primeval times these forces were dedicated to the
    • densification of the human body. And when the ancient Greek feels the
    • old, more delicate, rarefied body becoming denser, it is because he
    • Persephone. This densification went on right into the physical body.
    • forces. She is transformed by Hecate, so transformed that she now
    • doubt anyone with the usual education of today would regard
    • delicate physical body of old was more subject to the spiritual
    • upon the astral body are represented by the threefold Hecate. Whereas
    • in a threefold way, the Greek spoke of the threefold Hecate.
    • threefold Hecate. We there get a glimpse into immense wisdom. You can
    • still see the statue of this ‘triple Hecate’ in Rome today.
    • Hecate with these emblems indicates forces which act upon the ether
    • body in its development. The second aspect of Hecate had to indicate
    • third Hecate carries a torch—the torch of knowledge developed
    • impressive symbols as that of the threefold Hecate will acquire when
    • consciousness that Hecate has only changed the manner of her
    • subject in his development to the forces of Hecate, in the changes
    • undergone by physical, etheric and astral bodies. Hecate works in man
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  • Title: Lecture: Wonders of the World: Lecture 3
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    • delicate etheric sensation of taste, which most men do not
  • Title: Lecture: Wonders of the World: Lecture 4
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    • only to clairvoyant sight. If we turn to the category of Beings
    • Beings of the first category, and you know the relationship in which
    • men, that is not to be taken as of universal application. Thus no one
    • since the Atlantean catastrophe during which man was thrown so
    • Impulse. Thus we now have one class, one category, of guiding Beings
    • another category, the backward Angelic Beings, there is no trace of
  • Title: Lecture: Wonders of the World: Lecture 5
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    • guidance of mankind, you may have wanted to ask to what category of
    • indication that in remote antiquity there was an opposite spiritual
    • Spiritual Science is extraordinarily comprehensive and complicated.
    • Indeed the paths of spiritual truth are intricate, and can only be
    • belongs to the category of those Luciferic beings who labour to bring
    • reproductive instinct, which as such belongs entirely to the category
  • Title: Lecture: Wonders of the World: Lecture 6
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    • the Fall. It indicates that before the Fall the bodies they had were
    • the whole story in all its ramifications, besides knowing the true
  • Title: Lecture: Wonders of the World: Lecture 7
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    • within the sanctity of the Mysteries, and only communicated it to
    • brief, I can only indicate it pictorially. As regards what really
    • all the thoughts which I have indicated diagrammatically by these
    • very complicated mirror. The external mirror in which we see
    • ourselves is simple, but the brain is tremendously complicated and of
    • present-day man is not tuned to the most delicate refinements, it
    • German for what is indicated in an abstract way by geboren werden
    • attempt to indicate the relationship between the spirituality of the
    • been of immense importance for the education of modern human
  • Title: Lecture: Wonders of the World: Lecture 8
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    • this nature is indicated towards the end of the second of my
    • teachings of Spiritual Science. The communications of Spiritual
    • humanity underwent a very complicated evolution before man reached
    • onwards. It was brought about in a very complicated manner. Thus for
    • body, has little by little reached physical densification. Just as,
    • of Earth evolution is not only that this densification took place,
    • organs have reached the point of greatest densification in earthly
    • etheric currents are indirectly related to a delicate and important
    • solidification, but also a reverse process of rarefaction. When we
    • forces in his ether body; he knows nothing of this communication
    • organisation unscathed, that they do not leave the heart in the same
    • of this solidification of our original ether bodies into the physical
    • moment when Saturn began to develop. Greek mythology indicates it by
    • the Earth. Thus we have indicated two realms of gods, two spiritual
    • try to form an idea of how the one category of gods is related to the
    • categories of gods; one of them is the thought-world of the other, is
    • must assign to the category of Luciferic beings all those of whom we
    • categories of gods.
    • resurrection, a revivification of what had first organised us and
    • in the finer elements nevertheless developed powers of densification
  • Title: Lecture: Wonders of the World: Lecture 9
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    • densification of the body is taking place in the human organisation.
    • the densification.
    • complicated has really been the formation out of the spiritual world
    • very complicated currents arising from widely different spiritual
    • simplest mammals to the most complicated. In two different species of
    • we have around us and which belong to the category of the ruminants
    • the densification of this Phantom the influences named in
    • esoterically the eagle-stream. It was a communication, an
  • Title: Lecture: Wonders of the World: Lecture 10
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    • passions. Just as we feel the matter of our consciousness scatter and
    • good account by Spiritual Science and is a verification of the facts
    • is only meant to give a slight indication of how it is possible to
    • compassion with thought they experienced purification from all the
    • lead to catharsis, to purification. Aristotle, who held the tradition
  • Title: Lecture: The Mission of Raphael in the Light of Spiritual Science
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    • when he speaks of “the Education of the Human Race” assume
    • Then we can truly speak of an “Education” which the human
    • an education proceeding from all that is created and born from out of
    • the Greeks in their intoxication with beauty. We see Raphael giving
    • permeated by what had been brought about by the so-called “education
  • Title: Lecture: About Horses That Can Count and Calculate
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    • by stamping his foot it indicates the square root of 16. This explanation
    • this question is so extraordinarily complicated. Nevertheless it is
    • a most complicated thing, and we shall come across extraordinary phenomena.
  • Title: Lecture: The National Epics With Especial Attention to the Kalevala
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    • that to my idea, such a delicate, impersonal representation of Christianity
    • delicately indicated at the end of Kalevala the penetration of the most
    • the Valkyrie at the moment of death. The Valkyrie is the personification
    • It is amply indicated that the men who in the ancient times were still
    • it can only be indicated owing to the shortness of time) that spiritual
    • education. The man of the present day is gradually growing again into
    • finely and so delicately at the end of Kalevala, when the Christ is
    • is indicated at the end of Kalev as pertaining to the Christ, always be
    • a renewal, a re-fructification of the old national epics in the most
    • an indication that that which man possesses, that which is his being,
  • Title: Four Seasons/Archangels: Lecture I: The Michael Imagination
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    • astral light. In the spiritual world and in its communications,
    • content of his mind, then he gradually educates his heart and
    • is put are a symbolic indication of how we have built our whole life
  • Title: Four Seasons/Archangels: Lecture II: The Christmas Imagination
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    • have the watery regions (blue). I must of course indicate the jutting
    • whole expression. We must then indicate that Mary is preparing
    • portrayal of Michael and the Dragon, as I indicated yesterday. In
  • Title: Four Seasons/Archangels: Lecture III: The Easter Imagination
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    • March comes on. They hope to change the whole Earth into a delicate
    • how the Luciferic force up above would like to suffocate physical
    • the communications about ways of healing which are given in the
  • Title: Four Seasons/Archangels: Lecture V: The Working Together of the Four Archangels
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    • spoke also of Uriel's gesture as a warning gesture, indicating to men
    • education: the breathing system comes specially into activity
    • that, we can find in many a poem some indications of the cosmic
  • Title: Fifth Gospel (1950): Lecture I
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    • elementary education, the branch of knowledge commonly called
    • an up-to-date education. In spite of this, I have just said
    • working through the centuries. If nothing else indicated the
    • delicate spirituality of Greek thought the element of
    • uncivilised and uneducated in comparison with the numbers and
    • theosophists, were by no means highly educated people. The
    • educated Greek could attach much weight. There is
    • were on the so-called Index of the Roman Catholic Church. That
    • in those times and we shall find much justification for the
    • education will not greatly impress us. What, then, is this
  • Title: Fifth Gospel (1950): Lecture II
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    • indicating a withdrawal into an altogether different
    • haphazardly, indicate that there is a connection between solar
    • to them as I have indicated, when we sink in deepest
    • communication to-day it may be allowable for me to add a few
    • nature of indication may perhaps be discerned with far,
    • in the least surprised if the word “indication”
    • still weightier and wider implications than need to be
    • enabled me to have a genuinely Christian education. I had no
    • such education. I grew up in an entirely free-thinking
    • environment. My own education was of a purely scientific
    • alleged by Annie Besant that Dr. Steiner had been educated by
    • my having been connected with certain Catholic influences.
    • from a scientific education, who in his youth stood at a
    • you ponder these words you will realise that they indicate
  • Title: Fifth Gospel (1950): Lecture III
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    • known as Kamaloka, the time of purification, the human being
    • This already indicates that before the Baptism in the Jordan,
    • Here we have a direct indication that the event of Palestine is
    • clearly. The other four Gospels give little indication of this
  • Title: Fifth Gospel (1950): Lecture IV
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    • from that time in his life of which indications have been given
    • Gospel have been communicated. [See e.g.
    • moment in the life of Jesus of Nazareth is indicated in the
    • it indicates that soon after the dawn of Christianity, respect
    • Mithras cult. Temples dedicated to the worship of Mithras were
    • to be found in many widely scattered regions. The rites often
    • form of Mithraic worship. Temples and centres dedicated to the
    • Catholics it may sound sacrilegious, the truth obliges one to
    • indicate precisely at which place in his journeyings this
    • a high degree of certainty but I cannot to-day indicate the
    • communicate for the first time when just recently we were
    • communicated what came to Jesus of Nazareth through the now
    • dedicate themselves to the austere life of the Order. If they
    • could impart. For what was not communicated to him
    • evocation of spiritual beings; that pictures on the gates were,
  • Title: Fifth Gospel (1950): Lecture V
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    • secret doctrine and with men whose lives were dedicated to this
    • I can only single out one story in order to indicate the mood
    • story that has been preserved about him is deeply indicative as
    • this had merged into the Mystery-cults scattered over Asia
    • the moment when Ahriman communicated to Christ something that
    • knew that the ancient supplications and prayers must be
    • into a supplication: “Give us this day our Daily
    • experience He Himself underwent was as I have indicated.
    • recent publications is a volume entitled:
    • also in our feeling, what the communication of this Fifth
  • Title: Lecture: The (Four) Great Virtues
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    • indicate later on, which lives in the depths of the human soul, but
    • passions intoxicate us, and we are content to live in a dreaming,
    • indicated. Only a self-seeking man can be unjust. Only a self-seeking
    • ethics and the moral life. This will pour into educational method as
    • have indicated, the desire to learn all through life will arise. It
    • the education of children will bring special fruit if the virtue of
    • Where children are to be educated, these virtues must be regarded in
    • from their passions. An immense amount can be done for the education
    • indicating something immensely significant, which shows how the world
  • Title: Tension Between East and West: Lecture 1: Natural Science
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    • of educating the civilized world. And it is precisely in
    • discussing this educational rôle in the development of
    • can intervene only formally, in clarification, combination and
    • educates me, then in these moral impulses conceived by
    • and with some justification, to deny freedom, yet in educating
    • him to semblance thinking it educates the man of our culture to
    • distinguishing them, however, we indicate at the same time how
    • attempted by the philosophy of life I am here advocating.
    • nevertheless brought by their education to the kind of thinking
    • scientific education, can we penetrate further along the path
    • knowledge in order to advocate them today. They suited earlier
    • and, if we are adults, by our education, had in those earlier
    • {since the publication of this book, it has been. - e.Ed}]
    • environment and education, and in later life to life
    • expression, by an inner education and discipline of the
    • Today, I can only indicate briefly what is involved.
    • authenticated by our sensory perceptions, we find, after the
    • authenticated by the soul-organ or spirit-organ which as a
    • satisfied if it can achieve it by the application of
  • Title: Tension Between East and West: Lecture 2: Psychology
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    • powerless, and cannot locate anything that would really be
    • from our customary education.
    • I indicated yesterday. I mentioned my books
    • the philosophy of life I am advocating. It shows that by
    • sphere, ordinary experience can only indicate and label with
    • Anyone today who wishes to advocate a philosophy for the times
  • Title: Tension Between East and West: Lecture 3: East and West in History
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    • complications of life require man to participate in the
    • conclude: everything we know about it indicates that such
    • This is one of the most important factors that authenticate
    • world, and wishes to communicate what he has experienced, is
    • unable to make this communication from memory in the usual
    • spiritual vision. Many people today, with some justification,
    • philosophy — can catch, in fact, the mood of Greece
    • inheritance and education, and develop what we call scientific
    • interaction increasingly complicated, the further we ascend
    • previously indicated, I am saying something now that will be
    • the higher levels of education and training had a quite
    • communicate to men the results of observation and experiment.
    • In our education, we live almost entirely by absorbing these
    • follow its development and know how to locate it properly
  • Title: Tension Between East and West: Lecture 4: Spiritual Geography
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    • developed, certainly with no less justification, but in a
    • materialism, in so far as there is justification for it
    • education. The scientific method, with its increasing emphasis
    • patterns. “Ideology” is a way of indicating that
  • Title: Tension Between East and West: Lecture 5: Cosmic Memory
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    • I am advocating. Instead, I should like today to try and show
    • the view of the world I am advocating aims at in its
    • located. The existence of such limits is much discussed today,
    • the first thing that the view of the world I am advocating has
    • within themselves. I have already indicated that what is
    • intensification of the sense of self. What happens is
    • him. With equal justification, we shall come to regard the
    • of life I am advocating does not forget them. It accepts
  • Title: Tension Between East and West: Lecture 6: Individual and Society
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    • philosophy of life I am advocating, prove a very difficult
    • indicated, has summoned particular powers from the depths of
    • complicated social life of man. The things that enable us to
    • in an age that is specifically educated to intellectualism
    • their spiritual ramifications. It then appears, for
    • have educated ourselves, in these three or four centuries, to
    • way, only this one stage in the child's development is catered
    • This, too, then, can result from a vital art of education
    • different shapes. We must move forward to an education which
    • indicated quite naively in his soul, his understanding and
    • him. But in indicating the gulf that has opened between age and
    • youth in our time, we also indicate the whole series of gulfs
    • intellectualism attained at the educational level in human
    • should like to illustrate once more with an educational
    • aim is therefore certainly not to inculcate a philosophy in any
    • work of instruction and education.
    • there are other methods of instruction and education with the
    • must therefore create educational methods by which we can
    • and that “education is a drawing out and not a putting
    • education in freedom. Man's inmost spiritual element
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  • Title: Tension Between East and West: Lecture 7: The Individual Spirit and the Social Structure
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    • Pacific. His observation is certainly indicative of the
    • try this evening to indicate what is actually happening in this
    • you listen to the way educated Englishmen speak about Europe,
    • Marx was educated in Central Europe, in Germany, where he
    • original implication was that, if we allow these natural
    • trusts and syndicates emerge. We can see, too, how Western man
    • categories that derive from economic life itself.
    • indicated. We can see this correlation, therefore; but on the
    • intended to indicate that, in order to understand these
    • this respect, of course, educated men of the West are of
    • German one — in the sense that I indicated at the
  • Title: Tension Between East and West: Lecture 8: The Problem (Asia-Europe)
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    • On the spiritual side, I have already indicated this in
    • made him. Education to a higher spirituality was also healing,
    • because man in his natural state and thus uneducated was
    • have already indicated in my previous lectures, religion, art
    • This is the old religious form of catharsis, the purification
    • those who have experienced such a catharsis in these very
    • the efforts to achieve a spiritual education.
    • purification, or catharsis, of them. In other words, Aristotle
    • overcome by fear; and that a purification or catharsis
    • he cannot bear; through purification he is strengthened for the
    • demonstrating that tragedy also educates man towards a
    • humanity. A leading figure in present-day educational circles
    • explained to him our educational methods and their social
    • educational method of this kind, education of the spirit and
    • to teach and educate must first of all know the effect of this
    • where, as I have shown, art had an educative influence. The art
    • intimate association of medical art with education and
    • perceive in the use of the word “catharsis” in
    • purification of man on entry to a new life — something of
    • medicine still went together, and that in education, but also
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  • Title: Tension Between East and West: Lecture 9: Prospects of its Solution (Europe-America)
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    • quite a lot of social systems advocated by the various shades
    • or “educated” or theoretical, but are taken as men
    • institutions for adult education, up to university level. What
    • some years a teacher at a workers' educational college, where I
    • the workers' educational college. One of the workers' leaders
    • teaching staff of that workers' educational college. From
    • like this about adult education colleges, public
    • philosophical communication in Europe today, yet another legacy
    • our education, right up to university level, were not
    • out in Europe today, views which have been eradicated by modern
    • elementary school education, and of which only vestiges survive
    • among the most uneducated classes. While on the one hand the
    • only half-educated can now recognize the belief in ghosts as a
    • university education — has no genuine personal interest
    • should be like today. In primary education today, a great deal
    • higher level of education, something akin to this instinctive
    • want to preserve their souls from desiccation, if you want to
    • recognized as such; but just as the educated man of more recent
    • great deal from those with scientific education, you set
    • thrown out of workers' educational colleges by those who regard
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  • Title: Tension Between East and West: Lecture 10: From Monolithic to Threefold Unity
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    • Utopian manner, to advocate institutions which their creators
    • application.
    • point today in simply advocating some particular Utopian
    • complicated economic conditions, have ranged themselves
    • social problem are not by any means located where they
    • the technology which is so complicating life, a faith in the
    • of illustration I should like to indicate what can be
    • social reorganization is the complicated economic pattern which
    • ramifications, we should perceive how it constantly impels men
    • have indicated earlier, absorbed into the juridical
    • life, in the shape of education, to be absorbed completely into
    • education.
    • work out how education should be organized and just what should
    • education and teaching, it is not programmes that matter, for
    • of education. Nor need anyone be afraid that authority would
    • and gradually to allocate to each field what belongs to it, so
    • catchwords instead of truth in the spiritual sphere,
    • from the all too prevalent catch-word (which is thrown up by
  • Title: Lecture: Pythic, Prophetic and Spiritual-Scientific Clairvoyance
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    • of the Tree of Life meant this inner gratification. That might
    • life has made in refined enjoyment, in the self-gratification of our
  • Title: Lecture: Pythic, Prophetic and Spiritual-Scientific Clairvoyance
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    • gratification, and this must not happen to man. I cannot develop
    • in the self-gratification of our own bodies. But such things also
  • Title: St. Augustine
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    • how, in reality, St. Augustine with a far greater justification
    • and entirely with that of the Roman Catholic Church. Only the
    • seeks a Catholic Church without the Christ. That is what he
    • Auguste Comte. A Catholic Church without the Christ.
    • may say that Auguste Comte seeks a Catholicism, or I might
    • better say a Catholic Church, without Christianity;
    • — A Catholic Church
  • Title: The Social Question and Theosophy
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    • Publications, Blauvelt, N.Y.). The Fundamental Social Law reads:
    • (Rudolf Steiner Publications, Blauvelt, N.Y.). The Fundamental
    • After these introductory words let us give a few indications
    • contemplative thinking. And so let me indicate with at least a
    • committing a falsification of objective reality. Just try
    • application, underpinning our comprehension. Only someone
    • perspective of the macrocosm we come to tremendous implications
    • regarding education. I have already drawn attention to
    • In that regard Christianity took measures for education in
    • of this one earth life. Such were the two tasks: education for
    • advocating the use of democratic means to achieve a gradual
    • People must be educated for voluntary work, one for all
    • not a sanctification of labor? Isn'tit so that we can lay it on
  • Title: Architectural Forms
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    • architectural thought to catch that spirit of which it should
    • heart and soul from Catholicism, build Gothic forms around what
    • bibliography of our movement in many languages in the educated
    • only for educated people and not for simple souls. This is a
  • Title: Goethe's Secret Revelation: Lecture I
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    • This conversation is a symptomatic, significant indication
    • significant through their application, and throw great light
    • appears to us a modern, it will be a sufficient justification if in
    • indicate the feeling which many have towards this picture.
    • expressed things here and there which indicate the deep foundation
    • [See note on publications at end of book.
    • Everything, indeed, that surrounds her is highly indicative,
    • important for the education and cultivation of German
    • Education of Man.’ We can only outline Schiller's intentions
    • great means of education, a means of aesthetic education, a freeing
  • Title: Goethe's Secret Revelation: Lecture II
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    • applications are looked for in the figures of the work.’
    • holds that we can educate them, and they can be developed still
    • observation of the senses and the application of the human
    • categorically that knowledge is produced only through the
    • ideas has always been called the ‘purification’ of the
    • speak of purification or catharsis, as it was called in the old
    • stuff their reasons full of concepts, and then scatter them about
    • indicates the current of Spiritual Science which to-day has already
    • the Snake has to tell him first. This indicates to ns that man has
    • much more than it has been possible to indicate to-day.
    • three successive stages, namely, the purification of the
    • What man attains through the purification of the thought leads him to
  • Title: Goethe's Secret Revelation: Lecture III
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    • through purification, through the ennobling of himself and that
    • ‘Aurea Catena Homeri.’
    • when on opening the ‘Aurea Catena Homeri’
    • an advocate, but only practised for a short time. Those who
    • knew Goethe's work as an advocate and later as a Minister, were
    • acquainted with his eminently practical mind. As advocate he knew
    • ‘Aurea Catena Homeri’
    •  If they still live, in other lands are scattered.’
    • him. He had had to wait, as the last lines of this dedication so
  • Title: Goethe's Secret Revelation: Lecture IV
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    • this Epilogue was to indicate the manner in which the final figure of
    •  Mystifications, Indian and may be
    • supernatural world: he indicates this, too, clearly enough, where
    • this dawn, but we also find clearly indicated that the path is
    •  The cataract, between the crags deep-riven,
    • deeper sense of development is indicated precisely in this Masque
    • being. Here the spiritual sense catches sight behind the physical
    • egoism of persona! wish and desire, that he dedicates all his
    • of egoism, the enjoyment in a physical survey. Gratification
  • Title: World History: Lecture I: Evolution of the Soul and of Memory
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    • be admitted that modifications may have occurred in detail, yet
    • scattered over all inhabited regions. Wherever anything
    • Listen to the Bhagavad-Gita and you will catch the after-echo
    • catastrophe and the rise of Greece, — all that resounds
  • Title: World History: Lecture II: Mysteries of 'Asia'
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    • eastwards after the Atlantean catastrophe, moving from
    • the same indication as to the essential nature of the initiate
    • the contrast, which I have only been able to indicate at the
  • Title: World History: Lecture III: Asiatic Mysteries of Ephesus, Gilgamesh and Eabani
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    • human evolution the so-called Atlantean catastrophe which
    • the time between the Atlantean catastrophe and the Greek
    • uncertainty. The justification, as it were, of the habits of
    • conquest, the justification, too, of the rhythmic memory, were
    • identified himself with the image. This identification of
    • nature was communicated to them in the Mystery of Ephesus under
    • indicated this in my lectures at Stuttgart thirteen years ago;
  • Title: World History: Lecture IV: Atlantean Wisdom in the Mysteries of Hibernia, Gilgamish and Eabani at Ephesus, Logos Mysteries of Artemis at Ephesus
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    • speech was communicated to him. And then from human speech,
    • fine and delicate workings, that Alexander was perfectly able
    • abstract knowledge, categories, and to push back the other.
  • Title: World History: Lecture V: Mysteries of the East, West, and of Ephesus
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    • received their education and training in the East at about the
    • super-earthly, and in no small measure. Self-identification
    • have to see these wonderful Temples scattered over Asia; and in
  • Title: World History: Lecture VI: Mysteries of the Ancient Near East Enter Europe
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    • able to catch again and again echoes of the spiritual.
    • no communication whatever was possible; but in the Mysteries of
    • by Rudolf Steiner, Rudolf Steiner Publications, New York, 1971.
    • a roundabout path and was preserved in these scattered primitive
    • A Modern Art of Education
    • Human Values in Education
    • A Modern Art of Education
    • Human Values in Education
    • A Modern Art of Education
    • Human Values in Education
    • — these became the leaders in education.
    • the last ramifications, as it were, of the Aristotelian wisdom
    • Crusaders. This Aristotelian wisdom lived on, scattered far and
  • Title: World History: Lecture VII: The Fifteenth Century and the Transition from Mind-Soul to Spiritual-Soul
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    • means of processes that are many times more delicate than the
    • classification and plan: man is composed of physical body,
    • this classification in practical life, especially if we want to
    • albumen as composed of substances in intricate chemical
    • in complicate combination. And so the atomist comes to see in
    • arranged in a most complicated manner. And in the mother-animal
    • or mother-plant arises this complicated albumen-molecule, or
    • complicated chemical combination at all, it is all broken up,
    • imagine the old hen has the complicated albumen. This is
    • within. If a person catches cold, his condition results from
    • indications. Think them over. Think how the albumen has to be
  • Title: World History: Lecture VIII: The Burning of the Ephesian Temple and the Goetheanum
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    • but through spiritual means of communication. Notwithstanding
    • scattered places the true Rosicrucians could indeed be found.
    • the physical was dedicated. And gathered here as we are in the
    • time feel how to-day, as we dedicate ourselves with solemn vow
  • Title: World History: Lecture IX: World History in the Light of Anthroposophy
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    • giving tentative indications concerning the future of
    • indicated a remarkable premonition. It consisted in a
    • schools, education and civilisation of to-day, with the
    • and education means that he enters the spiritual world
    • current education provides, then the souls of men would pass
    • indicate in terms of the dialectic-empirical mentality of
    • speaking as he did, Dr. Zeylmans also indicated what attitude
    • will in the future be without fanaticism, will be advocated
    • civilisation and education facing the Guardian of the Threshold
    • which we will dedicate ourselves in selfless cultivation of the
  • Title: Purpose of the Goetheanum and Anthroposophy
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    • terrible catastrophe of last New Year's Eve, the
    • the Goetheanum was dedicated?
    • above all, this Goetheanum was to be dedicated to the
    • scientific education that mankind has enjoyed for the past
    • very many people who get their education from the natural
    • of a small group of educated people; rather, this special mode
    • doing so it must, of course, vindicate an entirely
    • soul-work consists of an inner education of the essential
    • the way indicated; the other is that he must cultivate a
    • increased capacity of love, the possibility of dedicating
    • the head, so as to be communicated in words, but is experienced
    • education, which intends to be generally popular, and already
    • Goetheanum could burn down. A catastrophe has swept it away.
  • Title: Goethe, Comte and Bentham
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    • became theocratic; the application of mere ideas to man's
    • they must again be won on those paths indicated by Spiritual
    • which I have indicated. We must see how concretely human beings
    • advocate in Auguste Comte, limits itself merely to an external
    • application to Positivism and rejection of his teacher
  • Title: Whitsuntide in the Course of the Year
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    • sprouting life. The destructive processes I indicate here by
    • because it has developed in the way indicated because it
  • Title: Meditation and Concentration
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    • of the diagram I indicate the outward thrusting tendency.
    • higher worlds, in an impersonal way, as indicated in my book
    • philosophically-endowed advocate, is like an attack, a revolt
  • Title: Tree of Knowledge and the Christmas Tree
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    • condition to our educating the child? It is that we take an
    • through intoxicating passion we lose ourselves to the world.
    • between apathy and the passionate intoxicating devotion to
    • gemut indicates the mid-part of the human soul, the
    • following will come about. The thoughts will be communicated
  • Title: Karma of Vocation: Lecture I
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    • The Karma of Vocation
    • He shows how destiny works into our routine vocational activity and how
    • cultural epoch, the karma of human vocation.
    • relations to the tones. This indicates how Goethe was to be
    • deprecate the importance of these visits. He was always capable
    • taken possession of a large part of educated society. In the
    • least some justification from the Duke, and that is what he
    • classifications and clever division. For these people, the
    • Letters Regarding the Aesthetic Education of Humanity.
    • Regarding the Aesthetic Education of Humanity
  • Title: Karma of Vocation: Lecture II
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    • The Karma of Vocation
    • He shows how destiny works into our routine vocational activity and how
    • concerns single individuals, it is extraordinarily complicated,
    • special complication of karmic impulses, of destiny, that
    • worked in him and brought about a complication. The result was
    • thus complicated; such experiences determine how we take things
    • sense, from his environment, and a more complicated process
    • the delicate manner in which he renders assistance by means of
    • delicately modifies its form, he also does not carry his
    • he stands among them. It is a complicated relationship that
    • exists between the human being and the world; it is complicated
    • most complicated fashion with world events! Many things could
    • I have already frequently pointed out that it is indicative of
  • Title: Karma of Vocation: Lecture III
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    • The Karma of Vocation
    • He shows how destiny works into our routine vocational activity and how
    • delicate. As I have pointed out in previous lectures, the rest
    • One can say with equal justification that during sleep the
    • “How this complicates and confuses everything that we have
    • acquired!” Man, however, is a complicated being and we do not
    • complications to work upon us.
    • such a modification in an individual's relationship to the
    • circulated about educated horses that can speak and do all
    • sorts of things, about a highly educated dog that made a great
    • stir in Mannheim, and an educated monkey in the Frankfurt zoo
    • we need not elaborate on these specially complicated
    • educated ape had simply formed the habit of being guided by the
    • more than a somewhat complicated training procedure. Just as a
    • from the series of numbers the one indicated by the glance of
    • indication through an equally slight sound, like the clicking
    • Through the complications of his particular karma, Goethe was
    • who are finding their way into contemporary education are
    • life in connection with the other systems, as I have indicated.
    • indicated.
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  • Title: Karma of Vocation: Lecture IV
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    • The Karma of Vocation
    • He shows how destiny works into our routine vocational activity and how
    • touching on the problem of vocation are among the least
    • the sacrificial priests educated some individuals in such a way
    • in earthly life from the various vocations of men — to use a
    • conditions, how man's relation to his vocation has changed
    • community ideas that take into account the modifications
    • emergence of what we might call the modern vocational life
    • real vocational life is by no means so insignificant for the
    • the various vocations that men take up on earth. As humans
    • pursue vocational lives, something develops on earth within
    • their vocational activity that will be the first potentiality
    • add to this reflection the fact that vocational life has
    • objective aspects of vocational life can we form suitable
    • concepts regarding the karma of vocation. Of even greater
    • interest will be the question where vocational life is going
    • the world today, the future evolution of vocational life will
    • specialization of vocations. It is not too intelligent for
    • people to criticize the fact that, in recent times, vocations
    • a person could find in his vocation the connections between
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  • Title: Karma of Vocation: Lecture V
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    • The Karma of Vocation
    • He shows how destiny works into our routine vocational activity and how
    • by, or associated with, a vocation, you will have seen that it
    • special comment is in order here if, in the word vocation, we
    • other words, what is called the vocation of an individual must
    • this to the point of view of vocational life represented here.
    • vocation within an official position causes the most complex
    • vocational karmas.
    • vocational karma are by no means the sole determinants in
    • today vocational karma is crossed in many ways by the karma of
    • them work into vocational karma from without and render it
    • state, does not necessarily have the mission (vocation) to
    • ages. We are not simply deprecating our own times in a
    • understand that our age has to be educated to a stronger grasp
    • world, they can produce only a caricature. A person holding the
    • influence of her education and the advice of her elders,
    • explaining all this is to indicate that something in these
    • to follow the true karmic threads, as I have indicated at least
    • I will introduce here because I am speaking of vocational life in
    • occupation, its vocation, was to be wet. This is something that
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  • Title: Karma of Vocation: Lecture VI
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    • The Karma of Vocation
    • He shows how destiny works into our routine vocational activity and how
    • such defects in the educational system are mentioned.
    • just the education that would keep it for a time from seeing a
    • education, demanding that much more natural science be
    • technical vocation, became a true technician, and then went
    • are those who are engaged in practical vocations. From this
    • report on matters pertaining to the schools and to education
    • indicate a transition to a sort of liberal system. That pleased
    • or that experience and underwent complications of one kind or
  • Title: Karma of Vocation: Lecture VII
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    • The Karma of Vocation
    • He shows how destiny works into our routine vocational activity and how
    • practical, even vocational, life.
    • On The Karma of Vocation
    • world in any vocation is by no means something to be set aside
    • vocation, none of which is to be considered more prosaic or
    • of vocation, a knowledge of the significance of the immediate
    • merely to communicate pleasant sounding theories. Rather, we
    • the vocations a person is destined to have also mention
    • those things related to the future vocation of a person just
    • The Education of the Child in the Light of Anthroposophy.
    • a previous vocational life manifests itself in the physiognomy,
    • his general bearing, the result of his vocational life during
    • vocation through the vague and unconscious working of certain
    • this or that vocation even if only these external circumstances
    • thereby making us a copy of our preceding vocation. In the
    • new vocation.
    • will see what infinitely fruitful thought for future education
    • with the education and development of the human being, and also
    • vocation, but also in developing the right thoughts — for we
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  • Title: Karma of Vocation: Lecture VIII
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    • The Karma of Vocation
    • He shows how destiny works into our routine vocational activity and how
    • dedicated the book to him, saying expressly in the dedication,
    • that is why I dedicate this book to you.”
    • mention the following authenticated fact; it was related by a
    • the cathedral in the city where he had previously been a
    • this dream, the cathedral had actually burned down.
    • possession from God or through my own endeavors in my vocation.
    • already such a genius that one day as he sat in the Cathedral
    • The Cathedral of Pisa burned at the time Galileo had his dream,
    • experienced in his vocation, his — well, what shall I say —
    • into such studies as this to educate ourselves regarding the
    • But he says in a delicate way that the cat, for example, shows
    • consciousness of the cat is not in the least different from
    • molluscs, indications are to be found of fetishism and star
    • indications of fetishism and worship of the stars.] Those that
  • Title: Karma of Vocation: Lecture IX
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    • The Karma of Vocation
    • He shows how destiny works into our routine vocational activity and how
    • many directions. It indicates that in those very circles there
    • the cat has an ego just as a human being does, and where the
    • way I have indicated. But if they at least desire to establish
    • indicated — and means only his or her own angel, but it is
    • communicate except to those who, in turn, were associated with
    • mystery communications should not be betrayed. It was one of
    • miseducated persons who have been spoiled by certain occult
    • this fact you can imagine that oral communications in those
    • communicated in the mysteries. Because these formulas gave the
    • vocational life of a human being today, I must discuss
    • Something objective was indicated thereby. It meant that space
    • when a delicate suggestion is made. It is astonishing that in a
    • that delicate vibrations will accumulate and tremendous effects
    • indicates that steam engines should be done away with. In that
    • vocational karma on the one side, as I have explained, and from
    • the other this vocational karma must be counteracted by an
  • Title: Karma of Vocation: Lecture X
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    • The Karma of Vocation
    • He shows how destiny works into our routine vocational activity and how
    • eighth sphere in the sense indicated by Sinnet or Blavatsky,
    • education to a true Christianity must begin. What was
    • areas. The first is that of educating and teaching children. We
    • growing human being and can then direct the entire education
    • achieve the same end when we not only look upon educating and
    • publication he has informed himself about spiritual science
    • orthodox, or let's say, more recent Catholicism. At any rate,
    • communicate with him frequently and the ensuing intimate
    • indicated today — and if we may still continue to speak here,
    • Christ as has been indicated, Christianity would spread over
    • time being, with certain qualifications. That is why I am
    • indicated earlier that materialism reached its zenith in the
    • contains spiritual beings and effects. But I had also indicated
    • second group, which advocates the teaching and the
    • characterized these things before, and I also indicated that
    • indicated in the most primitive and elementary way that they
    • were in direct communication with the deceased persons, and
    • indicated that Myers would help him, to the death of his son.
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  • Title: Mysteries of the Sun: Lecture I
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    • already given indications of this — the double name
    • a blind alley, and has led to the present human catastrophe.
  • Title: Mysteries of the Sun: Lecture II
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    • head, in all its complicated formation, would not be as it is
    • would discover a complicated map, where you would find
    • complicated being. When he is awake, when he has his head,
    • only a little bit. I can indicate this best by saying: take
    • the drawing I made a week ago where I had the lemniscates
    • here I must draw here the breast man with the leminscates
    • out of which has arisen the present chaotic catastrophe.
    • Should we wish to write a history of this catastrophe, we
    • Not without justification has an old and by no means foolish
    • have indicated what is to be continued and enlarged upon tomorrow.
  • Title: Mysteries of the Sun: Lecture III
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    • time indicated, all conceptions related to spiritual and
    • indicate that by perhaps here drawing in for you the boundary
    • justification we can say that in the hour of death the
    • indicate with red strokes. (Diagram 10).
    • them, but is called upon to create facts either catastrophic
    • idealism the present catastrophe has arisen! And only those
    • this catastrophic present. Time has shown who was working
  • Title: Threefold Order II: Lecture 1: Influence of the human will upon the course of economic life
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    • short time he worked to bring his ideas into practical application but
    • substance, possessing certain properties, will catch fire
    • educates in a man something which leads him to look plainly
    • — caricatured: one will only get into quite a distorted
    • indicates that men have sunk towards the level of the animal.
    • qualification in the article, insofar as it is an article of consumption;
    • education that will make them of use for practical life.
    • Spiritual Science, rightly applied, is an education for life,
    • education which comes from Spiritual Science, then all the
    • prevent it, is a spiritual education of the West;
    • for nothing but a spiritual education can open men's eyes to
    • 1912, when a million was required for educational purposes;
  • Title: Threefold Order II: Lecture 2: On Propaganda of the Threefold Social Order
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    • short time he worked to bring his ideas into practical application but
    • working in the way I have just indicated: by trying to win
    • the cat! We are not living to-day in an age when anything
    • own lack of freedom, who take the State-educational ideas,
    • far this public-educational slavery extends, — these
    • advocating, in their newspapers and everywhere, the kind of
    • views which they are advocating. I read lately
    • one begins to say to oneself: ‘Where can I catch it?
    • sort of Catholics, or the better sort of Protestants, want
    • themselves with the empty catchwords of the old parties; and
    • to do; yet you certainly find things advocated there in a very
  • Title: Reincarnation and Immortality: Lecture I: Free Will, Immortality
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    • are an updating and application of this tradition to the psychic and
    • It has, if I may indicate this right at the outset, to be able
    • indicated by the science of spirit.
    • is a complicated being. If we are to apply the idea of
    • ossification of the head a trivial outer expression of
    • correctly if we wish to approach freedom, I also indicated that
    • extricates himself from unfree actions by evolving
  • Title: Reincarnation and Immortality: Lecture II: The Historical Evolution of Humanity
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    • are an updating and application of this tradition to the psychic and
    • remember that when the catastrophic events began in which the
    • each day brings a very great deal. Catastrophic events breaking
    • where only people intellectually educated according to the
    • those who are fully educated in these things, and you can be
    • indicated here several months ago in a lecture about how the
    • only wanted to indicate to you the beginning of a view of world
    • wrote his Education of the Human Race. If one has the
    • indicated, if only in somewhat amateur fashion, how inner
    • There was once a time when human beings were educated in a
    • educated differently. Now is the time when self-education
  • Title: Reincarnation and Immortality: Lecture III: The Supersensible Being of Man
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    • are an updating and application of this tradition to the psychic and
    • intensification of our activity. But we can do so.
    • intensification of his own experience. And it is in
  • Title: Reincarnation and Immortality: Lecture IV: Nature of Anthroposophy
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    • are an updating and application of this tradition to the psychic and
    • orientate ourselves in the world. But through education and
    • that we possess the powers developed by education and by life
    • an intimate education of the powers of the soul
    • indicated.
    • indicate this briefly) the more one realizes that between these
    • self contemplation and self education.” One must be able
    • now a man can practice self-education actively, in order to
    • find the way into higher worlds. He can take his self-education
    • has some kind of cataract so that through some opacity it
    • And just as it is the physical organism which catches up our
    • fertile new impulses for life, is education. This has often
    • Anthroposophy can give into immediate educational skills; it is
    • expressed by the great educators of the nineteenth
    • century. In educational practice, a real knowledge of man is
    • education for each year of the child's school life.
  • Title: Reincarnation and Immortality: Lecture V: Mystery of the Human Being
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    • are an updating and application of this tradition to the psychic and
    • possible to do more than indicate this fact. We can see how the
    • science of spirit really is. It is only a caricature of the
    • to understand even the most complicated process, which
    • complicated than a Steinway piano.
    • complications facing our normal consciousness, we do not arrive
    • as complicated as a Steinway piano. Thus we have to imagine
    • discussing a justification of Goethe's theory. But the time
    • will come when Goethe's Theory of Color will be vindicated by a
    • however, I am not concerned with vindicating Goethe's Theory of
    • self-education, and this is an image which we put before our
    • direction, though I do not wish to advocate his
    • emerges on two fronts. I can only indicate how what I have
    • I recall a theologian, this time not Protestant, but Catholic,
    • a teacher of Christian philosophy, member of a Catholic faculty
    • really genuinely Christian and Catholic priest, who up to the
    • will bring even educated people back to the great mysteries,
    • uncertainties, also allows for a varied application in
  • Title: Eurhythmy (Introduction to a performance)
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    • ordinary gymnastics were not a method of education at all,
  • Title: Differentation of Primeval Wisdom into East, Middle, West
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    • ordinary education customary to-day.
    • indicated by Spiritual Science. That is the other path;
    • civilisation and education, they were perhaps more physically
    • point of view the catastrophe of the World War which has just
    • non-philosophers, in the simple or most educated — that
    • the aesthetic education of man. These are directly concerned
    • upon the Aesthetic education of man. Nothing which stands in
    • such as one finds advocated in the fire-sounding words of
    • have already advocated — a certain
    • cleverness in the utilitarian standpoint, a caricature of the
    • unprejudiced. This War-Catastrophe has brought many
    • the catastrophe of the World War, to say something of what
    • must start from this basis, that the World-War Catastrophe
    • through this world catastrophe. Whatever one reads and what
    • practical man, until the World-Catastrophe came. Hermann
    • But the World War catastrophe has taught us that Bismarck was
  • Title: The Real Being of Man
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    • Ahrimanic application, and through this something terrible is
    • caricature of the Old Moon, to turn it into a great organism
    • the other Educational Institutes. Just consider the great
  • Title: Necessity for Spiritual Knowledge: Lecture 1
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    • Spiritual Science & Social & Educational Questions,
    • touched upon here. This keynote is meant as an indication
    • one group or other of evangelical or catholic theologians,
    • protestant or catholic churchmen. And the tone of these
    • Catholic Church denied the spirit at the World Council at
    • Constantinople. Since then no catholic man of learning dare
    • medieval Catholicism more than any mention the trichotomy, in
    • Catholic dogma. Such worthy professors as Wilhelm Mundt are
    • simply followers of the Catholic dogma even where their
    • indicated in clear and precise outline. For were there no
    • any bodily development. If in any science of education there
    • make a start with a new kind of education. This will help to
    • educated the men who from the pulpit today preach the old
    • fearful catastrophe of these last years, the only reason we
    • change what is a dead science of education into a living art
    • of education. There has appeared livingly before our eyes
  • Title: Necessity for Spiritual Knowledge: Lecture 1 (alternate translation)
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    • Spiritual Science & Social & Educational Questions,
    • from which I want to speak to-day is to indicate that a
    • indicated with what earnestness this spiritual deepening
    • manipulation or application of the thing. If I sit in Dornach
    • Evangelical or Catholic Theologians- blaze up and criticise
    • particular peculiarities of the Protestant or Catholic
    • year 869, at the Council of Constantinople the Catholic
    • has not been legitimate for catholic erudition to state that
    • was nothing which learned Catholics of the Middle Ages
    • Wundt are, as Psychologists, simply the pupils of Catholic
    • nature. It was right in educating a man to apply oneself
    • education. To-day it is to the soul that one must apply
    • when we read about methods of education which are not yet
    • Very well, then, we must begin to educate in a new way, for
    • of his position, or something, but, that is no justification,
    • fearful catastrophe as that of these last years , the cause
    • systems into a living art of education. And a truth which is
    • but to indicate what must be inculcated into humanity at the
    • School belongs to that category of things which concerns me
    • that is True. We must learn that we nave not only to advocate
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  • Title: Necessity for Spiritual Knowledge: Lecture 2
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    • Spiritual Science & Social & Educational Questions,
    • to collect in more exact detail proofs and verifications of
    • consecutive experiences indicate an element of space which is
    • in order to obtain the right result. The application of this
    • only a result of certain educational prejudices which hold
    • training, but arises because our school education between the
    • Catholicism!
    • a healthy educational organisation. It is one of the most
    • nowadays to the establishment of healthy educational
    • performed by modern education in that it allows certain
    • days, which nowadays are simply paralysed. Education today is
    • education or giving instruction at this time of life. When
    • anyone has this in view in education it is a very different
    • fundamental rules have to be accepted and then education is
    • education, but because it flows of itself out of
    • life — living life as it were! If education were to arise
    • indicate to you how things must be looked at with reference
    • of education. In questions that arise out of actual life, the
    • consciousness; but I did this in order to indicate much that
  • Title: Man and Nature: Intellect in Man and Nature Bereft of the Gods
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    • an indication of the fact that since the middle of the
    • that is to say, fundamental principles of education and of
    • Spirit in this art of education. Yet we are finding
    • inform themselves about the essentials of education there
    • as an outsider. As I have often said, the education at the
    • according to the principles of Waldorf School education. To
    • give this kind of education is to prepare for the application
  • Title: The Physical-Superphysical: Its Realisation Through Art
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    • unknown, as is the date of publication. From Bn/GA 271.
    • unknown, as is the date of publication.
    • justification for existence. For in face of a purely
    • far wider application. I may say that the understanding of
    • in plastic form all that has just been indicated. We have
    • give you only an indication of these things. It is clear,
    • creative art that in its application is everything of which I
    • reasoning but discovers in the way indicated today, the
  • Title: The Sources of Artistic Imagination and the Sources of Supersensible Knowledge
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    • is unknown, as is the date of publication. From Bn/GA 271.
    • is unknown, as is the date of publication.
    • catchwords and phrases appears to him as grotesque
    • caricature. Whereas plastic art (architecture, sculpture) is
    • shapes his phantasy and imagination by the application of
    • is still something else that is indicative of the position of
    • none the less it is a fact; the seer feels this application
    • of science, and will indicate something that must more and
    • complicated processes are taking place within the body. He
    • inner sphere of complicated and very wonderful bodily
    • delicately adjusted, and the soul-and-spirit is loosely
    • indicates the point at which we are standing in our cultural
  • Title: Lecture: Human Knowledge and Its Significance for Man and the Cosmos
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    • the universe must necessarily seem difficult and complicated. People
    • the cosmos is an exceedingly complicated process and must in some way
    • easy-going minds can still speak with irritation about the complicated
    • new birth. It is, as a matter of fact, an exceedingly intricate complex
  • Title: Anthroposophical Ethics ... St. Francis, Lecture III
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    • condition to our educating the child? It is that we take an
    • through intoxicating passion we lose ourselves to the world.
    • between apathy and the passionate intoxicating devotion to
    • gemut indicates the mid-part of the human soul, the
    • following will come about. The thoughts will be communicated
  • Title: Teachings of Christ the Resurrected
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    • these beings communicated to the human entity by means of the
    • organs. And these beings communicated the mighty secrets of
    • received, through the communications of these super-earthly
    • able to communicate, to prepared priests for the mysteries, the
    • metamorphoses, which then indicated an abrupt transition
    • His resurrection. The Gospels give mere indications, in a very
    • able to receive these communications at later periods. They had
    • certain categories of divine beings did not possess a knowledge
    • is needed in order to read from any catechism that God is
    • Roman Catholic Church, for although the latter retained the
    • of this communication of a God to mankind we shall draw the
  • Title: Christianity in the Evolutionary Course of Modern Mankind
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    • lecture given here on more complicated questions of
    • regard, and here also we shall speak again about more complicated
    • among other things, that it contributes to the multiplication
    • wonderful complications in human evolution which can
    • Thus delicately interwoven are the facts existing behind the
    • authority of the Catholic Church compels me to.”
    • and intellect, verifications, proofs, for that with which there
    • in this way: They said to themselves: It has been communicated
    • very delicate discrimination and exact outlining of concepts,
    • Christ indicated that He would be united with the earth, would
  • Title: Eternal Soul of Man in the Light of Anthroposophy
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    • education the objection that questions so bereft of discovery
    • is only a somewhat complicated picture from memory. Indeed, one
    • than the mere zero-silence. If this occurs as I have indicated,
    • to educate himself about the dream. Now one can awaken in the
    • I would like to say — so awakens as I have just indicated,
    • word in our contemporary educated language, and from
    • repeated earth lives, as indicated at the third level of
    • of view of physical-sensory life. We advocate recognizing the
    • indicated here today — that will be grasped by the entire
    • for a true, real education, for a true, genuine pedagogy, for
    • Waldorf education.
    • humanity and the education of humanity in light of this
    • the development of humanity and the education of humanity,
  • Title: Supersensible Knowledge: Lecture I: The Significance of Supersensible Knowledge Today
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    • illness, and the problems of education. These lectures form part of
    • problems of education. During the winter lectures, the scope
    • Wagner and Mysticism”; “What Do Educated People
    • on education and marriage.
    • organism the old morality that they want to eradicate. Even
    • certain philosophic views maintain that no educated person
    • and then her education was far
  • Title: Supersensible Knowledge: Lecture II: Blood is a Very Special Fluid
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    • illness, and the problems of education. These lectures form part of
    • with his unsophisticated views, to depict in the form of
    • will be the subject of a later lecture, though an indication
    • pressing — especially educational problems involving not
    • category. This problem has become even more pressing since
    • indication of blood formation. Only late in embryonic
    • application differs from all others. We can all give a name
    • constitution of humans is simply a more intricate structure
    • humanity there is only a faint indication of this
    • describe these complicated processes. The pictures of the
  • Title: Supersensible Knowledge: Lecture III: The Origin of Suffering
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    • illness, and the problems of education. These lectures form part of
    • from the modern way of thinking; most of today's educated
    • exists; but he also has Bone through a catharsis, and feels
    • strength. This indicates a consolatory feeling in the human
    • human life more carefully, we find phenomena that indicate
    • attitude that inspires caricature; that too in a sense
    • belongs to the realm of art. The caricaturist distorts what
    • other who sees the situation in caricature. It is no mere
    • what about the caricaturist? He cannot enter into the other
    • inner life is basic to caricature. No one can fail to see
    • caricature reveals the nature of the caricaturist. We learn
    • science has often indicated the interrelation of these four
    • begins to appear. A delicate form of destruction occurs that
    • provocation is too strong, that the inner forces of
    • explained, which is indicated in the parable of the grain of
    • spiritual science indicates that a person's pain and
    • only as a sketch, as an indication of the significance of
  • Title: Supersensible Knowledge: Lecture IV: The Origin of Evil
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    • illness, and the problems of education. These lectures form part of
  • Title: Supersensible Knowledge: Lecture VI: Education in the Light of Spiritual Science
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    • Education in the Light of Spiritual Science
    • illness, and the problems of education. These lectures form part of
    • Education in the Light of Spiritual Science
    • everyone. Knowledge of human nature and problems of education
    • benefit more from spiritual research than education, because
    • organism that is considerably more delicate and refined than
    • individually. A person's characteristics are indicated
    • threefold birth takes place indicates that the three entities
    • should, according to spiritual science, avoid all education
    • indicate when it becomes right to exert influence on the
    • world is attained. All these things indicate that different
    • principles of education are required in the various life
    • vital that during these years the educator is an exemplary
    • imitation. Education should consist of example and imitation.
    • education based upon it. Thus, because the ability to
    • objects and colors of clothing and wallpaper. The educator
    • table napkin on which eyes, nose and mouth are indicated is
    • The child will indicate what is beneficial for himself.
    • will disappear. Education should be based on happiness, on
    • the educator must bring to bear everything that will further
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  • Title: Supersensible Knowledge: Lecture V: Illness and Death
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    • illness, and the problems of education. These lectures form part of
    • words have lost their meaning for most educated people.
    • bear in mind that egoism and selfishness indicate that a
    • sometimes to the opposite. However, the modification must not
    • of clarification.
    • category. Only the second teeth are produced by the child's
    • Roman Catholic mystic and founder of the Franciscan Order of Monks.
    • spread throughout the whole of nature. This indicates how
    • educated person finds difficulty in recognizing that many
    • through the process indicated. However, as human beings are
  • Title: Supersensible Knowledge: Lecture VII: Education and Spiritual Science
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    • Education and Spiritual Science
    • illness, and the problems of education. These lectures form part of
    • Education and Spiritual Science
    • young through education. At the center of education is the
    • education on the basis of human nature and a person's
    • physical birth by the material body. The educator must during
    • teacher's training. An educator should not be concerned with
    • spoken. The educator must have attained a degree of inner
    • semblance.” When the educator presents a subject
    • No education
    • by life. But school and education should not be something apart
  • Title: Supersensible Knowledge: Lecture VIII: Insanity in the Light of Spiritual Science
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    • illness, and the problems of education. These lectures form part of
    • this category are not regarded to do so by the medical
    • continue its purification. The more often a human being
    • someone has been rightly brought up and educated, he Looks at
    • to say on this subject. He suffered from a partial cataract
    • on around him — belong to this category. The ether body
  • Title: Supersensible Knowledge: Lecture IX: Wisdom and Health
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    • illness, and the problems of education. These lectures form part of
    • The narre indicates that the brotherhood was concerned with
    • the power to eradicate unhealthy conditions, which means that
  • Title: Supersensible Knowledge: Lecture X: Stages in Man's Development in the Light of Spiritual Science
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    • illness, and the problems of education. These lectures form part of
    • satisfaction is lacking. This indicates the nature of the
    • order to continue the purification of the being.
    • education that reach further completion in the second half.
    • for a short while. A knot in a table napkin with indications
    • have not. This is an indication of the close affinity between
    • principle of education demands that the educator should now,
    • unimpeded. The educator must at this time say to himself:
    • something important has been neglected in his education. It
    • furthered if the early education was right, particularly as
    • as indicated by spiritual science, they also exist in the
    • already indicated in the first half of life. Young people in
  • Title: Supersensible Knowledge: Lecture XI: Who are the Rosicrucians?
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    • illness, and the problems of education. These lectures form part of
    • for the inner moral purification of the human soul. The
    • known as the Rosicrucians. These two publications were followed
    • indicated by plant, animal and human are known as the cross.
    • are as yet only indications. The beginning of a future
    • intertwined figure 6's. This sign is used for indicating and
    • of the plant is indicated by drawing two intertwining
    • indicated.
    • usually said about it is pure nonsense. The indications given
  • Title: Supersensible Knowledge: Lecture XII: Richard Wagner and Mysticism
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    • illness, and the problems of education. These lectures form part of
    • indicated today.
    • people, educated and uneducated alike, speak of mysticism as
    • religious dedication. It should fulfill a religious task and
    • indicated by spiritual science. This inner awareness linked
    • wanted a unification of the arts; he wanted the various
    • himself was conscious of the things I am indicating. His
    • all communication between them can only be of an external
    • could he be cured of his terrible infliction. This indicates
    • female figure. In Goethe's Faust it is indicated in the words
    • because of the caste system he cannot reciprocate the love.
    • fructification to new creation by the sunbeam, the holy lance
  • Title: Supersensible Knowledge: Lecture XIII: The Bible and Wisdom
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    • illness, and the problems of education. These lectures form part of
    • today is known to every educated person. From the spiritual
    • become reality, though as yet it is only slightly indicated.
    • another remained at a lower stage. This indicates how in the
    • consisted of indications that the candidate for initiation
    • indications are not written down, but imparted directly to
    • those worthy to receive them. These indications the neophyte
    • birth of the spirit in man. He who dedicated himself to
    • This word had a different meaning; it did not indicate "being
    • also indications of the spiritual authenticity of the
    • “I.” In John's Gospel He often indicates that He
    • evolution that is indicated in the Bible, and often referred
    • moment is indicated in only a few words; it actually
  • Title: An Impulse for the Future
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    • indications for later activity in our souls, seeds for the future
    • However, as this emerged from the catacombs into the outer world, the
    • healthy way before reaching independence. But the education of
    • dedication the individuals are capable of. When we then ask: How much
    • course of human development and the justification of such a principle
    • the will to dedicate his strength to the positive aspects.
    • should be the result. But as soon as someone indicates that he
    • than that the guidelines be indicated.
    • publication was the
    • weaving light colorings into the room. The delicateness of the
  • Title: Article/Lecture: West-East Aphorisms
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    • thought, while the Westerner experiences more of the logical indications.
    • complicated forms, It drew labor into itself when the structure of rights
  • Title: Contrasting World-conceptions of East and West
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    • subscriptions, communications, notices, advertisements, etc.
    • his soul-life from the time which I have often indicated as an
    • there was no educational system of the kind required to-day,
    • East, when it was not necessary for man to have the education
    • differently the men of earlier epochs regarded education in the
    • accordance with the way in which we have been educated and
    • developed through our education, and what we have learned
    • educated, for we must learn to form our thoughts on life. If we
    • aims of education should be that of more and more perfecting in
    • Orient, and consequently the education there aimed only at a
    • it would be wrong to draw the sleeping man so as to indicate
    • are indicated here, then the Ego and the soul which are outside
    • that the belief in ghosts is the last ramification, the end of
    • in their inner ramifications, that is to say, in the real
  • Title: The Mystery of Golgotha
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    • subscriptions, communications, notices, advertisements, etc.
    • high purification.
    • When a Chela has absolved the purification of his three bodies,
    • signifies: Christ Jesus indicates the time when the drops
    • indicated the bread and said: “This is my Body.” And of the
    • your mother and dedicate yourself to her alone.” John had
  • Title: Year's Course as a Symbol for the Great Cosmic Year
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    • subscriptions, communications, notices, advertisements, etc.
  • Title: Spiritual Relations in the Configuration of the Human Organism: Lecture I
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    • organism. I will indicate this by mingling the eye with this (yellow
    • once the complicated way in which the eye comes into consideration)
    • an encounter of those processes, which occur in an extraordinarily complicated
    • complicated. The head-organization of man is, at first so (see diagram
    • an impression. What has been communicated to you there, again wants
    • that someone communicates to you. But with most people it is not that
    • bring to a child in education or instruction between the seventh and
    • important light on a right method of education and teaching. It shows
    • you, that teaching and education must be arranged in a way that it lasts
  • Title: Spiritual Relations in the Configuration of the Human Organism: Lecture II
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    • Today I would like to indicate
    • higher animal. But only indications take place in the lower animal of
    • that then through the communication from the heart towards the kidneys
    • balance the matter by medication in such a manner that one reduces the
    • with the help of application of substances which are generated in the
    • digestive apparatus, where the inflammation is located. You have to
    • in history; one must know how, especially through the delicate human
    • ramifications of what is material. One should not be a dignified historian
    • today should be a preliminary indication of the fact that all human
    • that one must follow the spirit into the outmost ramifications of matter.
    • can learn, especially if one observes this in the outermost ramifications
  • Title: Spiritual Relations in the Configuration of the Human Organism: Lecture III
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    • One gave then as medication something that brought his ether-body into
    • a delicate age suffer from lack of light, will contract rickets or other
    • it is because of this that we experience the terrible catastrophes in
    • What occurs as catastrophe
    • Then we will revive the light as I have indicated. But we can do that
  • Title: Necessity and Freedom: Lecture I: The Past Shows Us a Picture of Necessity
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    • delicate form right into the fourteenth and fifteenth
    • is so intricately constructed that it shows the course of the
    • pointer literally always indicated 1 at sunset. That is to say,
    • showed the movable festivals, that is to say, it indicated on
    • order to indicate that there was no trace of Ahriman and
  • Title: Necessity and Freedom: Lecture II: The Legend of the Prague Clock
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    • also examine all the implications for human knowledge itself,
    • have indicated that this important problem has to do with what
    • of time.” They wanted to give an indication that there
    • clock. I want to mention this folk tale as an indication of the
    • spiritual world, as indicated in the legend, when it tells us
    • the mind, and is an indication of a weak constitution. There
    • past. It now works on as a necessity, a delicate, insubstantial
  • Title: Necessity and Freedom: Lecture IV: The Roman World and the Teutonic Tribes
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    • this kind require that we realize how complicated many of the
    • category of good or bad but was only unfortunate, an
    • can follow up the education of a person such as he, and can see
    • if it were the result of his education. And then of course we
    • educate. Now an average person has his educational principles.
  • Title: Necessity and Freedom: Lecture V: The "I" is Found on the Physical Plane in Acts of Will
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    • aka: Science, Dreaming of Soul and the Intoxication
    • works in the same way as intoxicating drink does when it robs a
    • only describe as drunken and intoxicating words. No sign of
    • science, and on the other hand, there is intoxication, which
    • Dreaming and intoxication are the principal factors controlling
    • intoxication is to look at our inner impulses in total clarity.
    • Concerning intoxication, if someone allows himself to sober up
    • before, and bear in mind its implications, you will avoid
    • among a more or less Catholic population “who have their
    • Catholic priest.” Our friends very often believe that if
    • playing with the words “dreaming and intoxication.”
    • That is to say, people will fall into two categories. One group
  • Title: Social Question as a Problem: Lecture I: The Inner Experience of Language
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    • a position, through his occult experiences, to communicate
    • is by means of thoughts that one does communicate with the
    • something which for most people does not clearly indicate
    • indication that one should. think concretely of the course of
  • Title: Social Question as a Problem: Lecture II: The Inner Experience of Language
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    • mankind fell into the present catastrophe and this
    • catastrophe will become immeasurably greater. For one cannot
    • example, nowadays speak now and then with some modifications
    • of meaning; but in so far as we use the uniform educated, we
    • that. For the language we use in common as ordinary educated
    • too. A great part of our verbal education did not exist
    • justification acquired many languages, or at least several,
    • different points of view from which one can indicate a member
    • that is the point of view from which we as Germans indicate
    • down, the indication of something placing itself on the
    • note this communicating by means of speech comes from other
    • a mere means of communication it depends very much upon
    • to permeate the whole of the education and culture of the
    • catastrophes of the time. At this juncture mankind should
    • indications, as wider horizons than is generally thought.
  • Title: Goetheanism as an Impulse for Man's Transformation - Lecture I: The Difference Between Man and Animal
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    • during the catastrophe of these last years. Although in a one-sided
    • way, it shows the great dangers from this catastrophe threatening both
    • ideas. Were you to ask a law abiding upholder of the Roman Catholic
    • have brought us to this time of catastrophe and that they must be got
    • this dreadful catastrophe? No! He would say that were men to turn again
    • in the right way to Roman Catholicism they would at once became happy.
    • years in which to practise their Roman Catholicism and yet have fallen
    • into the catastrophe, that the least we must learn from the catastrophe
    • you read philosophically inspired writings of well-educated learned
    • Catholic men you will find, in all passages where a certain point comes
    • Catholics. In passing I should like to point out that I am not at all
    • in the habit of undervaluing the literary training of the Catholic clergy
    • writings of many Catholic theologians, compared with the writings of
    • those men of philosophical learning who have not made a study of Catholic
    • behind the excellent philosophical training of Catholic theologians.
    • men of non-Catholic philosophical literature, for instance, have no
    • that he is catching hold of concepts but is unable regally to come to
    • always catches hold of his pigtail. This absolute confusion in the world
    • when you come to the philosophical literature of the Catholic Clerics.
    • History of Idealism by Otto Willmann, a thorough going Catholic
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  • Title: Goetheanism as an Impulse for Man's Transformation - Lecture II: St. John of the Cross
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    • their training the representatives of the Catholic clergy are superior.
    • attacks, including those, for example. from the standpoint of the Catholic
    • in the Catholic doctrine.
    • spiritual scientist that an orthodox Catholic may pronounce if he has
    • in the publication “Voices of the Time” is this—that
    • Catholic churd—that the divine is living in man's soul, that the
    • Catholic confession.
    • representative of the Roman Catholic Church about the path of Spiritual
    • Catholic Christian would not dare take such a path as the one recommended
    • an aim at all. All that may be striven for by an orthodox Catholic is
    • two kinds of gifts which, in the sense of the orthodox Catholic Church,
    • man can receive as a believing Catholic. The one kind of gift is the
    • has nevertheless the effect—so says the Roman Catholic Church
    • he is an ordinary Catholic Christian, that the Holy Ghost often intervenes
    • the objections an orthodox, hallmarked, Roman Catholic cleric would
    • by the Catholic cleric approved by Rome.
    • should be for orthodox Catholic Christians who through this vision my
    • The Catholic Church today allows a man through vision to get beyond
    • was Catholic doctrine at the time of John of the Cross before the age
    • the world, that so fearful a catastrophe should have fallen upon it.
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  • Title: Goetheanism as an Impulse for Man's Transformation - Lecture III: Clairvoyant Vision Looks at Mineral, Plant, Animal, Man
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    • are still only intimations of their presence. The terrible, catastrophic
    • already indicated how from a certain aspect these new relations can
    • most everyday relation to the world is as complicated as this. It is
    • the way I have previously indicated. If no will plays in however—and
    • of your thought you can really put all knowledge in the same category—you
    • But there too it is sufficiently indicated how pre-eminently necessary
    • indications of this can as yet exist) then, already today, by developing
    • the Roman Catholic Church as I described it to you yesterday, denies
    • whereas the Catholic Church denies it and wishes even today to see the
    • about what is venerable, but from every point of view it must be indicated
    • something unconditionally necessary for educating modern man in social
    • 'practical' men have actually landed us in the present catastrophe.
    • as the world of human beings. Education in Spiritual Science consists
    • It is just this that our education in Spiritual Science should help
    • doom is then forthcoming. I wanted to give an indication of these things,
  • Title: Goetheanism as an Impulse for Man's Transformation - Lecture 4: Human Qualities Which Oppose Antroposophy
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    • and two things have been indicated as having been the cause of this
    • which indeed in themselves naturally have their justification. It is
    • mankind cannot reach their goal, and because catastrophe on catastrophe
    • education; for the right development of other qualities to be possible,
    • played even now or will be played later, in the catastrophic struggle
    • is actually bad and has to be made good only through education and restraint,
    • Chinese themselves, (cf. The Karma of Vocation) have got to
    • by the beginning of this century, as you know, I had published communications
    • these communications were read by a prominent member of the Theosophical
    • these communications were received? And it was really impossible to
    • for these Akashic Record communications. That they were actually the
  • Title: Goetheanism as an Impulse for Man's Transformation - Lecture 5: Paganism, Hebraism, and the Greek Spirit, Hellenism
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    • kingdom is in fact indicated, in which are the good and the evil and
    • namely Catholicism, and out of this Roman Catholicism merely take the
    • is the Mass? The Mass, as well as other ceremonies of the Catholic Church,
    • from the pagan mysteries. You have only to look at the Catholic ritual
    • it still lives on today in the Catholic sacrifice of the Mass. For he
    • is an orthodox Catholic who experiences Christ-Jesus in all His mystery
    • the body of Christ. In this ritualistic action the true Catholic who
    • the north, kept aloof from the complicated conceptions simply embodied
    • to the complicated relation of the south, which could only be expressed
    • would also be an indication of a promise with Goethe in the north—an
    • (cf. Karma of Vocation.) My dear friends, as ennobling conceptions
    • intoxicated by the sound of words simply words are there—the matter
    • This is an indication of
  • Title: Goetheanism as an Impulse for Man's Transformation - Lecture 6: Goetheanism as an Impulse for Man's Transformation
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    • to recall something I have often said to you during these years of catastrophe,
    • different. He could, however, develop his inmost being only by educating
  • Title: Regarding Higher Worlds
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    • that some of the first communications not only appeared
    • spiritual worlds through the application of spiritual
    • would like to indicate something to you, namely, how the astral
    • dedication, a full penetration, while other experiences are
    • sacrificing dedication, called the ability to sacrifice.
    • doesn't have the feeling: — ‘you must dedicate yourself to what
    • sacrificing dedication of his own being to that which surrounds
    • one's soul. Thus we have some indications of the relationships
  • Title: Goethe's Relationship to his 'Faust'
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    • indications of life, emotionally intertwined, that it finally
    • connects to that which, from the age of thirty five, indicates
  • Title: What is Self-knowledge?
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    • and in the location in which we live. Highly individualistic is
    • be accomplished; the second — this self-education —
    • In this gradual resulting self-education there arises quite by
    • in a normal life? I must straight away indicate the means which
    • the application of karma in life resulting in the aura turning
  • Title: The Building at Dornach (Bn/GA 289): Lecture I: The Goetheanum
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    • any other education than that of thought. When forms have to be created,
    • an example the most complicated organism, man, and then take merely
    • extends to more ramifications. It is just in this that metamorphosis
  • Title: The Building at Dornach (Bn/GA 289): Lecture II: Bau Lecture II
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    • see as we continue that things become more and more complicated. That
    • the simple forms to the more complicated. You see here that the fourth
    • motif is really very complicated in relation to the one that has gone
    • complicated.
    • moss complicated motif will be found in the capital of the 5th pillar
    • and how the architrave motif becomes extremely complicated as it develops
    • complicated forms.
    • more and more complicated forms so that the last form will be a perfection
    • that this trend at first is towards the more complicated forms but just
    • about at the centre, just when you have what is most complicated, this
    • in an artistic manner out of its own nature that when the most complicated
    • stage has been achieved there come; a return to the simple and the complicated
    • we have an illustration of the complicated which has grown out of the
    • simple (the second form). The next still more complicated form could
    • apparently more complicated but something like this (see drawing 4th
    • — that is, from the simple to the complicated, then again to the
    • is actually included in it and so you feel that out of the complicated
    • a mysteriously complicated element (see the red line). So that the later
    • evolution develops its simplicity out of the complicated.
    • it is also the most complicated. This is not true. If we contemplate
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  • Title: The Building at Dornach (Bn/GA 289): Lecture III: Lecture 3
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    • of this foundation word I or Ego, has so far its justification here,
    • the justification for introducing a wholly unreal representation of
    • on the one hand towards ossification, and on the other hand towards
    • (his solidity) that at the same time he slays him with ossification
    • from out of the colour, and that these pictures can only indicate to
    • For I must remember, how necessary it really is to communicate certain
    • to communicate certain truths of Initiation to humanity. Only it cannot
    • doors with the communication of certain esoteric truths, because men
  • Title: Problem of Faust: Lecture I: The Problem of Faust
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    • This, you see, indicates that we are
    • indicated that this also has to do with man's moral
    • period of decline — you find Sun and Gold indicated by
    • the modern man the application of the one sign used for Sun
    • that something sensitive and delicate that was in its
    • delicate, sensitive forces originating in the old
    • have already indicated. If we knew the secrets of the
  • Title: Problem of Faust: Lecture II: The Romantic Walpurgis-Night
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    • publication
    • evil thing. (Catholic clergy, you know, very often preach
    • be natural for Faust, two days after the catastrophe, to be
    • souls who have left theirs. Mephistopheles indicates this
    • publication.
    • to touch things with delicate rays. It is true, the lower
    • away by the application of leeches; therefore everything is
    • after causing the catastrophe with Gretchen's mother and
  • Title: Problem of Faust: Lecture III: Goethe's Feeling for the Concrete.
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    • the spiritual world should actually promote caricatures of
    • philosophical knowledge produce their caricatures. In
    • Then came caricatures of him, caricatures of others as well
    • graduate educated at Jena, who when he goes home to his
    • “Hyperborean Ass or the New Education”. All this
    • — the caricaturing of what is great — for we must
    • caricature of it. He has been infused with all that the
    • caricature-lovers, and even today it is still widely
    • caricature. Mephistopheles has to caution him: “Pray
    • content. Hence, materialistic education is at the same time
    • an education in shadowy concepts, empty of content. The two
  • Title: Problem of Faust: Lecture IV: Faust and the "Mothers"
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    • to indicate. It comes indeed out of Goethe's immediate soul
    • Goethe wants to indicate. In this scene of Faust: he wishes
    • realities. I am only indicating here, for you can piece it
    • have so often indicated, namely, that Faust is not yet
  • Title: Problem of Faust: Lecture V: Faust and the Problem of Evil
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    • delicate way.
    • Invocation Scene at the Imperial Court, and then the Scene
    • Invocation Scene at the Emperor's Court, the thing goes
    • indicates his meaning with the greatest possible intensity.
    • Invocation Scene, the entire scale of emotions and feelings
    • emerges in the Invocation Scene is no longer merely an idea
    • the Invocation Scene in the Emperor's Court —
    • Here Goethe clearly indicates that the
    • mysterious connection is indicated in the Bible, in that the
    • on very thin ice in our time if we were to indicate them, let
    • very clearly hints at the fact, how complicated the figure of
    • Helena-problem is very complicated, as you can see when you
    • thing is clearly indicated at several points in my Mystery
    • mere ‘spectre’? It, is quite clearly indicated:
  • Title: Problem of Faust: Lecture VI: The Helena Saga and the Riddle of Freedom
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    • Initiates they were communicated in another form — in a
    • the wife of her son, killed herself by suffocation. Oedipus
    • educated far away. The mother, who had given birth to Theseus
    • Invocation Scene — forgive the trite expression, I do
    • course one can only indicate a little of this problem at a
    • day on educational and social questions, questions of right
    • thing that is spoken nowadays about education or questions of
  • Title: Problem of Faust: Lecture VII: Some Spiritual-Scientific Observations
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    • we have to bear in mind that man is really a complicated
    • evolution; if we then trace the human being indicated by this
    • bear within them faint indications of earlier earth-epochs.
    • the Oread, who indicates very clearly in Goethe's language
    • and down. And Goethe does not hesitate to indicate quite
    • indication of this waking world, so now it is another nymph,
  • Title: Problem of Faust: Lecture VIII: Spiritual Science Considered with the Classical Walpurgis-Night
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    • I am going to say to the communications we have in sleep,
    • makes Anaxagoras address an invocation to the Moon, out of
    • Diana, Luna, Hecate!
    • previous period of the earth, as “Luna, Diana, Hecate
    • figure, the figure of Hecate, the sub-earthly state of the
    • Moon — Luna, Diana, Hecate. And being a microcosm is an
    • image of every trinity, and image of Luna, Diana, Hecate, as
    • from the sub-earthly power of Hecate. And Goethe lets all
    • wish to hear. To the realm of Hecate belongs, for instance,
    • (Hecate)
    • Diana, and Hecate, in so far as these three also apply to
    • Particularly the leaders of Roman Catholicism, for example,
    • pictures, caricatures, of the forms of the primeval age.
    • “Diana, Luna, Hecate!
  • Title: Problem of Faust: Lecture IX: Goethe's Life of the Soul from the Standpoint of Spiritual Science
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    • significant indications for the artist, belongs to the most
    • indeed a caricature of the human etheric body and also of the
    • caricature. Now this is what we have particularly to note. If
    • supersensible, that Goethe had the necessary qualifications
    • Goethe's world outlook caribe a good educator for modern
    • this ethical and religious glorification of war, political
  • Title: Problem of Faust: Lecture X: Faust's Knowledge and Understanding of Himself
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    • real knowledge of man at all. Goethe indicates this by
    • supersensible. We can, however, indicate where the spirit may
    • Everything of the kind that he would say, is indicated by
    • Goethe in this scene most delicately and sublimely. Take, for
    • the two worlds is wonderfully indicated. Everywhere Goethe
    • At the same time he delicately indicates how physical world
  • Title: Problem of Faust: Lecture XI: The Vision of Reality in the Greek Myths
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    • breathing, a densification of the atmosphere, or a change to
    • today in a primitive, less delicate way, that, to a certain
    • tried to indicate what is represented in tis picture of
    • delicately the Greeks might have felt, shows clearly how it
    • the other figures — those dedicated wholly to Luna, to
  • Title: Problem of Faust: Lecture XII: Goetheanism In Place of Homunculism and Mephistophelianism
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    • be able to reach the goal thinking itself has indicated.
    • strange way in which the Roman Catholic Church took on, at a
    • led to so terrible a human catastrophe, and the age that must
    • densification of all the forces of life.
    • but, on the contrary, a rarafication of them all, a
    • Goethe wished to indicate from the depths of his profound
    • has largely contributed to the present human catastrophe.
    • we feel almost suffocated, for someone seizes us and will not
    • world-catastrophe had of necessity to arise. This is what
    • What is there in the development of this world-catastrophe to
  • Title: Anthroposophy as a Demand of the Times
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    • inwardly. And in this way we gradually educate ourselves to
    • the like. One can understand it when one dedicates oneself to
    • indicated way to come to a self-knowledge of the human being,
    • then to-morrow give the application to the immediate practical
  • Title: The Ten Commandments
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    • these ancient times, shortly after the Atlantic catastrophe,
    • as outer symbolic pictures in comparisons and indications
    • This gives us the indication how the single “I” is
    • the indication of how, through acknowledgement of one's own
    • an occult and medicinal indication. “If you acknowledge
    • are indicating an equivalent wording, but only through
    • cattle's actions and everything that is with you, is within the
    • these three first Commandments we have indications of how the
    • when the Divine is properly grasped. Indications are given that
  • Title: Way of Knowledge
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    • encountered through popular lectures and publications, can
    • creatures suffer and sigh under the gradual solidification, all
    • Every time Ahriman stirs, it indicates nothing other than that
  • Title: Haeckel, "The Riddle of the Universe," Theosophy
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    • that it should take into account so important a publication
    • publications touching cosmogony have been so violently opposed
    • active, and the secret sources of education also contribute
    • education. The actual beginning of this stage is traceable far
    • education the age of enlightenment.
    • deal with a tendency in human education that sought in the
    • first place forcibly to eradicate from the human heart every
    • educational teaching obtaining at that time. Materialism had
    • centuries past have educated the human heart and soul were
    • complicated and perfected. We cannot follow this continuity,
    • these words the way is indicated by which man may, by the
    • Nor can this illustration be negatived by merely indicating its
    • creature to the most complicated, from the simplest organism to
    • considered that if one were in a position to indicate the
    • raised that he is dealing with a caricature of this doctrine of
    • less complicated kind. Natural science declares: “The
    • complicated ones;” and, as far as physical structure is
    • here indicated. Facts known to it induce the acceptance of a
    • multiplication table, yet presumed to assert: “What I
  • Title: Karmic Relationships, Volume III: Lecture I
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    • into Europe along the path I have just indicated. Let us
    • education at that time. All culture and education — all
    • need education to spiritual hearing, spiritual listening. Only
  • Title: Cosmic Forces in Man: Lecture I: Cosmic Forces in Man
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    • that certain definite indications were given of the terrible times
    • the catastrophic events which were then assuming a particularly
    • — in January, 1918. I tell you this merely in order to indicate
    • use of them in the year 1918, in the way I have indicated. But it was
    • speaking of the same theme, with its different ramifications, more or
    • catastrophes. One is tempted to use the word ‘senseless’ about it all,
    • indicated a certain feeling for the way in which affairs are shaping
    • of the West is sealed and in the wake of dire catastrophes the further
    • of the kind here indicated.
    • In the lecture to educationists yesterday, I said that we are prone to
    • indications can be given. Knowing something of the spiritual teachings
    • been taken as an indication of the different forces which pour down to
    • This image was intended to indicate that the Aries forces
    • 15.) If only very little of what is rightly located in the stomach,
    • indicate very briefly that it must become possible for man once again
  • Title: Cosmic Forces in Man: Lecture II: The Soul Life of Man ...
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    • The planetary spheres, therefore, work upon man in a more delicate
    • even to superficial study, that feeling does not indicate a state of
    • language, and much of what has arisen in the catastrophe of the second
  • Title: Cosmic Forces in Man: Lecture III: The Mission of the Scandanavian Peoples
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    • world of the higher Hierarchies. It was indicated that this connection
    • life or allow it to be developed by education. What we mainly acquire
    • play an extremely important part in education.
    • In the sphere of education, if through our own short-comings as
    • understands these things. In the world of education to-day people
    • times, religion, education, indeed every domain of mental and
    • whose task it is to teach and educate.
    • these ‘God-intoxicated,’ ‘God-revealing’ men or women, that it was not
    • what takes place in the way I have just indicated. Those who are
    • But life must be observed in the way indicated in the two lectures I
  • Title: Spirit of Fichte: Lecture I: The Spirit of Fichte Present in Our Midst
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    • instance, we catch sight of him one afternoon on a lonely moor far
    • that he must himself take charge of the boy's education. In view of
    • Cathedral must have thought that a man had arisen who was capable
    • in the Cathedral at Zurich, must have carried away this impression.
    • the contents of this letter? Roughly as follows. Education was a
    • of his education would have to be developed in one particular
    • point: it was essential above all to educate his mother! For a
    • obstacle to any education under her roof! I need not dwell upon the
    • as a personification of the world's purpose in the age in which one
    • while, hoping to find what his real vocation might be, to find that
    • that he could not refrain from communicating to the world his
    • singular concatenation of circumstances, while he was still
    • communicate ideas. The following is an instance of what he
    • sturdy red-cheeked peasant boy who had no other education than that
    • assimilated that education till it had become the most fundamental
    • are on the throne they neglect to go on with their education, that
    • New Communications. Seven Letters from Fichte to Goethe.
    • impelled to communicate his appointed message to the world, from
    • communication and filed among the official documents, to the
    • communication. At any rate that was how it came about that
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  • Title: Lecture: The Christmas Festival In The Changing Course Of Time
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    • communicated by Karl Julius Schr÷er, Vienna, 1862,
    • minds of the simplest as well as the most sophisticated people did not
    • dedicated to remembering the Christ Impulse, we can feel that
  • Title: Occult Significance of the Bhagavad Gita: Lecture 1 of 9
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    • your midst how their hearts and souls are dedicated to our sacred
    • that was still illumined by what was communicated through the old
    • appears almost like a justification of these human conflicts. If we bring
    • indications of the beyond, represented in the “daimon”
    • of Plato arouses questions as to the logical justification of what
    • correct logical demonstrations. If any highly educated and cultured
    • we can catch the last echo of it; while in the dying Socrates we
  • Title: Occult Significance of the Bhagavad Gita: Lecture 2 of 9
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    • again and again. I have already indicated it in discussing the Gospel
    • deepest sense of the word. For the moment we will only indicate this
    • There is a wonderful intensification of the narrative, one might say,
    • begin by indicating a few of the outstanding points — and we
    • indication of deep occult truth. Anyone who finds the way, by
    • consciousness, to the identification of our own being with a more
    • thinking it goes on to an indication of the path of Yoga. Then at the
  • Title: Occult Significance of the Bhagavad Gita: Lecture 3 of 9
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    • incarnation. One who follows such indications as are given in my book
    • widens his consciousness by following the indications I have given
    • through the exercises I have indicated — from then onward we
  • Title: Occult Significance of the Bhagavad Gita: Lecture 4 of 9
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    • of suffocation in our soul, comparable to losing our breath for lack
    • light-air we need. We can say he suffocates our souls.
    • same effect as suffocation on the physical plane. But like a polar
  • Title: Occult Significance of the Bhagavad Gita: Lecture 5 of 9
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    • delicate structures in the nervous system. With our every thought and
    • the outside world, we are destroying delicate forms in our brain. In
    • delicate organ has been formed which was not there before. Even
    • forehead a delicate organ has developed, and the forces building it
    • catastrophic force, indescribably impressive. There were always
    • no religious ideas. Therefore it is unnatural to inculcate these
    • social affairs, and he rightly denounces this application of purely
    • centuries the kind of education that forced men to think out natural
    • science was the best education toward spirituality, so in that
    • ancient time mankind was best educated by the inspiration of great
  • Title: Occult Significance of the Bhagavad Gita: Lecture 6 of 9
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    • often indicated that misunderstandings without number arise from the
    • together into a common humanity. What I have tried to indicate has
  • Title: Occult Significance of the Bhagavad Gita: Lecture 7 of 9
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    • indicated this fact.
    • science will after a time find indications of the forces whereby man
    • transcends the animal, but they will only be indications. These
    • senses in their true form. It will be possible to indicate their
    • belongs to all mankind. This is the moment indicated in the words,
    • indicated in a lecture a few days ago, and the rest followed of its
  • Title: Occult Significance of the Bhagavad Gita: Lecture 8 of 9
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    • was striving as we do today in our occult education, aimed for
    • right at hand was in those ancient times attained by application of
  • Title: Occult Significance of the Bhagavad Gita: Lecture 9 of 9
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    • tamas man.” Thus is Krishna the great educator of the human
    • indicates to Arjuna how the different religious beliefs may be
    • Krishna indicates a
    • Herein lies all the trouble in our education. We have to educate
    • of self is created, which is to work on all men. This is indicated as
    • tamas. Through Krishna they were to be educated for the other
    • justification. No one must imagine that the Krishna impulse could
    • have tried by means of a particular instance to indicate how
  • Title: Mysteries of the East: Lecture 1
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    • which could lead it into particular catastrophes and revolutions.
    • widely varying and complicated circumstances of life is a phenomenon,
    • then comes an experience which I cannot indicate otherwise than in the
    • should. be communicated to man during his physical life concerning the
  • Title: Mysteries of the East: Lecture 2
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    • seer has in all earnestness come as far as we have already indicated,
    • a certain category — have become the servants of very terrible
    • But already — as indicated in the course of our lectures —
    • in the physical world that which has its justification in the
    • This will have indicated how a person should not let feelings and
    • tubs in their Leipzig backyards to catch rain-water for washing-day.
  • Title: Mysteries of the East: Lecture 3
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    • that we have indicated, then he feels that there streams forth into
  • Title: Mysteries of the East: Lecture 4
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    • indicate that which is hostile to this new wisdom, he pointed to
    • have undergone a karmic fate such as has been indicated. Spiritual
    • located in another place, a place where, on account of certain
    • indicated are absolutely true for modern evolution. For the
    • that bears on education, with its popularisation of modern science.
    • accepted as the basis of modern education — all this should not
    • modern education, in his next incarnation he will lack the forces that
    • of an imbecile will he be in a later incarnation. For those categories
    • person takes into account all that modern knowledge and education are
    • And. a person who, having acquired a present-day education, confesses
    • to himself that in spite of all this education he really knows
  • Title: Esoteric Cosmology: Lecture I: The Birth of the Intellect and the Mission of Christianity
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    • some who entered into direct and actual communication with the astral
    • today. Not only the cathedrals but the houses and porches with their
    • desire, and marriage a matter of free choice. This is indicated in
  • Title: Esoteric Cosmology: Lecture II: The Mission of Manicheism
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    • nothing but scattered letters, man being the word, living and
  • Title: Esoteric Cosmology: Lecture IV: Involution and Evolution
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    • indicates that in the astral world everything is reflected as in a
    • been solved by science or religion. Yet the whole problem of education
    • which gave them birth will develop onwards. The cathedral of today
  • Title: Esoteric Cosmology: Lecture V: Yoga In East and West
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    • has arrived at the stage of catharsis. Only then can he work at
    • control of feelings and their purification.
  • Title: Esoteric Cosmology: Lecture VI: Yoga In East and West (conclusion)
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    • and breathed through gills like fish. Sacred literature indicates the
  • Title: Esoteric Cosmology: Lecture VII: The Gospel of St. John
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    • Brothers of St. John, the Albigenses, the Catharists, the Templars and
    • wine and intoxication. (Bacchus is the popular expression of the God
  • Title: Esoteric Cosmology: Lecture VIII: The Christian Mystery
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    • There is an intensification of the life of feeling, a wider sense of
    • the face of any event, no matter how catastrophic. That is the only
    • his karma — it is their personification in the astral
    • shoulders, may be called a feeling of indentification with the whole
  • Title: Esoteric Cosmology: Lecture IX: The Astral World
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    • modifications: thus considered, we may expect from them some
    • outer personification of the self makes it possible for the astral
    • the astral world is thus a purification whereby the soul learns to
    • Such is the purification of the Hindu Kamaloca, of the
  • Title: Esoteric Cosmology: Lecture X: The Astral World (continued)
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    • the line. This division is an indication of the past and the future of
  • Title: Esoteric Cosmology: Lecture XI: The Devachanic World (Heaven)
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    • communicated to the physical body and, on the other, to avoid those
    • from the physical body. Its vibrations are modulated and communicate a
    • Cancer, (inscribed as the sign of cancer) indicating the end of one
    • on Earth are wrought by the Devas and by man. If we build a cathedral,
  • Title: Esoteric Cosmology: Lecture XII: The Devachanic World (continued)
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    • indicate, so to say, the norms and laws of creation. These signs were
    • experience indicated in Vedic philosophy by the words: tat twam
    • And now, instead of a process of densification, let us imagine the
    • clairaudient, each being communicates his true name in a
    • to him and then communicates them to the world. The singing swan of
    • In the myths, we find indications of this degree of the Swan, notably
  • Title: Esoteric Cosmology: Lecture XIII: The Logos and the Word
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    • is by nature plastic and has magical power. (This is indicated by the
    • solidification and are about to re-ascend, through the action of
  • Title: Esoteric Cosmology: Lecture XIV: The Logos and Man
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    • Spirit before the solidification of the Earth and of consciousness?
    • Sleep itself — not the dream — here becomes a conscious state. We do not only behold images but we enter into the living essence of beings and hear their inner tones. In the physical world we give names to things but the names are merely outer appellations. Only man can express his own being from within by saying ‘I’ — the ineffable name of conscious individuality. By this word we distinguish our own personality from the rest of the universe. But when we become conscious of the world of sound, each being, each thing communicates its own true name; in clairaudience we hear the sound which expresses its innermost being and rings forth as a tone in the universe that is distinct from all others.
  • Title: Esoteric Cosmology: Lecture XV: The Evolution of Planets and Earth
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    • Think of the human eye. It is a highly complicated mechanism, a kind
    • of physical organs, equally delicate and complicated. The ear is like
    • forth from the hands of the Gods. Neither cathedrals nor machines have
    • a chaotic mass, so our cathedrals, inventions and even our
    • it is only words that he communicates to the air. When he has reached
    • communicate images to the air. The word will then be an Imagination
  • Title: Esoteric Cosmology: Lecture XVI: Earthquakes, Volcanoes, and Human Will
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    • language by indicating that the days of the week belong to the planets
    • are a large number of subterranean spaces which communicate to the
    • through a trial which unleashed the fire catastrophe that destroyed
    • cataclysms, earthquakes, etc. Growing powers of evolution are the only
    • the human will and telluric cataclysms: in human beings who perish as
    • and volcanic catastrophes.
    • During such catastrophes materialistic souls incarnate, drawn
    • new cataclysms because reciprocally the evil souls exert an exciting
  • Title: Esoteric Cosmology: Lecture XVII: Redemption and Liberation
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    • would be the media of communication with the environment, — such
    • does away with the logical concatenations of karma and substitutes for
    • conscious souls and their identification with God. Karma is gradual
  • Title: Esoteric Cosmology: Lecture XVIII: The Apocalypse
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    • be preceded by mighty cataclysms. It will be as spiritual as ours has
    • physical catastrophes. The sixth epoch will prepare for a seventh
  • Title: Second Lecture: The Gospel of St. John
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    • this is no myth. It indicates that they have reached the
  • Title: Third Lecture: The Gospel of St. John
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    • But actually in the John Gospel there is a clear indication
    • him whose very name indicates that he is a herald of the
  • Title: At the Gates: Lecture I: The Being of Man
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    • present and is thus only an intensification of a condition familiar
    • what we shall see will be a delicate cloud of light, inwardly full of
    • to delicate nuances, you will be able to recognise a man's temperament
  • Title: At the Gates: Lecture II: The Three Worlds
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    • through the communications of others. The lofty thoughts of men of genius
    • of anyone who hears of higher worlds only through the communications of
    • others. From this comparison we can see how important such communications
    • accordingly, can derive joy and hope from the communications of another,
    • speaks of the Sun resounding; he indicates the secret of Devachan. When
    • more delicately organised, the archetypes of life are added: everything
  • Title: At the Gates: Lecture III: Life of the Soul in Kamaloka
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    • The etheric body, which permeates the physical body with a delicate
    • uneducated people it dissolves slowly; with cultivated people it
    • animals. With a highly educated man, or an idealist such as Schiller
    • These rays indicate the forces by means of which a man gains power over
    • to have had communication with H. P. Blavatsky. To Langsdorf the idea
  • Title: At the Gates: Lecture V: Human Tasks in the Higher Worlds
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    • new “astral substance” rather as scattered iron filings
    • birth by stages, in the most varied ways; specially important for education
    • tomorrow how Theosophy bears on these problems of education, which point
  • Title: At the Gates: Lecture VI: The Upbringing of Children. Karma.
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    • on questions of education will be deeply useful to humanity long before
    • ways and at different times. The educator should always bear this in
    • year it is really only the physical body that parents and educators have
    • and in feeling is the best means of education at this stage. It is not
    • of the caterpillar and the chrysalis, and explain how the butterfly
    • to go on. Theosophical education demands of the teacher not only
    • intellectual knowledge, not only educational principles and insights; it
    • principles of education; countless details can be deduced from them.
    • All this indicates a
  • Title: At the Gates: Lecture VII: Workings of the Law of Karma in Human Life
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    • change in the astral body, for it is the most subtle and delicate and
    • develop the etheric body produces a result, however slowly, and education
    • understand health and illness, we must bear in mind how complicated the
    • sophisticated, this way of reading became increasingly rare. Then the
    • is an important principle here: if care is taken to inculcate good habits,
  • Title: At the Gates: Lecture VIII: Good and Evil. Individual Karmic Questions.
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    • see, are thus secretly at work to bring about the complicated patterns
  • Title: At the Gates: Lecture IX: Evolution of the Earth
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    • a faint indication of what they were to become, the physical body of
  • Title: At the Gates: Lecture X: Progress of Mankind Up To Atlantean Times
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    • that the unification of the two points first occurred, and clear
    • vast water-catastrophe; the whole continent was gradually flooded, and
  • Title: At the Gates: Lecture XI: The Post-Atlantean Culture-Epochs
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    • by his precepts he educated them by direct influence and by his thoughts.
    • clairvoyant and was thus in direct communication with the world of
  • Title: At the Gates: Lecture XII: Occult Develpment
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    • result of inner development, the first indication you will notice is
    • to notice them. That is wrong; it is just these delicate points that
    • from your family circumstances, your education, your calling and so
  • Title: At the Gates: Lecture XIII: Oriental and Christian Training
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    • indicate only the stages of the path. The instructions can be divided
    • comes into the same category as killing.
    • times and signify something very profound. An uneducated man will have
    • The body of the Oriental is even nowadays more delicately organised;
    • enigmatic way of indicating that the Philosopher's Stone can be found
    • teacher indicates the way to this experience.
  • Title: At the Gates: Lecture XIV: Rosicrucian Training - The Interior of the Earth - Earthquakes and Volcanoes
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    • but that is quite wrong: after all, Copernicus dedicated his book to
    • hence wisdom may be symbolised by water. These signs indicate sounds
  • Title: Pastoral Medicine: Lecture 1
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    • medicine in their medical courses? It is not offered in any catalogue
    • theological faculties, but it does have a role in Catholic
    • themselves — this, of course, has just to do with Catholic
    • wants to make one or the other a vocation. In our present
    • needed to know and the physician as much about the vocation of the
    • ways, because education is also something that must be looked at from
  • Title: Pastoral Medicine: Lecture 2
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    • extraordinarily complicated. Only its purely mineral and physical
    • their house. Not what they see during the day, but the delicate
    • life. You may meet them in your vocation as physician or as priest
    • individuals, and Catholic priests do. They learn what an extreme
    • educational measures, but also to a great extent of external
    • consider themselves very clever, but even thoroughly educated priests
    • — there really are such men in Catholicism; one must not
    • particularly Catholic pastoral theology, is founded on what various
    • prepared to go far beyond the usual category of ideas, for they lose
  • Title: Pastoral Medicine: Lecture 3
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    • etheric body. It is then the etheric body that communicates the whole
    • more complicated, possessing this physical body from quite another
    • whole human being, all the complications. One only learns to know
    • human nature when one learns to know it with all its complications.
    • can be a sophisticated person like Leibnitz and gaze out at a
  • Title: Pastoral Medicine: Lecture 4
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    • course, more complicated than is implied in the brief statement that
    • other renewal. They belong in this category in the most extreme
    • powerful fact we find in human evolution, that if one is educating a
    • the twenties, much more delicate forces are taken in, coming from the
  • Title: Pastoral Medicine: Lecture 5
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    • know this second type of person in the way I have indicated for the
    • But if one catches hold of what they say about themselves — and
    • are gourmands even among such people as these!). Catch up with him
    • along with the symptoms that I indicated. So now if a child worries
    • indicate certain clear connections between the various themes we've
    • simply by providing the proper education for such a person's early
    • vocationally drawn to observe such things should do so not only as
    • Sometimes our Waldorf school education must address certain things
    • front of us is wrong education in early childhood. The second life
    • pathological stage: a slight tendency, caused by bad education,
    • education going the wrong way. Then what happens? Wanderlust. This
    • that also have their origin in a pathological education, or at least
    • an education with a pathological tinge. You can observe this right
  • Title: Pastoral Medicine: Lecture 6
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    • It must be initiated here; at least the indications must be given for
  • Title: Pastoral Medicine: Lecture 7
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    •  Plate IVClick image for large view[It appears Plate IV and VI were mixed up in the original publication of the book ...we have switched them (see date in lower-left of image) – e.Ed] 
  • Title: Pastoral Medicine: Lecture 8
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    • sun is active in the way  we have indicated; on the other hand
    • almost a caricature of ourselves, a being we have brought to birth.
    • being; then an embryonic life begins. Fructification consists of
  • Title: Pastoral Medicine: Lecture 9
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    • sleep condition. Normally, however, even during sleep the catabolic
    • processes, only with catabolic processes. During sleep, therefore,
    • there must be just as much of the catabolic processes as a person
    • catabolic processes are there because of some unhealthy sleep
    •  Plate VIClick image for large view[It appears Plate IV and VI were mixed up in the original publication of the book ...we have switched them (see date in lower-left of image) – e.Ed] 
    • catabolic process going on in the physical-etheric body, a kind of
    • For whoever really looks at life can catch a view of illness
    • recognition of complicated disease processes. One has only to
    • scattered about. One thing no longer reveals itself as a healing
  • Title: Pastoral Medicine: Lecture 10
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    • power in our thinking is connected with our education, which has been
    • beings are educated in such a way that they simply are not allowed to
    • universe. I have often indicated how the etheric body is breathed
  • Title: Pastoral Medicine: Lecture 11
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    • entire ancient consciousness the education of the human being was
    • related to healing. The entire educational process in very ancient
  • Title: Broken Vessels: Lecture 1
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    • medicine in their medical courses? It is not offered in any catalogue
    • theological faculties, but it does have a role in Catholic
    • themselves — this, of course, has just to do with Catholic
    • wants to make one or the other a vocation. In our present
    • needed to know and the physician as much about the vocation of the
    • ways, because education is also something that must be looked at from
  • Title: Broken Vessels: Lecture 2
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    • extraordinarily complicated. Only its purely mineral and physical
    • their house. Not what they see during the day, but the delicate
    • life. You may meet them in your vocation as physician or as priest
    • individuals, and Catholic priests do. They learn what an extreme
    • educational measures, but also to a great extent of external
    • consider themselves very clever, but even thoroughly educated priests
    • — there really are such men in Catholicism; one must not
    • particularly Catholic pastoral theology, is founded on what various
    • prepared to go far beyond the usual category of ideas, for they lose
  • Title: Broken Vessels: Lecture 3
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    • etheric body. It is then the etheric body that communicates the whole
    • more complicated, possessing this physical body from quite another
    • whole human being, all the complications. One only learns to know
    • human nature when one learns to know it with all its complications.
    • can be a sophisticated person like Leibnitz and gaze out at a
  • Title: Broken Vessels: Lecture 4
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    • course, more complicated than is implied in the brief statement that
    • other renewal. They belong in this category in the most extreme
    • powerful fact we find in human evolution, that if one is educating a
    • the twenties, much more delicate forces are taken in, coming from the
  • Title: Broken Vessels: Lecture 5
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    • know this second type of person in the way I have indicated for the
    • But if one catches hold of what they say about themselves — and
    • are gourmands even among such people as these!). Catch up with him
    • along with the symptoms that I indicated. So now if a child worries
    • indicate certain clear connections between the various themes we've
    • simply by providing the proper education for such a person's early
    • vocationally drawn to observe such things should do so not only as
    • Sometimes our Waldorf school education must address certain things
    • front of us is wrong education in early childhood. The second life
    • pathological stage: a slight tendency, caused by bad education,
    • education going the wrong way. Then what happens? Wanderlust. This
    • that also have their origin in a pathological education, or at least
    • an education with a pathological tinge. You can observe this right
  • Title: Broken Vessels: Lecture 6
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    • It must be initiated here; at least the indications must be given for
  • Title: Broken Vessels: Lecture 8
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    • sun is active in the way  we have indicated; on the other hand
    • almost a caricature of ourselves, a being we have brought to birth.
    • being; then an embryonic life begins. Fructification consists of
  • Title: Broken Vessels: Lecture 9
    Matching lines:
    • sleep condition. Normally, however, even during sleep the catabolic
    • processes, only with catabolic processes. During sleep, therefore,
    • there must be just as much of the catabolic processes as a person
    • catabolic processes are there because of some unhealthy sleep
    • catabolic process going on in the physical-etheric body, a kind of
    • For whoever really looks at life can catch a view of illness
    • recognition of complicated disease processes. One has only to
    • scattered about. One thing no longer reveals itself as a healing
  • Title: Broken Vessels: Lecture 10
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    • power in our thinking is connected with our education, which has been
    • beings are educated in such a way that they simply are not allowed to
    • universe. I have often indicated how the etheric body is breathed
  • Title: Broken Vessels: Lecture 11
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    • entire ancient consciousness the education of the human being was
    • related to healing. The entire educational process in very ancient
  • Title: Genesis: Lecture I
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    • an indication of our line of approach. We shall only slowly and
    • planet when, out of the universal complication of fire and air and
    • coagulation, the physical densification of our earth. Let us imagine
    • moment I have indicated make the decision: “We will combine our
  • Title: Genesis: Lecture II
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    • indicated in the Bible by appropriate sounds. We are told that this
    • indicates the way in which elementary existence is guided by the
    • condenses to a gaseous element. But every such densification is
    • the way which is indicated by tohu wabohu. These elements
    • in it in a variety of ways. For instance, we do not try to locate
  • Title: Genesis: Lecture III
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    • moment indicated by those meaningful words of the Bible: And God
    • organised the complicated differentiations within it, were the very
    • not been there before, something which was a further densification
  • Title: Genesis: Lecture IV
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    • the waters,” you indicate the recapitulation of the Saturn
    • whether there is in fact any indication of such a recapitulation of
    • part. The word rakia, which is used to indicate what the
    • word what I have just indicated — that the Elohim stimulated
    • should happen which would indicate to us that life-ether was
    • in Genesis to indicate that life-ether thrilled through the mass and
    • stages of densification — from warmth to air, then to water and
    • The processes of densification and of rarefaction interpenetrate one
    • at work in their service. Is there any indication in Genesis that
  • Title: Genesis: Lecture V
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    • yesterday that the word yom does not indicate the abstract period of
    • hand a densification to air or gas, on the other hand a rarefaction
    • stage, just as the weaving light indicated the Beings who had
    • Personality indicated by yom, are active, so also the
    • servants of the Elohim, the Beings indicated by the word
    • interwoven with the force of light. And in this complication of the
    • indicated that in the evolution from Saturn to Sun, the highest form
    • they appointed the Archai, who are indicated in Genesis by the word
  • Title: Genesis: Lecture VI
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    • direction of densification, into the element of air. Such a process
    • as the densification of warmth into air, which we can follow in its
    • it gives us the illusion of densification. Within the process itself
    • and one which reminds us of Felix Balde's ducats in my Mystery Play,
    • I promise to condense some ducats out of some mist!’”
  • Title: Genesis: Lecture VII
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    • earth develops in such a way that a gradual densification downward
    • Light streams upon the earth from the sun. If we wish to locate the
  • Title: Genesis: Lecture VIII
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    • And God said, Let us make man in our image, after our likeness: and let them have dominion over the fish of the sea, and over the fowl of the air, and over the catCh. I, v.26,
    • people the earth, something like a gradual densification of the human
    • “day” of creation, a still further densification will
    • further densification does take place within the etheric. Man still
    • prepared for his densification. Suppose that man had become dense
    • that Genesis indicates it in a most wonderful way by speaking first
    • next degree of densification. Just as in primeval times, in the
    • man. And the next stage of densification did not come until
    • densification from the condition into which Jahve-Elohim had placed
    • being. It was only then that this further densification occurred. The
    • Science, by communicating its findings, to point once more to the
  • Title: Genesis: Lecture IX
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    • pair of humans who survived the densification of the earth. Spiritual
    • than the time indicated in the account of the third “day”
    • consciousness, had not yet been brought to physical densification;
    • indicate that the condensation of the water in the atmosphere to rain
    • of mummification, a hardened, woody condition. The human being would
    • survive the moon-densification. But then, after the moon had left the
  • Title: Genesis: Lecture X
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    • etheric, a densification on the side of the physical, only occurred
    • evolution is very complicated. We must think of all that happened on
    • of the more etheric, more delicate man who was formed on the sixth
  • Title: Festivals/Easter: Lecture I: Easter: The Festival of Warning
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    • The rigid point of time fixed for the Christmas festival indicates
    • plan of a movable time for the Easter festival. It indicates how
    • earth, and this truth is indicated in the manner of dating the Easter
    • complicated, that it is real and objective, that it requires to be
    • catastrophe — namely, super-sensible knowledge? If the Easter
    • undergone some modification in our day, nevertheless in all essentials
    • mighty changes undergone by the nebula and its densifications, plants,
    • sun will burn itself out and be scattered in the All, not merely
    • connection to the world-catastrophe of his own time. For in very deed
    • a world-catastrophe is upon us. I do not mean merely the catastrophe
    • world-catastrophe which consists in the fact that men have lost all
    • have indicated. For the soul of man should feel the purely external,
  • Title: Festivals/Easter: Lecture II: The Blood-relationship and The Christ-relationship
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    • conditions of the times. A true Easter impulse needs to be inculcated
    • 19th century there befell the great catastrophe; men had
  • Title: Festivals/Easter: Lecture III: The Death of A God and Its Fruits In Humanity
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    • globe in a few hours — and nobody would doubt the justification
    • movement dedicated to the cultivation of spiritual knowledge.
    • True, such teachings are also communicated to us by the scientific
    • After the Atlantean catastrophe came the ancient Indian epoch of
    • had been His disciples, already His apostles? No! They had scattered,
    • authenticated in the same way as other historical events. There is no
    • their small, enclosed circles. To-day these things can be communicated
    • while sects of different kinds scattered over the earth are at strife
  • Title: Festivals/Easter: Lecture V: The Teachings of The Risen Christ
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    • communicated to man in the original, primeval language of the earth
    • existence were communicated by these Beings, secrets which flowed into
    • everything that was communicated to the human race in those ancient
    • communicate to priests trained in the Mysteries the wealth of the
    • indications in the New Testament — but scanty indications even
    • communications was due entirely to their own human evolution. For it
    • is required to repeat from some catechism, ‘God is all-knowing,
    • it ossified in the Western Catholic Church, because, although the Mass
    • understood only if the mystery is approached in the way indicated.
  • Title: Festivals/Easter: Lecture VI: Easter: The Mystery of the Future
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    • Nordic sagas there is a note of deep tragedy, indicating that the
    • itself, can be indicated by saying that among the peoples everywhere,
    • This is the answer to the scientific prognostication of
  • Title: Festivals/Easter: Lecture VII: Spiritual Bells of Easter, I
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    • indicated in moving words the power of the Easter bells. In the figure
    • given. The writer of the Gospel of St. John himself indicates that
    • sufficiently indicative to enable one who gazes into the deep secrets
  • Title: Festivals/Easter: Lecture VIII: Spiritual Bells of Easter, II
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    • they must renounce anything, it is for the sake of purification, and
    • multiplication of the grain of corn we can perceive an image, a
  • Title: Faith, Love, Hope: The Third Revelation
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    • indication of the great mysteries of destiny that worked in these
    • From various indications I have given here you will have grasped that
    • The Education of the Child — will know that first it
    • can we say about this Mystery? What can be said was indicated
    • catastrophe we can say: Among the great differentiations prepared
    • we read Olcott's book, The Buddhist Catechism, which once did
    • Hence we have indicated that the Christ, in contradistinction as it
    • that a great catastrophe would fall upon the earth. Neither of these
    • events, however, came about. There was indeed a catastrophe, but
  • Title: Faith, Love, Hope: Towards the Sixth Epoch
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    • indicated that this was to be reckoned the third revelation in the
    • human soul was brought about. From indications given yesterday it can
    • will be followed by a sixth and then by a seventh, when a catastrophe
    • here in Nuremberg, you heard a description of this coming catastrophe,
    • etheric body, and in the seventh, before the great catastrophe, the
    • most important gift they need in order to face the next catastrophe
    • of communication, they have become even more cheerless than when they
    • force of hope within them — hope that after a great catastrophe a
  • Title: Forming of Destiny: Lecture 1: Spiritual Life in the Physical World and Life Between Death and Rebirth
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    • duty to have ready all the forces and all the fine ramifications of
    • thwarted by the errors of education, a certain regularity is followed
  • Title: Forming of Destiny: Lecture 2: On the forming of Destiny
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    • to-day — literally underneath, in the catacombs under the earth,
    • creative. Let us picture to ourselves these catacombs. There,
    • underneath in the catacombs, with their thoughts directed to the
    • essential remains. Concerning those who to-day advocate the external
    • Science must advocate, in contradistinction to that which is otherwise
    • they are all different. Yet one may distinguish categories. There are,
    • himself to work more delicately, he can now be used in a wider sphere.
    • intensified inwardly. He has then in his next life a more complicated
  • Title: Forming of Destiny: Lecture 3: The Subconscious Strata of the Soul-Life and the Life of the Spirit After Premature Death
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    • relations the investigation becomes very complicated; but, in reality,
    • educational development consists in bringing out the concealed wisdom
    • implicated. It is good that all this is purposely hidden from us,
    • which indicates our future life, something of a prophetic nature.
    • life-tableau, looks back in the etheric body. I have already indicated
    • educational life. It is the non-existing, we might say, that presses
    • through the gates of death in the manner indicated here. And in the
    • indicated in broad outlines. You can then form some idea how great is
  • Title: Forming of Destiny: Lecture 4: The Connection Between the Spiritual and the Physical Worlds, and How They Are Experienced After Death
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    • our globe people visit a cathedral and behold those forms which they
    • intimate and delicate nature. How often does it happen that we plan
    • transcends that which the heart indicates as Karma, and lets reason
    • evolution, is really something delicate and intimate; for we must of
  • Title: Forming of Destiny: Lecture 5: Concerning the Subconscious Soul Impulses
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    • it as a duplicate, a simply more refined physical sensible world; we
    • bring forward many more characteristics; he was a model advocate. We
    • sagacity to the utmost, and his advocate made a very beautiful and
    • perception could have such delicate observation in an apparently
    • becomes the phenomenon of death, the confiscation of the physical
    • investigator is allowed to indicate that a time will come in the
  • Title: Forming of Destiny: Lecture 6: Lecture on the Poem of Olaf ┼steson
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    • catacombs, concealed and despised, now fills the world. And the
    • into ourselves all sorts of edification, but we should look upon it as
    • the night intervening the Sacred Eve. The Catholic Church celebrates
    • underneath the stars, and formed a delicate arch through them. It had
    • heavens in delicate quiverings. Had the “storm-substance” of
  • Title: Lecture: Foundations of Esotericism: Lecture I
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    • also indicate it. The esotericist says to himself: Everything in the
    • which indicates that Christ is indebted to the apostles for his attainment
  • Title: Lecture: Foundations of Esotericism: Lecture II
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    • by someone whose instincts have passed through catharsis. In the
    • purification. This constituted initiation.
    • suffered by everyone who wished to obtain purification. Now the One
  • Title: Lecture: Foundations of Esotericism: Lecture III
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    • Sphinx as indication of the future form of man.
    • the delicate spider webs are actually spun out of the astral plane. The
    • position. The limb system separated off into two categories and the
    • the saga indicates as the ideal.
  • Title: Lecture: Foundations of Esotericism: Lecture IV
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    • of educational matter. In a strict occult schooling the pupil receives
    • no educational matter whatever, but is given a pregnant sentence
    • a house, when he builds a cathedral, all this changes the nature of
    • Stone. The man of the 18th century who pointed this out was indicating
    • indication (of a second spinal column). The pineal gland and the
  • Title: Lecture: Foundations of Esotericism: Lecture VI
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    • negative aspect was called by the Pythagoreans catharsis. At first man
  • Title: Lecture: Foundations of Esotericism: Lecture VIII
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    • development of the individual soul. As a child one must catch up with
    • into the ascendant. The first indication of this is the Saga of the
    • arbitrary reason, but on educational grounds. People were to know
    • is an indication of this in the miracle of the wedding at Cana where
  • Title: Lecture: Foundations of Esotericism: Lecture IX
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    • physical senses. These two are located in the pituitary gland
    • dependent on Karma. Modifications of the physical body are therefore
    • educated idealistically; for instance, Haeckel, Büchner, Moleschott.
    • owe to their idealistic education. Present day materialism is actually
  • Title: Lecture: Foundations of Esotericism: Lecture X
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    • droshky-drivers one can see such a red, indicative of the lower
    • dark clouds, indicating lower impulses. This is the inherited Karma
    • Cologne cathedral will appear as a plant in the next Round.
    • increasing densification, the Astral Light became individualised after
  • Title: Lecture: Foundations of Esotericism: Lecture XI
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    • objects. Culture and the education of wishes lead us to the Astral
    • One must understand this sequence of delicate concepts; then one
  • Title: Lecture: Foundations of Esotericism: Lecture XII
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    • ordered, extremely complicated automaton, a purely physical apparatus.
    • The actual physical body is the complicated physical apparatus.
    • working of the ego into the astral body, the education of the astral
  • Title: Lecture: Foundations of Esotericism: Lecture XIII
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    • teachings were never written down but only communicated as tradition
    • himself from the more delicate connections with the earthly world.
    • therefore made it their task already then so to educate people that
    • later they might become educators of the evil men. Again and again a
    • application. The angel of the rotation of time brings about the
    • application of the law governing groups of human beings. The single
  • Title: Lecture: Foundations of Esotericism: Lecture XIV
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    • Thus one educates oneself for Devachan. The souls of the dead remain
    • himself alone, only to experience an intensification of his own
  • Title: Lecture: Foundations of Esotericism: Lecture XV
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    • outside, education on the physical plane should bring about in the
    • When in the Middle Ages a Freemason master builder built a cathedral
    • the building of a great cathedral. He knew that the forms of the
    • of a cathedral, this has become a part of himself. There is a
    • It brings with it the germ of dissolution, the urge to extricate
  • Title: Lecture: Foundations of Esotericism: Lecture XVII
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    • unless it be eradicated by the same force which called it forth. And
  • Title: Lecture: Foundations of Esotericism: Lecture XVIII
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    • indicated what was unsympathetic.
    • opening. It was the fructification of the maternal earth with the
    • In this way there proceeded the fructification with the Manas forces.
  • Title: Lecture: Foundations of Esotericism: Lecture XIX
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    • has a certain sophisticated cunning — when cold thoughts about
    • astral body evokes an intensification of the most brutal egoism. It
  • Title: Lecture: Foundations of Esotericism: Lecture XX
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    • individualities. This is the communication of the pupils with the
    • appropriated it, and this intensification of separateness makes him
    • through man uniting himself with the spirits working for unification,
  • Title: Lecture: Foundations of Esotericism: Lecture XXI
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    • Arupa plane is delicate, soft and enduring; it is Akasha and human
    • warm feeling. An educator of children can observe this. If during a
    • da Vinci and also built into the Gothic cathedrals. Then the musical
    • Only some degree of Yoga, some degree of purification of emotion, can
  • Title: Lecture: Foundations of Esotericism: Lecture XXII
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    • forms of development until their unification in the Lemurian Age. The
    • So a continual purification of the astral body took place and this
    • in consequence of this purification, what man once had within him he
    • adapted to densification and to becoming a more complicated and
    • through the world and are beginning, through fructification with the
  • Title: Lecture: Foundations of Esotericism: Lecture XXIII
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    • Fructification with the Spirit (Monad) in the Lemurian Age. The
    • first time fructification with the Spirit, with the Monad became
    • order to be able to receive the higher principles. This purification
    • They were formed out of a still nobler and even more delicate
  • Title: Lecture: Foundations of Esotericism: Lecture XXIV
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    • everything was only indicated. These one calls four Globes; in reality
    • times will it become so again. Every such densification and
    • him; for example in the Fifth Round, Cologne Cathedral will grow as a
    • The Cologne Cathedral will eventually grow as plant world out of what
    • morality (ethical human categories). The caste system is a precursor
    • of this later moral gradation. Categories of Karma will be indicated
  • Title: Lecture: Foundations of Esotericism: Lecture XXV
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    • pictures, in which one could see caricatures of our cosmic system; she
    • then the thought of a lemniscate. We now transfer ourselves into the
    • intention of a spiral and then into the intention of a lemniscate. One
    • duplicate, to reproduce himself. In the Seventh Round everyone will
  • Title: Lecture: Foundations of Esotericism: Lecture XXVI
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    • master-builder of Cologne cathedral gathered his impressions into his
  • Title: Lecture: Foundations of Esotericism: Lecture XXVII
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    • cathedral corresponds to a definite being on the astral plane. Through
  • Title: Lecture: Foundations of Esotericism: Lecture XXIX
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    • about a sharp demarcation between good and evil. This is the danger
    • preceding Planet had to meet its end; everything living suffocated.
  • Title: Lecture: Foundations of Esotericism: Lecture XXX
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    • This is indicated in Genesis. What is it that was gained by means of a
    • original ancestor of the post-diluvian race, became intoxicated by
    • hasten. towards his own deification.
  • Title: Lecture: Foundations of Esotericism: Lecture XXXI
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    • certain modification brought about by the migrating peoples. Its
    • technical skills. The fructification of human activity with cosmic
    • pit, where he remained for three days. This indicates an initiation.
    • have finally indicated the transition which began at that time from the
    • the Esau and Jacob Saga in order to find its purification in the
    • indications of a great, primeval, Atlantean initiate. Wod-Wodha-Odin.
    • will proceed from the fructification of the Folk element and European
  • Title: Lecture: The Four Temperaments
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    • education and experience is preserved, just as surely as are the
    • delicate bone structure, or lean muscles. The same thing can be
    • education, very close attention must be paid to the individual
    • possible. Thus in education it would be senseless to want to
    • The key to his education is respect and esteem for a natural
    • catechisms, but by creating a social groundwork, upon which human
  • Title: Lecture: The Human Soul and the Animal Soul
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    • extricated from the sway of these chemical and physical processes
    • to see a herd of cattle lying down to digest immediately after
    • No one who desires clear concepts can deny the justification of this.
    • body on the physical body and is an indication that the work is
    • I have tried today to indicate how it can be established from direct
  • Title: Lecture: The Human Spirit and the Animal Spirit
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    • have indicated how we have to consider the relation of the spirit to
    • consciousness of self as the result of education. These capacities
    • proved. It can only be indicated, and if you are observant you will
    • indicated, into the form. So that in man, in that period of his life
    • qualifications in this direction, was first to draw attention to the
    • important observations were indicated. Only when these things, still
    • this, as I have indicated, but in the following words: “Animals
  • Title: Lecture I: Human Questions and Cosmic Answers
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    • physical world around him; and there is, indeed, some justification
    • man of today, owing largely to his materialistic education, describes
    • is then that the juices in the plant are carried up by its delicate
  • Title: Lecture II: Human Questions and Cosmic Answers
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    • I will allude briefly to the indications given in last Sunday's
    • connected with the structure of the universe, as I indicated just now;
    • mission in which the life of the pupil was dedicated to some actual
    • cosmos, and it is possible to indicate in detail how the cosmos has
  • Title: Lecture III: Human Questions and Cosmic Answers
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    • death and a new birth you will find it amply indicated there that
    • merest indications can be given — it is really not possible to
    • in the sense indicated yesterday — which make it possible for man
  • Title: Lecture IV: Human Questions and Cosmic Answers
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    • most in a very slight degree when fructification begins in the
    • plant's structure gives a clear indication of its complete adaptation
    • to earth-existence. Naturally, a more complicated plant form calls for
    • a more complicated description, but on the whole it remains
    • these lines (in the diagram) indicating the nitrogen in the body, the
  • Title: Initiation/Passing Moment: Lecture I
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    • pass historically before my soul.” Even the complications that
    • Demeter was the personification or symbol of a primal form of the
    • movement unless one is dedicated to the truth! It may be contrary to
  • Title: Initiation/Passing Moment: Lecture II
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    • lies at the basis of so-called initiation and, after having indicated
    • catastrophe broke upon the face of the earth, completely changing it.
    • re-formed by the Atlantean catastrophe. We have often spoken
    • community. In self-education one has to watch carefully that nothing
    • Individuality without the aid of education, simply by means of
    • higher. Nothing is gained by such classification; that is quite beside
  • Title: Initiation/Passing Moment: Lecture III
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    • representation because they become so complicated.
  • Title: Initiation/Passing Moment: Lecture V
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    • Everything to which you are guided in the way indicated in our last
    • to cat. There is not this duality there, for whatever is, is being.
  • Title: Initiation/Passing Moment: Lecture VI
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    • Life is a complicated affair, and every soul, in whatever position it
    • to indicate something individual that can at the same time be useful
    • follow the paths we have tried to indicate, not theoretically or
    • classification and description of everything that in our age can be
    • applied with prejudice. This lucid classification has been a worthy
    • itself, what is for its self-gratification. At the other pole the
    • arouses impulses leading only to self-gratification in the human soul.
    • purification and cleansing, in cleansing fires, of everything
  • Title: Initiation/Passing Moment: Lecture VII
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    • experiences and communications without prejudice, letting his unbiased
    • cannot understand it because his life and education may not hitherto
    • contribute to the purification and cleansing of the soul when the
    • those who by the present, peculiar methods of education, are brought
    • could often neither read nor write. Their level of education fell
    • able by means of education to read and write, and the public at large
    • he is familiar. When there are indications of any occult results
  • Title: Inner Nature of Man: Lecture 1: The Four Spheres of the Inner Life
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    • remain quite dull simply because we have not educated our feeling to
  • Title: Inner Nature of Man: Lecture 2: The Vision of the Ideal Human Being
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    • through our earthly existence. I have already indicated in my book,
    • What I have just indicated in
  • Title: Inner Nature of Man: Lecture 3: The Senses and the Luciferic Temptation
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    • also show us what a complicated being man really is as he exists in
    • a very complicated being, when we reflect how the true ideal of man,
    • physical world. How complicated does the human being now appear to
    • The application of the
  • Title: Inner Nature of Man: Lecture 4: Wisdom in the Spiritual World
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    • upon his soul in the manner we have indicated, he will find that the
  • Title: Inner Nature of Man: Lecture 5: Between Death and the 'Cosmic Midnight Hour'
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    • this wide subject, a great deal can be but indicated and much else
  • Title: Inner Nature of Man: Lecture 6: Pleasures and Sufferings in the Life Beyond
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    • previous incarnation. Communication from living to dead is barred if
    • and suffocate spiritually. This is one of the most important things
    • suffocating in the after-effects of these past satisfactions and
    • suffocated in them. We feel the necessity for this transformation,
    • concrete as possible, an application of what has already been
    • more complicated when we get real insight into it; but we cannot
    • circumstances, it still happens that these scattered seeds come to
    • law has no application in external life, simply because it is suited
  • Title: Inner Aspect of the Social Question: Lecture I
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    • recalls what I have already indicated: through Spiritual Science,
    • Let us not be led to complain vainly: “A fearful catastrophe
    • many people, who are active in social affairs, have indicated a
  • Title: Inner Aspect of the Social Question: Lecture II
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    • children, education, art, literature, and also (as I have remarked
    • consider this earthly spiritual life — religion, education, art
    • experience through religion, or through upbringing and education,
    • before birth. Just as an image in a mirror indicates what is being
    • education (this last responsibility, unfortunately, is taken for
    • religion, people demand that it shall make them holy. Of education,
    • frightful catastrophe of the last four years.
    • certain thing — which I will indicate in a moment — we
    • is to do this by depriving youth of the imaginative education which
    • from inner development, from self-education. Besides the
    • it into the education of young people — which is particularly
  • Title: Inner Aspect of the Social Question: Lecture III
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    • frightful catastrophes of to-day. Before July and August, 1914, the
    • it not be the educative work of a good spirit, urging us to
    • draw from it the strength to achieve a kind of vindication of
    • spiritual reality, will be able to speak also of education by a good
  • Title: First Lecture (First Scientific Lecture-Course)
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    • educators, — not to apply directly in your lessons, but as a
    • Nature in our time has been subject, for the teacher and educator it
    • phenomena, the classification into species and genera, whether of the
    • the subdivision and classification into genera, but with the
    • phenomenon as it may first present itself, where it is complicated
    • b, indicated by an arrow in the figure, to be compounded of
  • Title: Second Lecture (First Scientific Lecture-Course)
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    • indicated — the loss of consciousness which you experience with
    • phenomena — in this instance, the swimming of the brain. Catch
    • outside. We can then put up a screen and catch the resulting picture.
    • in this case, whatever modifications may be due to the plates of
    • upward, and we can indicate the direction in which it is
  • Title: Third Lecture (First Scientific Lecture-Course)
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    • treatment of light and colour. The strange education we are made to
    • as follows. Catching the picture by a screen placed here, I should
    • which is in fact a ramification of the optic nerve that then goes on
  • Title: Fourth Lecture (First Scientific Lecture-Course)
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    • Colour. Of course the phenomena get complicated; the simple
  • Title: Fifth Lecture (First Scientific Lecture-Course)
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    • will then at last enable us in time to “catch” — as
  • Title: Sixth Lecture (First Scientific Lecture-Course)
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    • discriminate, however delicately, between the darker and lighter
    • us is to communicate, to give; whilst the effect of darkness is to
    • Something in our outer world communicates itself to us when we are
    • following remark, — for I have had to indicate these things in
    • The implications of
    • complication of what is going on in the world of light. Till the more
  • Title: Seventh Lecture (First Scientific Lecture-Course)
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    • the conventional categories of the Physics textbooks, — in
    • the state of this your own warmth you converse — communicate
    • “converse”, it can communicate and come to terms with
    • somewhat condensed modification, so to speak, of the air, for it is
    • complicated, forever coming into being and passing away again. It
  • Title: Eighth Lecture (First Scientific Lecture-Course)
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    • movements of the metallic tube are communicated to this air. If we
    • characteristically Roman-Catholic as indeed it is.
  • Title: Ninth Lecture (First Scientific Lecture-Course)
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    • enabling us to throw some light on the educational use of
    • electrification is called frictional electricity, since the force,
    • currents as they are called. Only to indicate it roughly: the flow
    • pole, known as the cathode, which lent themselves especially to
    • these experiments. They called them “cathode rays”.
    • indicated that this was something somehow identifiable with matter,
    • meet the cathode rays. The other pole is called the anode; from it
    • ... From the cathode rays he produced a modified form of rays, now
    • cathode rays or their modifications, when they impinge on glass or
    • scientists, the rays must here be undergoing further modification.
    • for bodies that should call forth such modifications in a very high
    • many complicated ways — which we have only gone through in
    • complicated ways we go down into the realm of electrical phenomena,
  • Title: Tenth Lecture (First Scientific Lecture-Course)
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    • proved complicated. As we say yesterday, manifold types of
    • cathode rays, issuing from the negative pole of the Hittorf tube
    • most vividly when we catch the rays (or whatsoever it is that is
    • the cathode rays). The “bombs” do not get through the
    • screen in the way of the cathode rays.
    • which the air is rarefied. It has its cathode or negative pole
    • through the tube, we are now getting the so-called cathode rays. We
    • catch them on a screen shaped like a St. Andrew's cross. We let the
    • cathode rays impinge on it, and on the other side you will see
    • please. Inside the tube is the St. Andrew's cross. The cathode rays
    • can distinguish the rays from the cathode, going in this direction,
    • tricky fellow. Whenever you are on the point of catching it, it
    • movement. We have quite other categories of thought to go on when
    • Man is equivalent to this whole realm of action of the cathode
    • indicated a kind of pathway for this scientific realm, — a
    • indications; I hope we shall soon be able to pursue them further.
    • what was said in the educational lectures at the inception of the
  • Title: Macrocosm/Microcosm: Lecture 1: The World Behind the Tapestry of Sense-perceptions. Ecstasy and Mystical Experience.
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    • identification with a world which differs from that of everyday life
  • Title: Macrocosm/Microcosm: Lecture 2: Sleeping and Waking Life in Relation to the Planets
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    • things are much more complicated than is generally supposed and today,
    • In saying this we have already indicated the first influence that is
    • an indication.
    • I have indicated by a dot the moment of going to sleep, when man is
    • drawn into the subconscious; and by drawing loops I have indicated his
    • lower loop indicates the course of life during the waking state and
    • spiritual world, is drawing us into that world. This is indicated by
    • of the same loop indicates the influence that is exerted upon the
    • the loop indicates the influence or force that is exerted on the
    • to recognise what conditions are indicated by the position of the
    • the diagram indicates Mars, Jupiter and Saturn revolving around the
    • drawn around the heavenly bodies is a lemniscate,
    • indicating the cycle of man's waking and sleeping life.
    • the same spatial order can be indicated for the planetary system as
    • In very truth the world is infinitely more complicated than is
    • I have only been able today to give a faint indication of
  • Title: Macrocosm/Microcosm: Lecture 3: The Inner Path Followed by the Mystic. Experience of the Cycle of the Year.
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    • spiritual worlds that is to be communicated in those that come later.
    • faint indication of the feeling which would be intensified to
    • an indication that in waking life we do not see our true being at all.
    • came to these pupils, for example on Midsummer Night, were indications
    • of the Sun. The fact of which only an abstract indication was given
    • to penetrate into his own inner being, he would be suffocated by fear
    • intensification of the feeling of spring and autumn. Intellectuality
    • place in the description of Earth-evolution an indication is given of
    • guide him back again. This is indicated in the legend of Theseus who
  • Title: Macrocosm/Microcosm: Lecture 4: Faculties of the Human Soul and Their Development
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    • approximate indications, although these can serve as pointers. Genuine
    • future. After all, the indications are plain enough. They tell us, at
    • of our own self, indicating what we have to correct and put right in
  • Title: Macrocosm/Microcosm: Lecture 5: The Egyptian Mysteries of Osiris and Isis
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    • sense he actually inculcates them into his ancestors. He continues to
    • etheric body, astral body, and so on, this is merely an indication.
    • indicated it — that what then departs as a second corpse is
    • When these things are communicated gradually, even in public lectures
    • Atlantis. Before the great Atlantean catastrophe the face of the Earth
    • outside, their inner self asserts itself. If education has hitherto
  • Title: Macrocosm/Microcosm: Lecture 6: Experiences of Initiation in the Northern Mysteries
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    • in existence. In order to indicate still more explicitly how great
    • indicating that the inner man is passing out into the Macrocosm. Such
    • actually ascends into the Macrocosm in the way indicated. To begin
    • category of objects. Otherwise we shall lose our bearings. Things in
    • another place this is less the case. An added complication is that he
    • — and this can only be described as a communication of what they
    • per se, but in what this indicates in the outer world. The
    • hands of a clock indicate, for example, what is happening here in
    • actually categories of Beings, and not merely seven planets, but
    • Personality), then Archangels and Angels. The tenth category is Man
    • instrumental in forming an eleventh and a twelfth category. In this
    • among these twelve categories of Beings. Any description of what they
  • Title: Macrocosm/Microcosm: Lecture 7: The Four Spheres of the Higher Worlds
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    • mentioned, namely, that when a man rises in the way indicated
    • justification there was for saying in the lecture yesterday that when
    • of what is communicated by those who are able to see. On this basis we
    • forming our character and educating us.
    • yesterday, really erroneous ideas are not absolutely catastrophic
    • being breaks through such classifications. If we are now clear in our
    • As was indicated yesterday, above the World of Reason there is a yet
  • Title: Macrocosm/Microcosm: Lecture 8: Mirror-images of the Macrocosm in Man. Rosicrucian Symbols.
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    • The advance made by the Ego can be indicated by a serpentine spiral.
    • indicates the advances made. Here, then, we have a different symbol
    • We can make both complicated and simple symbols. The following would
    • present stage to his purification; in the Staff of Mercury we have a
    • who gives us nothing more than indications. At every step we remain
    • our own master while scrupulously following the indications given. We
    • follow the indications given by the teacher as we should do in the
    • appropriate modern method which leads man in the way indicated into
  • Title: Macrocosm/Microcosm: Lecture 9: Organs of Spiritual Perception. Contemplation of the Ego from Twelve Vantage-points. The Thinking of the Heart.
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    • ascent through these three stages would be as indicated yesterday.
    • the delicate experiences that occur as a result of the methods
    • indicated. But because his life alternates between waking and
    • or has been acquired through education. A second factor is what is
    • application of thinking is absolutely necessary. Without intellect we
    • But the matter becomes much more complicated when we rise into the
    • because experiences in the higher worlds are so complicated, it is
    • a certain justification; we must learn how to think, as the
    • certain category of phenomena he could have performed an enormous
    • justification, but in a certain domain only. Spiritual thinking must
    • By adopting different standpoints we can educate ourselves to view
    • thoughts. When anyone wants to communicate to other human beings what
    • is communicated. There may be someone who finds difficulty in the
    • communications of a genuine spiritual investigator, and says: “I
    • Whatever can be communicated to mankind from the thinking of the heart
    • not possible it is not ready to be communicated. The touchstone is
  • Title: Macrocosm/Microcosm: Lecture 10: Transformation of Soul-forces and Stages in the Evolution of Physical Organs. Reading in the Akasha Chronicle.
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    • communicated, and this from a standpoint rather different from that of
    • The way in which we develop in accordance with the indications of
    • whose forms indicate the transformations that have taken place since
    • World of Spirit. Thus the heart is revealed as an organ indicating the
    • that answer gives a certain indication that man must also change his
  • Title: Macrocosm/Microcosm: Lecture 11: Man and Planetary Evolution
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    • the essential need in connection with the communications of Spiritual
    • is communicated to me.” Not everyone who longs inwardly for the
    • one who communicates spiritual knowledge cannot always take it for
    • to the communications of Spiritual Science, although at first they
    • a healthy human nature. This may be regarded as indicative. One must
    • The following may indicate the deep foundation of this relationship.
    • further rarefication of the physical was the warmth (on Old Saturn).
    • Indications have now been given as to how it is possible to understand
    • reality. That is only a prophetic indication of a process which we
    • indication of the point of time when there flowed into man that which
    • known that any modification of the breathing belongs to the sublimest
  • Title: Man/Being/Spirit/Soul: Lecture I: Man as a Being of Spirit and Soul
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    • everyday life know about all the complicated processes, the
    • first task is to indicate the purpose and significance of the
    • qualification for the science of spirit is that
  • Title: Man/Being/Spirit/Soul: Lecture II: The Psychological Expression of the Unconscious
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    • now indicate in a few words what is discussed more fully
    • and intensification of our soul life. These unconscious forces
    • explanatory. I shall indicate what is the sphere of the science
    • progress in this kind of self-education, to make quick
    • dividing everything into particular classes or categories, in
    • to a certain category, to be put in its particular place.
    • categories. We should imagine for once how we should deal with
    • nature, which we quite rightly divide into categories, if
    • putting things into categories, classes, determining a
    • known. But the son indicates that there is a photograph which
    • what comes to light by means of this kind of intensification of
  • Title: Man/Being/Spirit/Soul: Lecture III: The Science of the Spirit and Modern Questions
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    • this existence which has become so complicated and the whole
    • atoms, molecules with complicated movements, the world, in
    • other things without preparation. Today every educated person
    • superstitious, and as far as present day education is
    • possession of all educated people, they would suffer a kind of
    • elementary school and what is common to all educated people.
    • the life of desires, but it is possible to extricate love out
    • gone a long way if they have given others an education so that
    • edification of his soul is in fact not yet able to experience
    • catastrophic times. The Science of the Spirit fulfills
    • even if these people are often the official advocates of
    • faint-hearted advocates of Christianity I am always
    • reminded of a Catholic theologian, a professor, who was a
    • education. The Waldorf School has been founded in
    • for the uses of education and given to the children in an
  • Title: Lecture: Occult Science and Occult Development
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    • phenomena in the Akasha are the most delicate and ethereal of any that are
    • is an indication of how anthroposophical teaching will bridge the gulf
    • education of the soul in the virtue of moral courage, spiritual
    • indicated to strengthen their moral courage, these materialistic
    • the present epoch of human life a delicate organ is being developed in
    • means, the physical instrument, for the application of certain powers
    • categorically that a man who in this epoch is not ready to accept
  • Title: Lecture: Christ at the Time of the Mystery of Golgotha and Christ in the Twentieth Century
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    • another; there is no longer any demarcation and consequently it is
    • And it is this that we have indicated in speaking of the evolution of
    • the Mystery of Golgotha, as was indicated in the old Mysteries, by
    • by suffocation.’ This sacrifice by Christ in the nineteenth century
    • etheric plane. This spiritual death by suffocation, which brought about
    • brief indications I have been able to give you will gradually make their
  • Title: Origins of Natural Science: Lecture I
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    • to offer you at this particular time can only be indications in one
    • or another direction. Such indications as will be offered in my
    • The indication that I shall try to give in this lecture course will
    • Cusanus received his early education in the community that has been
    • their ideal purely by intensification of a life spent in peace and
    • that Cusanus was educated. The majority of the members were people
    • priest of the Roman Catholic Church. He always put his whole heart
    • fructifications that occurred at that time in human soul life and the
  • Title: Origins of Natural Science: Lecture II
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    • everything that the teachers of the mysteries could communicate to
    • certainty and knowledge. From the communications passed on to him, he
    • how in fact the application of this mathematical mind to nature
  • Title: Origins of Natural Science: Lecture III
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    • last two lectures I tried to indicate the point in time when the
    • mention any other mathematical category taken from algebra or
    • which indicates the disuniting, the splitting, of something formerly
    • me of such a caricature. I made it clear that these three systems
    • The actual date has already been indicated, but the inner aspect is
  • Title: Origins of Natural Science: Lecture IV
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    • Ptolemaic or the Copernican system. I am not advocating either one. I
    • For dogmatic reasons, but with a certain justification, Berkeley
  • Title: Origins of Natural Science: Lecture V
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    • man distinguished position, location, movement, and time-sequence
    • identification was directed outward and the imagined form of the
    • realize the full implications of his sentence: “Nihil est in
    • in it indicates that dying is a part of the organism. It is only when
    • uncertainty is not only recognized but theoretical justifications
    • same way, we would not be able to catch a breath of mental air. Thus
    • other is suited to the dead. But there is no justification for making
  • Title: Origins of Natural Science: Lecture VI
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    • relocated into man's inner being. It was felt that so long as
    • which the upper teeth are located, was in one piece, whereas in the
    • animal, the front teeth were located in a separate one, the
  • Title: Origins of Natural Science: Lecture VII
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    • felt the following. In the complicated lines, by means of which the
    • up the optical locations of the planets; it also had a feeling for
  • Title: Origins of Natural Science: Lecture VIII
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    • along with all the moral and religious implications connected with
    • though in a somewhat caricatured form, to discuss the consciousness
  • Title: Origins of Natural Science: Lecture IX
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    • to be content with given guidelines and indication. Today, therefore,
    • nothing about a body if we merely indicate its change of position,
    • These indications will have to be understood. Then, we shall realize
    • discovered. Scientific literature offers such indications everywhere.
    • anthroposophical catchwords and phrases. It also does not suffice to
    • the simple heart can receive the observations that are scattered
  • Title: Warmth Course: Lecture I
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    • condition of any object or location. Now, I need not here go into the
    • aspects of our life. To indicate to you in a merely preliminary way
    • little ahead and Achilles can never catch up. But, the way people
    • problem all right, but Achilles would soon catch the tortoise. The
    • catch the tortoise. Although people would say this is absurd,
    • Achilles will soon catch the tortoise. And in doing this you uproot
    • never catch the tortoise. And why not? Because when we apply our
    • whether Achilles can catch the tortoise, you may indeed begin by
    • tortoise and can never catch it.” This may be strictly
    • previous course when I indicated the boundary between kinematics and
    • application in limited fields makes no difference. The principle
    • radiating outward as appearances would indicate, but of attractive
    • It would be very complicated, but assume that you have such a formula.
  • Title: Warmth Course: Lecture II
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    • indicates for you the act that the rod expands. The pointer moves
    • we will indicate by
    • that here is a tube communicating with the vessel and containing a
    • gaseous condition there enters in a unification of properties for all
    • from the solid to the gaseous through the liquid state a unification
    • with its accompanying unification of properties?
    • a matter of fact, you are obliged to say: this unification of
    • The use of the word earth to indicate solid bodies
  • Title: Warmth Course: Lecture III
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    • you select a fluid, that is, a body that has by the application of
    • blackboard, and again I locate on the surface of this board a number
  • Title: Warmth Course: Lecture IV
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    • indicated, namely on man's own relation to heat. We may compare the
    • of what happens between your consciousness and the delicate processes
  • Title: Warmth Course: Lecture V
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    • category from time and space so far as its relations to you are
  • Title: Warmth Course: Lecture VI
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    • must indicate the movement of the water particles when it actually
  • Title: Warmth Course: Lecture VII
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    • form and be analyzed within these categories.” (View of the
    • that we bring ourselves into the state of mind indicated in these
    • her atmosphere and seeks to scatter herself again. Following the
    • demonstrate with appropriate instruments the delicate differences in
    • above we find something that I will at this time indicate by X. Thus
    • indicated here today. What is very much neglected in our physical
  • Title: Warmth Course: Lecture VIII
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    • 20░ or shows a higher temperature indicating a loss of heat to this
    • its own account is the upper surface. When by solidification a
    • I might put the matter in this way, that here in the solidification of
    • and infinite extension downward on the other. (Indicated by arrows.)
  • Title: Warmth Course: Lecture IX
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    • attention to the problem of indicating what really lies behind these
    • we indicate the total height of the water from the point
    • Goethe's statement. After the publication of this paper, a physics
    • views on the subject. Many publications bring this idea forward as
    • you really go in one direction in the sense indicated in our diagrams.
    • and this we have indicated in our diagram. Turn over in your minds
  • Title: Warmth Course: Lecture X
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    • passes into it, but cannot pass through. What happens we will indicate
    • experiment, but we catch the light — gather it up and obtain as a
    • iron.) The iodide of mercury on the rods (used to indicate rise in
    • whole of nature find anything not included in the form categories we
  • Title: Warmth Course: Lecture XI
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    • heat is related to the application of mathematics and how it affects
  • Title: Warmth Course: Lecture XII
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    • to discovery of the peach blossom color is thus a doubly complicated
    • Some mathematicians even question whether there is any justification
    • is too complicated, in this realm of the purely mathematical it must
    • relationships. In the ordinary theory of energy, justification would
  • Title: Warmth Course: Lecture XIII
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    • of thought leads to the identification of Y with chemical effects, and
    • with the solid. This may be stated so — if I indicate the three
    • solidification (as it solidifies now in the horn formation in cattle,
    • at the same time and indicates by its dual nature what we actually
    • take place in the direction indicated. What happens then?
    • certain series of phenomena indicates, that the entropy of the cosmos
    • runs in again here (indicating figure) on the other side, for we have
  • Title: Warmth Course: Lecture XIV
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    • Today it is my object by giving you a few indications to bring these
    • I have already indicated to you that when we stand within this or that
    • percent of it is water, what plays through us as a delicate chemical
    • can only give indications now — this fact shows that we stand
    • as we have tried to indicate here in the realm of physics.
    • separate, I wish to emphasize that I have only indicated to you in
    • old formulae the ideas I have indicated to you, that certain
    • cannot be gone into in detail, but only can be indicated at this time.
  • Title: Philosophy/Cosmology/Religion: Lecture I: The Three Steps of Anthroposophy
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    • other sciences, whose justification is found in observation through
  • Title: Philosophy/Cosmology/Religion: Lecture III: Methods of Imaginative, Inspired and Intuitive Knowledge or Cognition
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    • way here indicated is that the man who practises it has through his
  • Title: Philosophy/Cosmology/Religion: Lecture IV: Exercises of Cognition and Will
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    • methods, and by the application of their results to this life.
  • Title: Philosophy/Cosmology/Religion: Lecture X: On Experiencing the Will-Part of the Soul
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    • activities in childhood and of the influence of education and tuition
    • A true educational science can only arise from the
    • called a foundation of a true educational science.
    • no more than an indication of the moral value which has unconsciously
  • Title: Lecture: Rosicrucian Esotericism: Lecture I: Rosicrucian Esotericism
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    • why this universal wisdom was communicated in secret schools and centers
    • in earlier times the communications of spiritual teaching made to human
    • could no longer be satisfied by the old forms of communicating spiritual
    • satisfaction in anthroposophy. This new form of communication springs from
    • for the primeval wisdom will come to us and we could communicate it to them
    • communication.”
    • what is communicated to them. They will insist that they wish to apply to
    • forth! This conception of alchemy gave rise to the materialistic caricature
    • Compare the complicated
    • Think what an amount of intellectual energy and what complicated
    • with and transform the complicated conditions of life.
    • turn to my essay, The Education of the Child in the Light of Anthroposophy.
    • I have said during this Congress about the event of Damascus indicates
    • indicated that it was not possible for the Christ Being always to reveal
    • there as the complicated etheric organism.
    • done is to indicate how a man of the present age should learn to think
  • Title: Lecture: Rosicrucian Esotericism: Lecture II: Soul in the World around Us
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    • communicated to us, I were told how I can myself develop clairvoyance?
    • only when their import has been consciously grasped as communications
    • investigate only for myself.” None of the facts communicated in
  • Title: Lecture: Rosicrucian Esotericism: Lecture III: The Nature and Being of Man
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    • catches our eye when a man is standing in front of us, is the most tangible
    • This inner work upon oneself is known in occultism as purification,
    • cleansing or catharsis. In this way the ego works at the perfecting
    • into the physical body, to inculcate forces into the physical body itself?
  • Title: Lecture: Rosicrucian Esotericism: Lecture IV: Man Between Death and Rebirth
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    • Heaven.” This is an indication of the experience of living the
    • will help us to dedicate our knowledge to the service of altruistic
  • Title: Lecture: Rosicrucian Esotericism: Lecture V: The Physical World as an Expression of Spiritual Forces and Beings
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    • the being who is in process of coming into existence. Thus the delicate,
    • outside by other beings. Two different categories of beings participate
    • the more delicate ones also develop through activity. The effect of
    • come when a true art of education should influence the training of the
  • Title: Lecture: Rosicrucian Esotericism: Lecture VII: Evolutionary Stages of our Earth before the Lemurian Epoch
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    • cloud-body. Certain conditions brought about a densification or hardening
    • many indications of this, for example, in the legend of Baldur and Loki.
    • Through this organ, which was a delicate, luminous body, man's astral
    • of evolution. It will only be possible to indicate the most important
    • the activity of their beings; these conditions indicate the evolutionary
    • have hardened to the stage of mummification. The earth would have become
    • its justification.
  • Title: Lecture: Rosicrucian Esotericism: Lecture VIII: Stages in the Evolution of our Earth. Lemurian, Atlantean, Post-Atlantean Epochs.
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    • of gradual densification presents itself to clairvoyant sight. Out of
    • from it. With the solidification of the physical body, which now became
    • the deterioration and premature densification of man's astral body;
    • a delicate constitution and were smaller in stature; those who were
    • applied. by the Atlantean magicians at the time when their application
    • the catacombs.
    • been saved after the Atlantean catastrophe and had congregated in primeval
    • He no longer understands the spiritual world. This is clearly indicated
    • justification. Let the Western world concern itself with external culture
    • congregation of the faithful is an integral part of the Gothic cathedral,
    • the Greek temple is a whole in itself. The Gothic cathedral, with its
  • Title: Lecture: Rosicrucian Esotericism: Lecture IX: Man's Experience after Death
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    • a king in the realm of Shades,” aptly indicates the conception
    • physical existence. Let me tell you about an Eastern saga, which indicates
  • Title: Lecture: Rosicrucian Esotericism: Lecture X: On Karma, Reincarnation and Initiation
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    • There is an indication of this at the present time in the break of the
    • Atlantean catastrophe to speak of an initiation available to human beings
    • exercises of meditation, concentration, and other indications. In his
    • purification or catharsis of the astral body has been achieved, brings
  • Title: The Story of the Green Serpent and the Beautiful Lily: Lecture I
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    • he was to attain through the stages of purification, on the way to
    • was then considered worthy to have the highest truths communicated to
    • Alchemists have also left indications of how this could be worked. As
    • of freedom, — this state of soul, which was communicated to the
    • Schiller refers to in his letters on the aesthetic education of man.
    • indicated by Goethe in the fairy tale. The Serpent said “I will
  • Title: The Story of the Green Serpent and the Beautiful Lily: Lecture II
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    • education of the human race”. In this the question was put: —
    • the Lion. Goethe indicated this in his Faust, when he says:
    • always pointed out that a man must first undergo Catharsis
    • (purification) before he can take in wisdom. For if wisdom is brought
    • Wisps scatter their gold about in the meadow. There they meet with
    • go through various stages of purification before he could become a
    • is still connected with the lower. The Giant now indicates the time.
  • Title: Signs and Symbols: Lecture 1: The Birth of the Light
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    • expressing this primeval unity was indicated by the sacred name,
    • Cancer indicates the end of the Atlantean culture; the other, the
    • in history is indicated by the story of the Greek hero, Jason, who
    • indicated by the sacrifice of the Mystical Lamb upon the Cross.
  • Title: Signs and Symbols: Lecture 2: The Christmas Festival as a Symbol of the Sun Victory
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    • development. I can only give an indication of what I am now going to
    • “Raven.” The Ravens were those who communicated to the initiates in
    • justification than the establishment of the birthday of Christ at that
  • Title: Signs and Symbols: Lecture 3: Signs and Symbols of the Christmas Festival
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    • The cataract in gorges deeply riven
    • have their place within this, and that they must be dedicated to the
    • the stones as a sign of life, as a symbolical indication of the fact
    • The same event is indicated in the Gospel of St. John in the words,
    • Nativity. This idea is indicated in the living roses that adorn this
  • Title: Lecture 1: Spiritual Beings in the Heavenly Bodies and in the Kingdoms of Nature
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    • most pre-eminently an education, a self-education of our souls. We
    • self-education we can get in a spiritual science circle. This
    • self-education to a quite definite feeling with regard to the
    • spiritual world, this self-education to a perception of what lies
    • educate our feelings by letting the knowledge of the facts of a higher
  • Title: Lecture 2: Spiritual Beings in the Heavenly Bodies and in the Kingdoms of Nature
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    • classes or categories of spiritual beings, perceptible to occult
    • To-day we shall speak of two other forms or categories of
    • second category which we then described are to be found in water that
    • category of such spiritual beings with which occult vision can become
    • have become acquainted with four categories of nature-spirits, having
    • publication — in my book Knowledge of the Higher Worlds and
    • us as thoughts, feelings, and impulses of will. Thus in this category
    • spirit,” — without there being any justification for it
    • education, his social connection guided him before, so that he did
    • experience this unification with the planetary spirit; but to begin
  • Title: Lecture 3: Spiritual Beings in the Heavenly Bodies and in the Kingdoms of Nature
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    • as the next category in a higher world change their state of
    • beings, of which we are speaking as the next category above man, are
    • that when we ascend to the higher category of beings no longer
    • category above man, are active externally, they then manifest
    • higher category — we call them, speaking generally, the beings of
    • the next higher category.
    • possibility to the beings of the higher category spoken of here, so
    • with feeling and receptivity, he can educate himself in this way.
    • Indeed education through mere mathematics is very good. For instance,
    • educative force in the inner life of man, if he devotes himself to it
    • same time. This third category of the Third Hierarchy we call the
  • Title: Lecture 4: Spiritual Beings in the Heavenly Bodies and in the Kingdoms of Nature
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    • path roughly indicated yesterday, he gains a certain feeling of what
    • find that gradually we educate ourselves, developing in ourselves a
    • perceives a sort of demarcation between his ordinary consciousness and
    • categories just as we did among the beings of the Third Hierarchy. To
    • distinguish between these categories will be more difficult, for the
    • second stage becomes aware of what we call the category of the Spirits
    • It is still more difficult to consider a third category of such beings
    • vision. He must perform these; and not educate himself by means of his
    • the third category of the Second Hierarchy. But this cannot take place
    • occult education is carried on in this most rational way in this realm
    • plant-world and educate oneself further by means of this. Here someone
    • and we recognize a third category of the beings of the Second
  • Title: Lecture 5: Spiritual Beings in the Heavenly Bodies and in the Kingdoms of Nature
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    • then aware also belong to three categories. The first category we
    • educate ourselves. The essential thing is not so much what we perceive
    • educate ourselves by that means and perceive behind the human beings
    • and animals the spirits belonging to one of the categories of the
    • will. Then if we educate ourselves in the manner described and now
    • category of the First Hierarchy, if we allow such feelings to work
    • esotericism this category of beings is called the Cherubim. It is
    • extremely difficult to describe the beings of this higher category,
    • of Will, the lowest category of the First Hierarchy, by saying:
    • feeling, and will, the beings of the second category of the First
    • who form the first and highest category of the First Hierarchy. It
    • are beings of a higher category, not having a physical body as one of
    • characterize these things approximately and by faint indications; they
    • to-day we may, in order to some extent to indicate the direction of
  • Title: Lecture 6: Spiritual Beings in the Heavenly Bodies and in the Kingdoms of Nature
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    • category beside the spirits of the Third Hierarchy, are called in
    • I have now tried to indicate to you how certain beings of the Third
    • category of the Spirits of Form that some separated and would not go
  • Title: Lecture 7: Spiritual Beings in the Heavenly Bodies and in the Kingdoms of Nature
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    • classification which the normal consciousness provides. We have
    • hierarchies. We then ascended to the three categories of the Third
    • case. The activities of these two categories of higher hierarchies
    • complicated — but a compromise can be made by letting a number of
    • If I draw a planetary system with its Sun, we can so indicate a comet
  • Title: Lecture 8: Spiritual Beings in the Heavenly Bodies and in the Kingdoms of Nature
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    • made still clearer if we state the following: We found the category of
    • higher category, in the ranks of the hierarchies acquires a
    • that category of heavenly bodies of which we spoke at the end of our
  • Title: Lecture 9: Spiritual Beings in the Heavenly Bodies and in the Kingdoms of Nature
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    • going through an individual development and education. Now as regards
    • offspring of that category of spiritual beings to which I have
    • mentioned a special category of spirits which we have called the
    • Spirits in every category of the hierarchies. Whereas the animal
    • category of the hierarchies which we call the Spirits of Form; while
    • Blavatsky. Those who know find indications of this there. On one page
    • Buddha, was able at the time symbolically indicated as the
    • this category, only they differ from the offspring of other beings
    • position in which we can allude to the functions of a certain category
    • towards its fructification. The spiral principle of movement is united
  • Title: Lecture 10: Spiritual Beings in the Heavenly Bodies and in the Kingdoms of Nature
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    • in the cosmos is a very complicated matter and even in a much longer
    • system. I should like at least to indicate that in reality a comet is
    • fructification of the group-ego by the astral body, and by this means
    • signification had this for humanity? We have seen that in man
    • complicated cooperation of the beings of the various hierarchies, and
  • Title: Lecture: The Ten Commandments
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    • order to make this quite clear to us it is especially indicated that
    • Jehovah God spoke the word saying, “Through a proper inculcating of
    • cause your body to become wasted!” Thus it was inculcated into every
    • Commandment it is expressly indicated: “You, man, in that you are a
    • of property was inculcated into Moses's people, and it is strongly
    • proper application of the ego impulse but that it is destroyed by its
    • Now it is even indicated in the last three Commandments how man
  • Title: Lecture: The Sermon on the Mount
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    • meaning. They indicate that something of a most essential nature took
    • Heaven was at hand.” Later, this was indicated in a similar way by
    • equanimity, peace and purification streamed to them from divine
    • special form. The subject and the predicate must be alike, since it
    • receiving it. This is indicated in the seventh sentence of the
    • delicate soul seeds and soul qualities from being roughly trampled to
    • and true nature of Christ, whose second coming indicates a maturing of
    • of that time so that the Mystery of Golgotha may be inculcated. In
    • spiritual world, and that will indicate that man has not lived upon
  • Title: Three Paths: Lecture I: The Path through the Gospels and The Path of Inner Experience
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    • As my point of departure I shall indicate the three paths along which
    • through the current scientific education, they would never have been
    • centuries as the educated man of today reads them, how were they read?
    • The Education of the Child in the Light of Anthroposophy.
    • want to be independent and are even educated to form independent
    • charge of his education tell him nothing of that happens in the world
  • Title: Three Paths: Lecture II: The Path of Initiation
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    • If I may indicate in a few words the point at which yesterday's
    • education which will adapt us to our organization. We suffer in
    • educator. I look upon that which was before my birth, which placed me
  • Title: The Mission of Savonarola
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    • the most wonderful, delicate paintings:
    • During this dawn of a new age it indicated how
    • Michelangelo! One could observe how in all the catholic
  • Title: Lecture: Waking of the Human Soul and the Forming of Destiny: Lecture I
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    • attitude of mind which scatters these forces in the realm of the
    • scattered in the realm of Ahrimanic elemental Beings: we alienate
    • In learning to speak, something else is really indicated. This also is
  • Title: Lecture: Waking of the Human Soul and the Forming of Destiny: Lecture II
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    • himself to what the Catholic church prescribed as truth: to submit
    • himself to the authority of the Catholic church. And this mood —
  • Title: Lecture: Younger Generation: Lecture I
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    • Educational and Spiritual Impulses for Life in the Twentieth Century
    • hoping to carry the new Waldorf education into modern culture, he stressed
    • the need for "self-education" as the preliminary to all other education.
    • Goethe grasped at its roots the knowledge which Darwin only indicates
    • is hardest of all for those who with a scholarly education try to fit
  • Title: Lecture: Younger Generation: Lecture II
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    • Educational and Spiritual Impulses for Life in the Twentieth Century
    • hoping to carry the new Waldorf education into modern culture, he stressed
    • the need for "self-education" as the preliminary to all other education.
    • particularly concerned with schools, with the sphere of education in
    • the beginning of our era if they spoke much about “education”.
    • The farther back we go, the less we find that education is spoken
    • about. Education, of course, may be spoken about in different ways,
    • for instance: Through education the young should gradually be brought
    • there is such endless talk about education, because there is a
    • about education. Mostly we do not realize the absurdity of what is
    • education. And why? Usually he has but the vaguest realization of
    • having been badly educated and yet difficulties in life are
    • they are uneducated. This they admit. But they do not experience
    • usual cry is: “We should have this program in education”
    • following can only be indicated in broad outline, but if you care to
    • School education must be listened to with other ears than those with
    • which one hears about other kinds of education or educational reform.
    • systems of education. What is the aim of such questions? Their usual
    • What should we make out of the child? How should we inculcate this or
    • give a picture of what Waldorf Education is, we must say that it
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  • Title: Lecture: Younger Generation: Lecture III
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    • Educational and Spiritual Impulses for Life in the Twentieth Century
    • hoping to carry the new Waldorf education into modern culture, he stressed
    • the need for "self-education" as the preliminary to all other education.
    • education of those who were destined for the spiritual life was such
    • educational point of view? The question is not asked because people
    • one thinks of asking: What educational effect has the science that is
    • point of view and ask: What educational effect had such a book at
    • educational value as a whole, we shall have to admit that when a book
    • materialistic education of the West. If we look into it, we get a
    • the Spirit in the very speaking. The Spirit can have an educative
    • scattered to the four winds — but one single atom goes over
    • this Father loves the most abstract concepts. Just read any Catholic
    • what we need. We need a living evolution and a living education of
    • shape into a force that educates humanity what we sense darkly within
  • Title: Lecture: Younger Generation: Lecture IV
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    • Educational and Spiritual Impulses for Life in the Twentieth Century
    • hoping to carry the new Waldorf education into modern culture, he stressed
    • the need for "self-education" as the preliminary to all other education.
    • in moral education can only be made as we strengthen the force of
    • Nietzsche, through his tragic destiny, clearly indicates the twilight
    • branded as “Evil.” Life becomes more complicated all the
    • Rée did his writing, just as a thermometer indicates nothing
    • not wish to draw a character-study but only to indicate how
    • justification in this age. Thoughts which our age has to recognize as
  • Title: Lecture: Younger Generation: Lecture V
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    • Educational and Spiritual Impulses for Life in the Twentieth Century
    • hoping to carry the new Waldorf education into modern culture, he stressed
    • the need for "self-education" as the preliminary to all other education.
    • indicating an earlier form of life, so in fossilized moral ideas we
    • never be taught and educated. And why? Because up to puberty the
    • education, if rigidified objective science which comprehends only
  • Title: Lecture: Younger Generation: Lecture VI
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    • Educational and Spiritual Impulses for Life in the Twentieth Century
    • hoping to carry the new Waldorf education into modern culture, he stressed
    • the need for "self-education" as the preliminary to all other education.
    • about the question of education. Not so much, perhaps, about
    • education in the sense of ordinary school pedagogy but because we are
    • character, and thence comes the thought of education. The fundamental
    • character of the age is considered as having to do with education.
    • Now one can indicate precisely where all these riddles are solved.
    • There is quite a short formula for the indication. We can say: All
    • Schiller retorts ironically to this categorical imperative.
    • see, over against the so-called categorical imperative, as it comes
    • wring from the human soul. But without a system of education, a
    • educators through what educates effectively without words. In
    • education and teaching there will have to be imparted much of that
    • knowledge which is not an abstract indication of how man consists of
    • fibre of future education. For we have to give weight again, but in a
    • education. Confidence between one human being and another — the
    • moral sphere, and apply it to education, we must specialize and say:
    • education and instruction will have to shape themselves in a modern
    • in the moral sphere of man. Only he who finds education within the
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  • Title: Lecture: Younger Generation: Lecture VII
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    • Educational and Spiritual Impulses for Life in the Twentieth Century
    • hoping to carry the new Waldorf education into modern culture, he stressed
    • the need for "self-education" as the preliminary to all other education.
    • the young themselves. Yet it indicates something very significant.
    • education, for example, has been discussed, I have often heard it
    • said that there must be an education which makes learning a game for
    • very best possible educational principle for ensuring that nothing at
    • one noticed things which I have indicated during these lectures, but
    • others but Herbart had a great influence on education up to the last
    • of someone who is to teach or educate, much goes on that is entirely
    • intoxication of those times is beginning in some degree to be
    • Having something communicated by other human beings.
    • identified with having something communicated by other human beings.
    • remembrance he had in mind that it had been communicated to him by
    • young should suffer from having been educated by the old so that they
  • Title: Lecture: Younger Generation: Lecture VIII
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    • Educational and Spiritual Impulses for Life in the Twentieth Century
    • hoping to carry the new Waldorf education into modern culture, he stressed
    • the need for "self-education" as the preliminary to all other education.
    • the fourth post-Christian century. A date indicating some important
    • the confidential communication of other human beings. The prevalent
    • feeling among the educated today — and among the uneducated —
    • soul-spiritual Beings descending into the human organism communicated
    • were also men who, as a result of their education, followed the
    • only wish to indicate to you by these examples the nature of those
  • Title: Lecture: Younger Generation: Lecture IX
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    • Educational and Spiritual Impulses for Life in the Twentieth Century
    • hoping to carry the new Waldorf education into modern culture, he stressed
    • the need for "self-education" as the preliminary to all other education.
    • intellectual or mind soul, it does not indicate that intellect, in
    • teachers, educators, and the younger generation. If this is not
    • sphere of education, an opposite direction is taken. But it was not
    • to teach or educate: “The young cannot be brought to the point
    • with violating his most sacred duty if, as teacher or educator, he
    • received the truth. This shade of feeling lay in all education, in
    • all instruction. In other respects the education and teaching of that
    • schools which were the only educational institutions in the time
    • the teacher and educator.
    • that is not correct. His teaching certificate was for Eloquentia —
    • that something thoroughly artistic came into education. But the
    • introduction of the artistic into education was still in keeping with
    • as education is considered in the wider sense this question arises of
    • conscious education by giving him out of the consciousness soul
    • youth so as to show what they were capable of, afterwards educating
    • primary school age and far beyond it, for as long as education holds
    • above instinct — depends upon our having an education which
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  • Title: Lecture: Younger Generation: Lecture X
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    • Educational and Spiritual Impulses for Life in the Twentieth Century
    • hoping to carry the new Waldorf education into modern culture, he stressed
    • the need for "self-education" as the preliminary to all other education.
    • show how we must come to an education, steeped in artistic form. I
    • from the artistic, which he did in higher education by treating as
    • Education of the Child from the Standpoint of Spiritual Science. On
    • candle that he lit by holding a burning-glass to catch the first rays
    • anyone who on educational grounds objects to the triviality of the
    • education. The intention was not only to give it content but to make
    • it work educationally. Hence you find in my Philosophy of Spiritual
    • can education really be experienced as art, and the teacher can
    • become an artist in education when he finds his way into this mood.
    • must go right into the art of education. The cleft between age and
    • youth must be bridged not by hollow phrases but by education that is
    • an art, education which is not afraid to find its support in real
    • intellectual theory about education. The aim is to create an artistic
    • this can be created something in an educational way which, applied in
  • Title: Lecture: Younger Generation: Lecture XI
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    • Educational and Spiritual Impulses for Life in the Twentieth Century
    • hoping to carry the new Waldorf education into modern culture, he stressed
    • the need for "self-education" as the preliminary to all other education.
    • desire; they feel themselves isolated. For instance, the eyes catch
    • school education in future must proceed by way of the artistic I
    • another human being is experienced. If you educate the human being by
    • Education
    • the individuality of the teacher and educator. It is individuality
    • human being. But it is also the preparation for the vocation of
    • teacher, of educator. Through study we cannot become teachers. We
    • would educate. And as a human being he must come near to them. Those
    • who are to be educated must get something from him as a human being.
    • educate somebody who will be greater than we. It is impossible to
    • existence. Then it is really the child who educates himself through
    • us. And that is the truth. In reality we do not educate at all. We
    • only disturb the process of education when we intervene too
    • energetically. We only educate when we behave in such a way that
    • through our own behavior the child can educate himself. We send the
    • anything into a human being through teaching and education. What we
    • instruction and education, during the child's life between the
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  • Title: Lecture: Younger Generation: Lecture XII
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    • Educational and Spiritual Impulses for Life in the Twentieth Century
    • hoping to carry the new Waldorf education into modern culture, he stressed
    • the need for "self-education" as the preliminary to all other education.
    • earth-catastrophe, to the seventh or eighth millennium before Christ,
    • immediately upon the Atlantean catastrophe, the human being did not
    • certain justification.
    • culture, mummification would have made no sense; it would have been a
    • spirit by the time mummification was practised. Formerly men would
    • prepared for by education. That is why the question of education is
    • educational method can first be made towards the individual ego-men
    • shall work rightly in education only when we have learned to feel a
    • abashed at the idea of talking about education. This is astonishing
    • but it is true. The way in which education is being talked about will
    • about what he considers right. But education does not allow itself to
    • theorizing. One grows into education by getting older and meeting
    • education be taken quite naturally.
    • suggestions about education today seemed to me no different from the
    • Therefore what I have said and written about education, and what is
    • ashamed to talk about education. But under the cultural conditions of
    • time will come when we shall no longer need to talk about education.
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  • Title: Lecture: Younger Generation: Lecture XIII
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    • Educational and Spiritual Impulses for Life in the Twentieth Century
    • hoping to carry the new Waldorf education into modern culture, he stressed
    • the need for "self-education" as the preliminary to all other education.
    • itself to the true educator as coming forth from the young, growing
    • civilization. By educating in the right way we are preparing
    • education we must have a heart. We must learn — speaking
    • the art of education than by any theoretical principles, if what we
    • education of the young. Far better than all theoretical educational
    • is the fundamental impulse of all educational doctrine. We must not
    • receive this art of education as a theory, we must not take it as
    • in fact, if the educator is a complete human being he receives as
    • the child becomes our educator by bringing his message to us from the
  • Title: Lecture: Mission of Michael: Lecture I: The Power and Mission of Michael
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    • Roman Catholics from obtaining absolution if they read or possess
    • considered true Roman Catholics must not occupy themselves with
  • Title: Lecture: Mission of Michael: Lecture II: The Michael revelation.
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    • point is that one should indicate clearly of what the transition of a
    • consciousness that are indicated here. The reverse process must now
  • Title: Lecture: Mission of Michael: Lecture III. Michaelic Thinking.
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    • can answer this from indications which I have already given. We know
    • age; that is, prior to the Atlantean catastrophe, Earth
    • gesture of the external mineral world, indicating: here is a human
    • evolution progresses, more and more complicated beings, more and more
    • We have thus indicated two things toward which we must strive. First,
  • Title: Lecture: Mission of Michael: Lecture IV: The Culture of the Mysteries and the Michael Impulse.
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    • we must go back with the methods which you find indicated in my book,
    • have the last ramification, the echo of the ancient Mystery culture.
    • of mankind as of an organism, as I have just indicated, should not be
    • transformation of mankind indicates by its very nature that human
    • and today I shall only indicate this, it is possible to point out the
    • become more and more prevalent are indicated only in a few human
    • beings; but still, they are indicated in these few human beings. Not
    • other human beings, I am educated, consciously or unconsciously, for a
    • educated for a certain way of thinking, of visualizing. But at the
    • preparation for the Mystery of Golgotha, the last ramification of the
    • delicate structural conditions, but it is a fact that atheism is in
    • he borrows the various communications from the Gospels. In the way he
    • elaborates these communications there can be seen no reason whatsoever
  • Title: Lecture: Mission of Michael: Lecture V: The Michael Deed and the Michael Influence as Counter-pole of the Ahrimanic Influence
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    • Roman-Catholic church abolished the spirit by establishing the dogma
    • of God, the All-Mighty. My dear friends, we do not engage in catechism
    • Wisdom was considered the fundamental attribute of the Divine Being. The concept of Omnipotence only gradually penetrated the idea of the Divine Being, from the fourth century onward. It continued to develop. The concept of personality was abandoned and the predicate was transmitted to the mere order of nature, which is conceived of more and more mechanically. And the modern concept of the necessity of nature, the omnipotence of nature, is nothing but the result of the evolution of the concept of God from the fourth to the sixteenth century. Only, the qualities of personality were abandoned and that which constituted the concept of God was taken over into the structure of thinking about nature.
    • 1914, this war catastrophe broke in upon us. One had to ask oneself:
    • fatalism which is expressed in nature necessity. For education,
  • Title: Lecture: Mission of Michael: Lecture VI: The Ancient Yoga Culture and the New Yoga Will.
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    • great Atlantean catastrophe, that is, the time of the sixth, seventh,
    • The first indications of this we find toward the fifth and fourth
    • outset, it is still capable of catching the rays of the Mystery of
    • how the activity of the senses delicately mingles with the passivity,
    • within you is at the same time a delicate cosmic process, if you
    • particularly not for a battle with the Roman Catholic Church which, it
    • through the writings of my opponents, since Roman-Catholics are
    • willingly. Let us take the example of the Roman-Catholic Church, my
    • Church, but the Roman-Catholic church is more powerful — and we
  • Title: Lecture: Signs of the Times: Michaels Battle and Its Reflection On Earth -- I
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    • present age has been engulfed by catastrophic events. How catastrophic
    • has brought about such great catastrophes. In regard to this I should
    • about them or one is inculcated in him. The phrase: “history
    • certain respect, a very delicate matter — still, it is possible
    • ask him something, communicate something to him, I am conscious of the
    • communicates something to me, then I hear his words, his words sound
    • communicate to him: this sounds out to me from him. And what he
    • truth it is a communication from the dead. We also are unfamiliar with
    • especially fitted to receive communications, messages from the dead.
    • science and education. — And then the method of Poehlmann is
    • it is for him to communicate with us.
    • with special interests. Therefore, the Roman-Catholic funeral service
  • Title: Lecture: Signs of the Times: Michaels Battle and Its Reflection On Earth -- II
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    • connected with the fact that his great catastrophe has befallen
    • Although, under the impressions of our catastrophic times, people have
    • The events of March, 1917 — if I may indicate a concrete fact
    • {Outbreak of the Russian Revolution. Abdication of the Czar. (Editor)}
    • blood. What we experience in our catastrophic times is an equalization
    • catastrophe.
    • catastrophes. For what took place would have taken place, but
    • that which must take place will be brought about by catastrophes,
    • revolutions, and cataclysms. No statistics, no programs, however well
    • Why do the spiritual powers not intervene and help them vindicate
    • catastrophic age, our present difficult times have become a necessity.
    • interesting publications concerning the Christ Jesus. Very interesting
    • publications, indeed! Take for instance, a Danish one {Emil Rasmussen
    • publication is written entirely from the standpoint of the modern
    • discouragement if they are to approach the indicated matter.
    • for example, been indicated today.
    • beyond the catastrophic times in which we live. As I have stated, it
  • Title: Psychoanalysis: Lecture I: Anthroposophy and Psychoanalysis I
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    • acquainted, was a man of extraordinarily delicate spirituality
    • matter, as it were, by uttering and communicating it to
    • the cab rushed towards them the supper guests scattered to
    • complicated, and not the simple creature presented to us by the
    • falls into a ridiculous self-deification, or a moral
    • the point where you may catch at things. The things are there,
    • so-called science. But one may catch them in any such passage,
  • Title: Psychoanalysis: Lecture II: Anthroposophy and Psychoanalysis II
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    • indicated, one or two only which are not unconnected with our
    • irritating that I have indicated important subconscious
    • thinking (yellow). But if I were to indicate their direction
    • psychoanalysis, either therapeutically or educationally, as
  • Title: Psychoanalysis: Lecture III: Reflections in the Mirror of Consciousness, Superconsciousness and Subconsciousness
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    • knows it to be located in one's own head. If anyone has a
    • This application of the law is to be seen only in occult
  • Title: Psychoanalysis: Lecture IV: Hidden Soul Powers
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    • clarification of these things is possible only if it can be
    • of the ordinary consciousness. Now we shall indicate by a
    • indicated by the parallel lines (a–b) everything belongs of
    • to these parallel lines we may indicate the physical sense
    • transformed itself into the forces here indicated (see
    • way indicated through the longing for the one who is living
    • delicate magic, and when the human being has passed through the
    • proceed to more complicated matters which may lead us
  • Title: Psychoanalysis: Lecture V: Connections Between Organic Processes and the Mental Life of Man
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    • the whole body, but is located primarily in the head; we have
    • cartilage-formation or ossification of the abdomen where,
    • education. What does present medicine know of the
    • delicate warmth structures of the warmth organism.
    • its broadest implications.) If you take what circulates in the
    • the Copernican, or any modification of it, then we take into
  • Title: The Ego: Lecture 1
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    • We know that since the great Atlantean Catastrophe, which entirely
    • educated us for, or, we can so place ourselves that we know
    • catastrophe, there were numerous human beings who knew through their
    • it were, divide human beings into categories. Each person can still
    • today be reckoned into a certain category; with reference to this or
    • the other quality, he will belong perhaps to different categories, but
    • of race. If we go back beyond the great Atlantean catastrophe, we see
    • unconscious untruthfulness lies at the basis of our present education.
    • incline to this or the other because of his education or temperament,
    • inclines to the Christ through one's Occidental education or one's
    • will be scattered over the whole earth, and within the whole earth
    • categories similar to each other. That will be the external
  • Title: The Ego: Lecture 2
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    • said about the Gospels, with various applications to the personal life
    • could educate himself to our present modern perception and
    • The whole evolution of mankind is a kind of education of humanity. The
    • allocated to Abraham.
    • Today we have only been able to indicate the inflow of the Zarathustra
  • Title: The Ego: Lecture 3
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    • Now from what we have already described, we can well indicate what
    • Isaiah predicted. We can indicate it by saying: In ancient times, man
    • which cannot yet be effected by man. I have indicated something of
    • before him.” And so there is indicated a deep world-mystery
    • words of the prophet Isaiah; then you have an indication of the
    • This is, one might say, sufficiently indicated to us in the gospel of
    • Mark. Yet such things can only be indicated in image form. Christ
    • that one indicates that this healing power can flow down when the
    • indicated to us: that this sun-force works, and that fundamentally
    • world. And so now there was indicated through Christ Jesus how the
  • Title: Bridge between the Ideal and the Real: Lecture I
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    • how, in reality, St. Augustine with a far greeter justification
    • and entirely with that of the Roman Catholic Church. Only the
    • seeks a Catholic Church without the Christ. That is what he
    • Auguste Comte. A Catholic Church without the Christ.
    • may say that Auguste Comte seeks a Catholicism, or I might
    • better say a Catholic Church, without Christianity;
    • — A Catholic Church
  • Title: Bridge between the Ideal and the Real: Lecture II
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    • copy in the human ordering, became theocratic; the application
    • but they must again be won on those paths indicated by
    • through that development which I have indicated. We must see
    • world-view which found its special advocate in Auguste Comte,
    • application to Positivism and rejection of his teacher St
  • Title: Lecture: Greek and Germanic Mythology: Lecture I - The Prometheus Saga
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    • Then disbelief in their literal interpretation begins, and educated
    • what was to happen in the future, but they were given indications as
  • Title: Lecture: Greek and Germanic Mythology: Lecture II - The Argonaut Saga and the Odyssey
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    • attained without purification of the passions, the forces of
    • purification of Kama.
    • To-day I only want to indicate the bare framework of the saga. In my
  • Title: Lecture: Greek and Germanic Mythology: Lecture III - The Sigfried Saga
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    • which had been indicated in the scriptures since primeval times, and
    • modification of the old word ‘Nifelheim, Nebelheim’ (land of mist).
    • European culture. Here we have an indication of the dawn of
  • Title: Lecture: Greek and Germanic Mythology: Lecture IV - The Trojan War
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    • priesthood could be entrusted with the classification of mankind. It
    • that important classification which in its origin in the Egyptian and
    • That is very subtly indicated at the beginning of the Trojan saga. You
    • indicated in the saga, where we are told that all the gods were
    • the Iliad too you will find that the blind poet indicates his theme at
  • Title: Lecture: Lecture I: Occult Signs and Symbols
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    • example, that the various planets of the universe are indicated by
    • that in due course one receives indications in the use of such
    • that a man's physical body is the oldest and most complicated member
    • has an ego. The more highly educated person can be distinguished from
  • Title: Lecture: Lecture II: Occult Signs and Symbols
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    • with the indication about Noah's Ark, stating that in the proportions
    • wrong to assert that such a Gothic cathedral simply came to be out of
    • underlay this. Those who indicated the first ideas for these Gothic
    • these things, but only indications about facts. All this pours a
    • others. This was a tremendous deepening and intensification of the
    • being? They were brought forth in the Gothic cathedrals with their
    • pointed arches, pillars and columns. This had educated these souls.
    • shape of the cathedral, and as the initiate would be able to indicate
    • the symbol of the snake. In the Roman catacombs you come upon the
    • turf, slime or spinach was formed. The greatest densification
    • regions that are hard to explain, but at least some indications can
  • Title: Lecture: Lecture III: Occult Signs and Symbols
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    • unity of God in the universe. God is indicated by the number one. We
    • can be considered in this way. Actually, there is justification for
    • life a great deal can be done by observing certain laws of education.
    • arranged that the One results. It indicates that, as occultists, we
  • Title: Lecture: Lecture IV: Occult Signs and Symbols
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    • this. They are the sign that indicates the height to which a man will
    • the initiate must swallow this book. Here is indicated the time when
    • process of purification is symbolized by the counter-dimensions
    • earth, following the sun, moves in a complicated curve. The same is
    • far more complicated than is assumed in elementary astronomy. You see
    • it symbolizes the spiritualized fructification that will be active
  • Title: Spiritual Hierarchies: Lecture 1
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    • be understood at the beginning of the era for whose purification
    • difficulty. In ancient Atlantean times, before the great catastrophe,
    • in the times before the Atlantean catastrophe, it would have been
    • catastrophe, sweep round the spaces of the world seeing everywhere
  • Title: Spiritual Hierarchies: Lecture 2
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    • indicated with the words: ‘Behold the day and the night. That
  • Title: Spiritual Hierarchies: Lecture 3
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    • the understanding of them has to depend only upon such qualifications
    • as Dionysius says, till the time of his deification, or else to
    • truth to deification, the other one leads to folly, to madness.
    • he wrote of this was dedicated to the Goddess of Ephesus and that he
  • Title: Spiritual Hierarchies: Lecture 4
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    • we spoke of yesterday had not as yet become so complicated.
    • own godliness, at his deification, as is said by Dionysius, the
    • into caricatures, have been brought down from the encircling
    • the Sun, certain indications of which already existed on the Ancient
  • Title: Spiritual Hierarchies: Lecture 5
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    • communications from the Akashic Record know that the ancient Moon had
    • host of small Planetoids scattered in between the orbits of Mars and
  • Title: Spiritual Hierarchies: Lecture 6
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    • we have indicated already, but whom yesterday we omitted. These are
    • first thousands of years immediately after the Atlantean catastrophe.
    • day, it is indicated that once upon a time, in grey antiquity, before
    • communicate to men what they already knew as the older, more perfect
  • Title: Spiritual Hierarchies: Lecture 7
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    • actions had a meaning, an influence on the whole concatinations of
    • adaptable ones had been bred and educated sufficiently, he wove into
    • category of men was ensouled, inspired in their physical, etheric and
    • Buddhas, of the classes and categories of Buddhas, which we have to
  • Title: Spiritual Hierarchies: Lecture 8
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    • form the Animal circle or Zodiac, but I indicated at the time, that,
    • Saturn. Suppose that you wanted to indicate the direction in which
    • they are all individualised, so that one indicates different Beings
    • to indicate the right Thrones, Cherubim, Seraphim, one marks the spot
    • wishes to indicate the region out of which were laid the first
    • Thus you see, that it is not all so easy to indicate the real events
  • Title: Spiritual Hierarchies: Lecture 9
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    • flow into the general education of humanity at large.
    • fructification takes place! The mysteries of the great Cosmos will
    • important, but for the higher Gods it would only be a multiplication
    • our considerations must be dedicated to this question: What is the
  • Title: Spiritual Hierarchies: Lecture 10
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    • disappear together with its existence? You admire the Cathedral of
    • expressed his thoughts in stone in this cathedral, will that have no
    • this way you see the Cathedral of Cologne returning from the other
    • is to be found in some one place may often have a complicated
    • We now come to two categories of Beings. First those Angels who fling
  • Title: The East in the Light of the West: Lecture I
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    • necessary it was. This necessity is indicated in a profound way in
    • say that any falsification whatever of Eastern wisdom takes place
  • Title: The East in the Light of the West: Lecture II
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    • their own organs. The astral body and ego are delicate soul-beings;
    • fortunate position, because we have our delicate astral body and ego
    • called ‘purification,’ because the astral body is
    • to the inner forces — purification, cleansing, Catharsis. But
    • remains within the physical body. Now we all know what is indicated
  • Title: The East in the Light of the West: Lecture III
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    • concrete evidence of these matters. It is possible to indicate
    • Earth; the process is much more complicated than that. Even if we
    • mummification by the withdrawal of Moon.
    • hardening, from ossification. Certain beings were needed which at the
    • and that they must protect the earth from ossification by withdrawing
    • is to take place in the future. Indications of the Christ event were
  • Title: The East in the Light of the West: Lecture IV
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    • application of our concept of fire or warmth directly to the
    • indicated. That is a thing apart, standing alone in the evolution of
    • is possible to indicate the precise moment in the history of the
  • Title: The East in the Light of the West: Lecture V
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    • the more complicated phenomena of conscience, and so on, form a kind
    • all the cultured life of today. Before the mighty catastrophe which
    • picture of universal life and is also an indication of the laws of
    • this category belong the beings reverenced as the Northern Germanic
    • was a matter of indicating the inner development of the life of the
    • most beautiful face is twisted and caricatured if observed in a
    • already begun; it began at the moment indicated in the story which
  • Title: The East in the Light of the West: Lecture VI
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    • in the first epoch after the great Atlantean catastrophe, the ancient
    • indicated to the masses of the people, whereas the spiritual beings
    • embodiment, a fact which is cleverly indicated in the myths when
    • intensification of spiritual forces and faculties, and to pour this
  • Title: The East in the Light of the West: Lecture VII
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    • centuries following His appearance. Since the Atlantean catastrophe
    • of man, which has occurred since the Atlantean catastrophe. Before
    • this. He perceived all these delicate external distinctions. I only
    • story (which is in reality wiser than external science) indicates in
    • say that in communicating his knowledge of the higher world he
  • Title: The East in the Light of the West: Lecture VIII
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    • in this world is complicated and may be looked at from many different
    • soul-life and thus preserving him from mummification we shall soon be
    • whole range of their kingdom, with all their species, categories and
    • change somewhat as it did at the time of the Atlantean catastrophe.
    • this high individuality, of Manu. And what did Manu communicate to
    • them? Manu communicated to them the way in which they had at that
    • thought, fabricated as it is by the instrument of the brain. He never
  • Title: The East in the Light of the West: Lecture IX
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    • already indicated, by distinguishing between conditions which are
    • side through the complicated relations of time, and on the other
    • the Christ comes under a different category altogether. The Christ
    • everything else indicates how profoundly momentous the Christ event
    • only indicate here in bare outline with which the numbers twelve and
    • these, up to the next great catastrophe, and beyond it. If we inquire
    • is only a mere indication serving to show that space, when if
    • must serve as a slight indication of the profound change that thus
    • Rosy Cross — two things which may indicate a beginning of the
  • Title: Wisdom of Man: I. The Position of Anthroposophy in Relation to Theosophy and Anthropology.
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    • could be made public was communicated to the profane and received by
    • revealed to them. One of those to whom such communications from the
    • what a complicated being he is. In order to gain a sentient
    • following. The complicated physical body as we encounter it today is
    • as the complicated physical human body, with heart, kidneys, eyes,
    • or on the Moon. Much more could be said concerning these complicated
    • withdrew again. This separation resulted in an intensification of the
    • totters and falls over. The human body contains a delicate organ
    • more complicated; then, matter yields more. The next step offers the
    • complicated structure of the eye, which leads us much deeper into the
    • to reason. The sense of speech is an educator during the child's
  • Title: Wisdom of Man: II. Supersensible Processes in the Activities of the Human Senses.
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    • and this process of being squeezed out communicates itself to
    • such a way as to indicate the measure of balance.
    • touch has already been indicated. As generally described, it is a
    • the human being down to the most intricate anatomical details.
  • Title: Wisdom of Man: III. Higher Senses, Inner Force Currents and Creative Laws in the Human Organism.
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    • serve, but the reader should understand that its application is not
    • sound perception, and we will give a few indications that you will be
    • inward, and this produces a more complicated sensation: feeling. The
    • directs its psychic activity inward, a still more delicate soul
    • region where the senses themselves are located. You cannot look into
    • without any delicate activity such as reasoning or the like. What
    • sense impressions are communicated to this nerve substance through
    • communications. We have described the standpoints of anthropology and
  • Title: Wisdom of Man: IV. Supersensible Currents in the Human and Animal Organizations.
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    • forward, and so forth. At this point someone may try to catch me out
    • through the center of the larynx would indicate the direction of the
    • out of itself. Through spiritual science we can even indicate the
  • Title: Wisdom of the Soul: I. The Elements of the Soul Life.
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    • life and reveal themselves in manifold concatenations. Then the
    • stimulates something like gratification in our soul, this fact then
    • regard to earthly conditions, and indicating the inner phenomena of
    • — its inner fluctuation — clearly indicate its
  • Title: Wisdom of the Soul: II. Action and Interaction of the Human Soul Forces.
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    • Finally, we indicated one sensation appearing in this restless sea
    • subtle indication of our constitution, right down to our
    • educated, would understand nothing at all. Why? Because those in
    • so-called educated ones. In general, people are far less bored in the
    • country. People of the educated strata and classes whose soul life is
    • complicated are prone to boredom. We find, then, a difference even
    • ones, new impressions. The old conceptions crave fructification,
    • and eradicated. At that time people analyzed life correctly,
    • misinterpretation of the absolute justification for the relation of
    • concept. The purpose of a verb is to indicate something temporal.
    • The employment of a verb necessarily indicates a state
  • Title: Wisdom of the Soul: III. At the Portals of the Senses.
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    • Enthused, intoxicate, I feel
    • that is, the intercommunication with the outer world. Relive vividly
    • Now, what do we find a sense sensation to consist of? A modification
    • surges as a modification of desire, the objects of desire.
    • into being. That represents only one category of feelings, however.
    • indulge in it. But the implication of what has been said is that in
    • inculcates humility and forces back our egotism in the right way. The
    • conception. If we follow the path indicated today, we shall in the
    • but merely certain modifications, certain objects of desire. Then
  • Title: Wisdom of the Soul: IV. Consciousness and the Soul Life.
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    • the direction indicated by the arrow in the diagram, but were then to
    • When I now draw a line indicating the fourth direction,
    • in constant communication with the etheric body, and just because the
    • another sort of research to intervene and indicate the lines of
    • indicated what the second volume was to contain; he had planned to
  • Title: Wisdom of the Spirit: I. Franz Brentano and Aristotles Doctrine of the Spirit.
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    • organization of man (body, soul and spirit), as did the catholicizing
    • 869, at the eighth Ecumenical Council at Constantinople, the Catholic
    • body and soul only. Curiously enough, this catholic development has
    • Classification of the Faculties of the Human Soul, appearing
    • allude, in this introductory lecture, to the classification of
    • work. In contrast to the current classification — thinking,
    • or emotion. You will notice that in a certain way this classification
    • is called a concatenation of concepts, for example, the rose is red.
    • classified it in this way. This classification has its origin in the
    • members of Brentano's classification: visualization, and the
    • scientific authentication has never before been achieved. That is
  • Title: Wisdom of the Spirit: II. Truth and Error in the Light of the Spiritual World.
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    • indicate the manner of approach, when the time is available, rather
    • of a certain self-cultivation, a certain self-education through
    • of justification for a spiritual world, as opposed to the objection
    • set forth — justification for recognizing a spiritual world
    • mineral world and became complicated. That is, that it did not gather
    • new energies but merely became more and more complicated in the plant
    • and animal worlds, until finally it became so complicated that it
    • thoughts from the complicated instrument of the brain. All this we
    • from the complicated human brain as thought, in so far as the world
    • proof of the existence of a spiritual world, or an indication of one,
    • distorting mirror that reflects caricatures of objects. If you were
    • caricatures to convert these into true images; it abides by its
    • justification in the external physical world, but the acceptance of
    • the external physical world is not sufficient justification for
    • are indicated that must be present if what is to take place is to
    • and clearly proved the justification for contradiction in the outer
    • certainly this recognition and justification cannot apply to a
    • the Divine. They also felt — the justification of which will
  • Title: Wisdom of the Spirit: III. Imagination--Imagination; Inspiration--Self-fulfillment; Intuition--Conscience.
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    • One fact suffices to indicate the method by which it
    • naturalist, Huber, through the observation of caterpillars spinning a
    • cocoon. There is a caterpillar that builds its web in successive
    • took a caterpillar working on the third stage and set it on another
    • At first the caterpillar felt shocked, as one might interpret its
    • its own dictates. When Huber took one of the caterpillars away from
    • man we call right or wrong — the category “subject to
    • the right transition to the spirit realm I will indicate by diagrams
    • transition from the emotions to intuition. If we seek the location of
  • Title: Wisdom of the Spirit: IV. Laws of Nature, Evolution of Consciousness and Repeated Earth Lives.
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    • be admitted that among the advocates of the doctrine of repeated
    • completely distorted and seen in caricature. The essential thing is
    • to gesticulate. Unschooled people will sometimes catch themselves
  • Title: Lecture: The Christmas Festival: A Token of the Victory of the Sun
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    • celebrated on the days now dedicated to the celebration of the birth
    • ‘Vergöttung’ — deification. This word existed in all the
  • Title: Lecture: Signs and Symbols of the Christmas Festival
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    • The cataract, that through the gorge doth thunder,
    • their own, essential place within that evolution and must be dedicated
    • inculcated teachings. Then they were led to the actual awakening. This
    • they saw ears of corn as tokens of life, indicating symbolically that
    • The same truth is indicated in the Gospel of St. John in the words:
    • The Tree stands there as a prophetic indication of the future of
    • us, This thought is indicated in the fresh roses adorning this Tree;
  • Title: Lecture: The Birth of the Sun-Spirit as the Spirit of the Earth
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    • indicated by the crossing of the Jordan.
    • although what had actually come to pass in the event indicated
    • the day dedicated to Adam and Eve, the following day being the
    • Spirit, how adjustment and catharsis were made possible through the
  • Title: Lecture: Christmas at a Time of Grievous Destiny
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    • the Temple of Solomon was to inculcate the meaning of worlds into the
    • scattered Mystery-communities of the East. And one Being only — he in
    • give only very brief indications of these things. If we were able to
  • Title: Lecture: The Proclamations to the Magi and the Shepherds
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    • Here we have an indication of two ways in which higher knowledge came
    • still survived, as the Gospels clearly indicate if we understand them
    • clearly indicated that these Magi were able to read the secrets of the
    • for thousands of years in the Mysteries, but there it was communicated
    • book Christianity as Mystical Fact I have indicated the special nature
  • Title: Lecture: On The Three Magi
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    • this symbolism was kept very secret and no definite indications were
    • indicates the connection with the so-called Root Races. The remaining
    • beings. Men were educated under the guidance of the Initiates until
    • Thus the offerings made by the Three Kings indicate the connection of
  • Title: Lecture: The Revelation of the Cosmic Christ
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    • dedicated to the revelation of the Christ, to remembrance of the
    • December, was dedicated to Adam and Eve. The day of Adam and Eve
    • Mysteries, indications were given of what must come to pass in the
    • was also indicated that what could be presented in the Mysteries in
    • dedicated to Christmas. They synthesize what I wanted to bring to your
  • Title: Lecture: The Birth of Christ Within Us
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    • is full of significance; it is an answer which indicates what reverent
    • dedication to the Living Being of the Cosmic Christ.
  • Title: Christ Impulse: Lecture 1: The Sphere of the Bodhisattvas
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    • must not merely accept the facts communicated to us, but try to a
    • Atlantean catastrophe humanity went through the period of the Old
    • advocating the idea of re-embodiment or reincarnation, if we did not
    • done. Those forms were man's educators at that time; they gave him his
    • communicating wisdom to them in the form of pure thought, nor could
    • them; he could not have communicated messages from a higher world, nor
    • had to communicate through the etheric body. That means that the
    • something was thereby communicated to the sentient-soul, which was
    • complicated and not in a direct way. A Son of Apollo bore within him
  • Title: Christ Impulse: Lecture 2: The Law of Karma with Respect to the Details of Life
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    • education in hand to look out for the result. In this way karma
    • for delicate children three, four or five years old, to drink a glass
    • way is qualified to educate children, for he will be able to provide
    • That is the way people talk to-day about Education and all other
    • the question of Education — if the anthroposophical views
    • penetrate to the fundamental principles of Education. Karma provides a
    • connections of a certain phenomenon in Education expressed in the
    • If we wish to educate a child, and to imbue it with any particular
    • The above are a few of the things that indicate the connections to be
    • tendency.’ No man is considered an educated man to-day who does
    • not mention it at least two or three times a week! An educated man
    • Anyone not saying that is regarded as badly educated, perhaps among
  • Title: Christ Impulse: Lecture 3: The Entrance of the Christ-Being into the Evolution of Humanity
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    • more deeply on to the earth in the Lemurian epoch. We can indicate the
    • Ten Commandments give instructions for the education of the ego. This
    • Thus we see the profound truth of what I have already indicated here
    • This indicates an important point in human development. Spiritual
  • Title: Christ Impulse: Lecture 4: The Sermon on the Mount
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    • these, words can only be useful as indications; — for what
    • which can only be communicated through physical inheritance. We have
    • They called the ego of this ancestor, ‘Itiel,’ to indicate
    • — the indication is given that men must learn to develop in
    • is like the predicate, ‘Blessed (or God-filled) are they who
    • the subject and the predicate are different, cannot in the least be
    • Christianity in some dogmatic collateral signification or side issue,
    • undergoes a complete modification. It must be entirely re-modeled, so
  • Title: Christ Impulse: Lecture 5: Correspondences Between the Microcosm and the Macrocosm
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    • indication of a deeper foundation of cosmic Mysteries, permeating all
    • have already indicated, moreover, that in a future age the two sexes
    • indication of a far-reaching series of facts connected with the
    • delicate artistic sense tells us that the female form, with the
    • but presents it as a caricature. The female has preserved an earlier
    • caricatured form of a future state? If we bring to mind the concrete
    • The Moon actually represents a caricature of the Jupiter-condition.
    • One who can investigate these things spiritually is able to indicate
    • It was clearly and distinctly indicated in the last lectures that
    • that man may not sink more deeply into the materialism indicated by
  • Title: Christ Impulse: Lecture 6: The Birth of Conscience
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    • indications of what remains to be discussed, it would interfere with
    • complicated, and the spirit of the guiding cosmic beings can only be
    • further complications thus arise in evolution. By this means more is
    • Adriatic Sea, — was indicated by a great Leader of Humanity, who,
    • an infinite Wisdom guiding our development. We have thus indicated the
  • Title: Christ Impulse: Lecture 7: The Further Development of Conscience
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    • In the primeval past, not long after the great Atlantean catastrophe
    • some catastrophe, all the historical proofs of the historic Jesus of
    • personal festival, dedicated to one person. Now, although the belief
    • dedicated to a personality. Not only the customs of the time but also
    • indicated the way in which it will alter in the future.
  • Title: Life Between ... I: Investigations Into Life Between Death and Rebirth 1
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    • their new consciousness, can communicate with them and even help them.
    • the spiritual world, and to indicate what the consequences of such
    • communicating certain things to his fellowmen from the spiritual
    • between death and rebirth. One can give but a few indications in
  • Title: Life Between ... II: Investigations Into Life Between Death and Rebirth 2
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    • their new consciousness, can communicate with them and even help them.
    • let us indicate one after another the prenatal conditions of the
    • confirmation, but an indication regarding these facts. On earth
    • Such an indication may appear unjustified. It may even seem playful,
  • Title: Life Between ... III: Mans Journey Through the Planetary Spheres
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    • their new consciousness, can communicate with them and even help them.
    • If we ponder deeply about the implications of this, occultism can
    • investigation is difficult and full of complications. Suppose a man
    • area marked by the orbit of the Moon; the sphere indicated by the
    • destiny for the next, the Venus period. A different category of ideas
    • deprecate those doctrines; we honor them as highly as any Hindu.
  • Title: Life Between ... IV: Recent Results of Occult Investigation Into Life
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    • their new consciousness, can communicate with them and even help them.
    • communicated can do so. Our attitude within our spiritual scientific
    • Spiritually, man lives in the Mars sphere as indicated. Then he
    • indicated or portrayed in our time by artists. In the future it will
    • I wanted to convey these indications on the basis of renewed,
  • Title: Life Between ... V: Life Between Death and Rebirth 1
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    • their new consciousness, can communicate with them and even help them.
    • Something can be communicated about these matters because, as you
    • communicate something about this realm.
    • attribute a special position to the Christ that is not indicated in
    • justification of religious beliefs.
    • later and earlier lives. This indicates how the knowledge that we
    • He indicated repeatedly that man attains the highest when he realizes
  • Title: Life Between ... VI: Life Between Death and Rebirth 2
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    • their new consciousness, can communicate with them and even help them.
    • human soul life is complicated. The one who slandered anthroposophy
    • means of spirituality bridges of communication are created between
    • communication between the two worlds.
  • Title: Life Between ... VII: The Working of Karma in Life After Death
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    • their new consciousness, can communicate with them and even help them.
    • We might say that the gods seek to educate mankind through thinking
    • communication. By reading to the dead we can enter in immediate
    • used the same words, and it is indicative of the Christian faith that
    • because this indicates that it is not merely a matter of the content
  • Title: Life Between ... VIII: Between Death and a New Birth
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    • their new consciousness, can communicate with them and even help them.
    • the period of catharsis. We have observed people going through the
    • shall be able to communicate in both directions with the dead. It
    • During the period of catharsis the dead understand the language they
    • into devachan. During the period of catharsis he still remembers
    • life and we will be able to communicate with the dead.
  • Title: Life Between ... IX: Life After Death
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    • their new consciousness, can communicate with them and even help them.
    • bring us to the point at which we become this intricate instrument.
    • any means of communication. This is what one achieves if one excludes
    • and when they seek to communicate with those whom they knew
    • soul of man. The actual words of Christ are indicated in many of his
  • Title: Life Between ... X: Anthroposophy as the Quickener of Feeling and of Life
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    • their new consciousness, can communicate with them and even help them.
    • of death. In the manner that one can communicate with the dead one
    • with which the soul is burdened by such a lack of communication. He
    • they can communicate with one who for earthly life is dead. In the
    • communication comes, that is, who has spoken into him. It is only
    • This twofold consideration will indicate the radical change that will
  • Title: Life Between ... XI: The Mission of Earthly Life as a Transitional Stage for the Beyond
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    • their new consciousness, can communicate with them and even help them.
    • with the nature of man. Only one form of communication is possible
    • however, is more complicated than is usually imagined. It is easier
    • condition of mankind inasmuch as men are unable to communicate with
  • Title: Life Between ... XII: Life Between Death and Rebirth 1
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    • their new consciousness, can communicate with them and even help them.
    • him to bring about precisely what lies in his karma. This indicates
    • incarnation in the manner indicated then in a new life he will be
    • A configuration of this nature indicates again that the soul cannot
    • appeared, devoted to the religious education of children. The man
    • theory. One should give no religious education to children because it
    • equally as good Protestants or Catholics as they would have been
    • dedicated for a time to the service of such activity between death
    • have their justification in the overall wisdom of the world. Even if
    • of catastrophes such as the sinking of the Titanic or the
  • Title: Life Between ... XIII: Life Between Death and Rebirth 2
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    • their new consciousness, can communicate with them and even help them.
    • earth sphere. By far the greater majority of communications from the
    • There are things in this category that need not be considered
    • This subject is full of complications. On the earth we live among the
    • inculcate peace and harmony into the aggressive nature of Mars. Since
    • the Moon. (The outer planets indicate the relative positions of the
    • from Mars. So the position of the planets really does indicate what
    • indication of what we ourselves have inscribed. The outer planets are
    • today and be educated as a materialist, Protestant or Catholic.
    • delicate, wonderful figures of Christianity in his paintings came
  • Title: Life Between ... XIV: Further Facts About Life Between Death and Rebirth
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    • their new consciousness, can communicate with them and even help them.
    • enter into communication with a person after death, the man informed
  • Title: Life Between ... XV: Intercourse With the Dead
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    • their new consciousness, can communicate with them and even help them.
    • I indicated, if one views the problem relating to the death
    • that must be determined is the location and the country where the
    • indication of hands and feet.
  • Title: Life Between ... XVI: Life After Death
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    • their new consciousness, can communicate with them and even help them.
    • world. Therefore, we can usually only indicate what happens between
    • souls after death and communicate with them.
  • Title: Lecture I: Human and Cosmic Thought
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    • the connection between Man and the Cosmos. I will first indicate what
    • sincere, to concede that general categories can be anything more than
    • simply that he does not notice it! And history is so complicated that
  • Title: Lecture II: Human and Cosmic Thought
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    • perhaps one merit — it goes straight to the point and indicates
    • they eat mice, etc. One can call such creatures “cats”.
    • something to do with what we call “cats”. But now let us
    • has encountered many cat-owners, men and women, and he has noticed
    • Hence we now have the general concept “Cats” and the
    • the same significance as the general concept “Cats”. Here
    • the general concept “Cats” we have taken the line of
    • “Yes, but however complicated the machine may be, one can never
    • the brain is only a complicated machine, it can never give rise to
  • Title: Lecture III: Human and Cosmic Thought
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    • sound logicians, who have a somewhat more complicated task. One might
    • Naturalism side by side and each with its justification. For it is
    • cosmic conceptions which all have their justification. We have
  • Title: Lecture IV: Human and Cosmic Thought
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    • Educator”; “Richard Wagner in Bayreuth”. Then the
    • education, by means of external conditions; they come into account
    • constellation altered in the way indicated.
    • their logic. And their logic was indicated in the diagram I drew for
    • verification, the thought is changed round. The third standpoint must
    • thought out by one category of the Hierarchies, then I am passed on —
    • one category to another, so that this in turn may think me in my
  • Title: Lecture I: Human and Cosmic Thought
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    • the connection between Man and the Cosmos. I will first indicate what
    • sincere, to concede that general categories can be anything more than
    • simply that he does not notice it! And history is so complicated that
  • Title: Lecture II: Human and Cosmic Thought
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    • perhaps one merit — it goes straight to the point and indicates
    • they eat mice, etc. One can call such creatures “cats”.
    • something to do with what we call “cats”. But now let us
    • has encountered many cat-owners, men and women, and he has noticed
    • Hence we now have the general concept “Cats” and the
    • the same significance as the general concept “Cats”. Here
    • the general concept “Cats” we have taken the line of
    • “Yes, but however complicated the machine may be, one can never
    • the brain is only a complicated machine, it can never give rise to
  • Title: Lecture III: Human and Cosmic Thought
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    • sound logicians, who have a somewhat more complicated task. One might
    • Naturalism side by side and each with its justification. For it is
    • cosmic conceptions which all have their justification. We have
  • Title: Lecture IV: Human and Cosmic Thought
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    • Educator”; “Richard Wagner in Bayreuth”. Then the
    • education, by means of external conditions; they come into account
    • constellation altered in the way indicated.
    • their logic. And their logic was indicated in the diagram I drew for
    • verification, the thought is changed round. The third standpoint must
    • thought out by one category of the Hierarchies, then I am passed on —
    • one category to another, so that this in turn may think me in my
  • Title: Lecture: The Origin of Suffering
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    • from our modern thinking, and the generality of our modern educated
    • which gives rise to caricature. This mood, perhaps with ridicule and
    • derision, draws in caricature what goes on in the soul of the other
    • the other grasps it as caricature. It is not a mere comparison, not a
    • burden of his pain. But what must one do if one wants to caricature?
    • caricature. No-one will deny that just as through tragic compassion
    • the caricature is what lives in the personality of the caricaturist.
    • the phantasy of the one caricaturing rather than the one caricatured.
    • its formation. Life can be present only where a much more complicated
    • the combination of the material is so complicated that it cannot
    • therefore say with justification that suffering is a common feeling
    • the Crucifixion of Christ Jesus as a process indicated in the parable
    • without justification — as we shall see in the next lecture —
    • purification, the lifting up of human nature, lies in pain. When the
  • Title: Lecture: What Do We Understand by Illness and Death
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    • it by the majority of educated people, is contained in St. Paul's
    • consider how complicated human nature is in the sense of spiritual
    • complicated musical instrument. It is a question here of what the
    • touch here on ground where it is difficult for educated men of today
  • Title: The Rishis
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    • third culture, the Egyptian, indicated an ever larger love for
  • Title: Manifestations/Karma: Lecture: The Nature and Significance of Karma in the Personal and Individual, and in Humanity, the Earth and the Universe
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    • to find, if the case is not complicated, that the explanation of the
    • school-boy of thirteen, five years before the change of vocation,
    • have compressed it. Such experiences as we have just indicated, which
    • been, as a child, educated in this way; that is, if the living,
    • Science had indicated certain laws of science before they were
  • Title: Manifestations/Karma: Lecture: Karma and the Animal Kingdom
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    • vast ramifications of karmic law if we go beyond a single human life
    • respect. Think how the beaver builds its complicated dwelling. It does
    • complicated arrangement in the cosmos. But we also know that the
  • Title: Manifestations/Karma: Lecture: Karma in Relation to Disease and Health
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    • furnish innumerable proofs of what I have just indicated, but the
    • in the etheric body. But we should not deny that such provocation to
    • Thus our soul-life is divided into entirely different categories, and
    • categories if we consider the effect upon the inner being of man. Let
  • Title: Manifestations/Karma: Lecture: The Curability and Incurability of Diseases in Relation to Karma
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    • really goes to the bottom of these things, this indication cannot
    • is a karmic complication due to previous acts which were dominated by
  • Title: Manifestations/Karma: Lecture: Natural and Accidental Illness in Relationship to Karma
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    • ‘therapeutic nihilism’ was not without justification, for it
    • will by way of self-education lead him gradually to a stronger
    • Bearing this in mind one more indication should be given which deals
    • soon discover that we are attaining in a complicated way that which
    • our education, the healing processes which are drawn from the organism
    • accomplish through our soul forces the self-education that would
    • soul forces acquired by self-education. If we contemplate life as a
    • an organic self-education, there can as a rule be no question of any
    • education of the soul.
    • external provocation. But this is not so. In a certain sense we are
    • You might also recall the famous lamp in the cathedral of Pisa, which
    • exercised. We must endeavour to see the significance of that education
    • psychological culture today, however, these grotesque indications are
    • immediately fabricate a theory about the difference between the
    • sitting in front of the oscillating church lamp in the Cathedral of
    • shall have to educate ourselves to penetrate Maya and illusion, that
  • Title: Manifestations/Karma: Lecture: The Relationships Between Karma and Accidents
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    • Ages, who in order to descend into their own inner being dedicated
  • Title: Manifestations/Karma: Lecture: Forces of Nature, Volcanic Eruptions, Earthquakes and Epidemics in Relation to Karma
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    • trouble, so that through pain we may educate the subconscious. We may
    • classification will now be longing to distinguish these illnesses that
    • qualities we gain from a healthy education of our Ego-consciousness.
    • the liver because it does not hurt. By this it is indicated that
    • complicated structure of human nature, and we shall arrive at the
    • its justification in the general march of evolution. We shall see
    • natural catastrophes and that this conclusion is entirely supported by
  • Title: Manifestations/Karma: Lecture: Karma of the Higher Beings
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    • formative forces of the organism, and even the most delicate and
    • Let us take a case which actually happened. In a natural catastrophe a
    • catastrophe which resulted in a close alliance of these people at a
    • strength to undertake something in common. Through this catastrophe
    • of evolution. This case has been investigated and authenticated by
    • in a catastrophe or an accident. Such an event may appear as a primary
    • each other, there are manifested certain complications in human life.
    • These complications appear under forms so diverse that we never see
    • a person by means of a corresponding spiritual education. This would
    • vaccination, the person receives a spiritual education. If we
  • Title: Manifestations/Karma: Lecture: Karmic Effects Of Our Experiences As Men and Women. Death and Birth In Relationship to Karma
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    • must be educated by all sorts of means before it can lose its
    • lecturing. This is how the advocate of the theory of selection will
  • Title: Manifestations/Karma: Lecture: Free Will and Karma in the Future of Human Evolution
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    • acquired a perception of how things which today can only be indicated,
    • sees anything that does not belong to this category. You know, too,
    • We have thus indicated one side of the question from the point of view
    • the soul upon earth are modifications, are manifold transformations of
    • in some way a modification of love, and if the inner and the outer
    • itself indicates what should lead to the overcoming of the
    • ‘magnetic healing.’ What does the healer communicate to the
    • scattered that it is impossible for everyone to gather it together.
  • Title: Manifestations/Karma: Lecture: Individual and Human Karma. Karma of the Higher Beings.
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    • eradicate the shadow-side of this culture — the impulse to press
    • the ascending time of purification — perhaps during several
  • Title: Lecture: Secrets/Threshold: Lecture II
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    • indicated. Certainly the policy some people choose is more convenient
  • Title: Lecture: Secrets/Threshold: Lecture III
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    • that what I am indicating really takes place: Ahriman and Lucifer
  • Title: Lecture: Secrets/Threshold: Lecture IV
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    • what already has been indicated. In the elemental world there are
    • that is not printed on the page; it is, however, indicated to you by
    • with a certain justification, indeed even with complete
    • justification. Nevertheless when you go more deeply into such
    • complicated, there is a great deal in the subconscious that does not
  • Title: Lecture: Secrets/Threshold: Lecture V
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    • find the wisdom of measure and number. More and more complicated
    • became the argument, with ever more complicated numerical
    • them. More and more complicated became the structures that Father
    • nerve so much in deciphering this complicated stuff that, even though
    • into small communities scattered over many different parts of the
    • activities, such as farming, cattle raising and the like.
    • more and more complicated. At first Dame Felicia listened, clasping
    • is even called “literary speech.” The name indicates how
    • Just as the positive and negative electric charge indicates a
  • Title: Lecture: Secrets/Threshold: Lecture VI
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    • I shall indicate for anyone who wants to ferret out contradictions,
  • Title: Lecture: Secrets/Threshold: Lecture VII
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    • actions. The human soul is pretty complicated and has many
    • also indicated at the end of
    • Thomasius's case we are dealing with manifold duplication. One part
    • clairvoyant path to man's true being is complicated, for the soul
  • Title: Lecture: Secrets/Threshold: Lecture VIII
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    • it is to behold it rightly and truthfully. To catch a few impressions
    • through our education, through custom and through the outward
    • destiny scatters us apart to our various tasks and occupations in
  • Title: Lecture 1: On the Meaning of Life
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    • developed immediately after the great Atlantean catastrophe —
    • catch glimpses of the primeval teachings that issued from that time.
    • single personality. This has been the education of the West.
    • expression. A great occult fact is here indicated that man, as
    • regarded the Madonna as specially Catholic; but to-day the Madonna
    • educate. Whoever pays attention to the capabilities of children can
    • can only be made by those who educate children. Now if one of the
    • point is that we can educate children when we know the interplay of
    • disease, of education and life. They will have to be mindful of such
    • application. But how is it with the logic of the matter? When one is
  • Title: Lecture 2: On the Meaning of Life
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    • still needed fructification. As humanity evolves further, ever more
    • place. This is the fructification from above of what has apparently
    • fructification received with the Christ-Impulse.
    • became a Roman Catholic (which he did in order according to his
    • life is reached in the way described, through the fructification of
    • that the human soul does not simply scatter around what is merely a
  • Title: Inner Impulses: Lecture I
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    • scientific observation that clarification, can also be thrown upon the
    • education, to absorb along with Latin a whole host of feelings and
    • secondary education should not be so overwhelmed by the waves of that
    • the period that still plays such a large part in the education of our
    • under Catiline, the endless and most terrible slave wars — this
    • for the education and culture of our young. Then we see how, while all
    • philosophy, categorically forbidding its pursuit. He also put a stop
    • Christianity and also brought semi-occult communications into it,
    • the whole of Greek culture. They used well-educated Greeks, who indeed
    • category through the natural association of ideas. In the word
  • Title: Inner Impulses: Lecture II
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    • gave some indication of where we have to look today for signs of
    • indicated before, observation of sense reality is one task incumbent
    • knowledge of it. On the other, by powerful application of their
    • from a place in Asia. A priest there had been educated to behold
    • These the priest communicated to a young man of remarkable energy and
    • ahrimanic influence is dispersed and scattered. But you need only
    • study how Spain, strictly Roman Catholic as it was, was fascinated by
    • give birth to an idea. In the moment of its birth it intoxicates me,
    • intoxicates me, but next morning it fills me with loathing.” This
    • you. I would like, however, to indicate certain phenomena of our time
    • impulses that later work themselves out in the way I have indicated in
  • Title: Inner Impulses: Lecture III
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    • nature of indications. Moreover, there is a further reason, which is
    • becomes necessary from time to time to indicate with care and caution
    • Atlantis. I also indicated how a certain ahrimanic attack was launched
    • caricatured counterpart appeared in the West as opponent of the
    • Taotl. It was communicated to no one who had not been initiated
    • communicated except on one special condition. The wisdom was imparted
    • manner. Moreover, only certain secrets were communicated to the
    • scaffold-like structure, a kind of catafalque, was rounded off above
    • mysteries lived for the quite specific purpose that I have indicated
    • prepared. This being was Tezcatlipoca. That was the name given to the
    • The teachings of Tezcatlipoca soon escaped from the mysteries and were
    • teachings of Tezcatlipoca were actually the most exoteric, while those
    • thought of it — from the god Tezcatlipoca. Another spirit was set
    • god, Tezcatlipoca. The powerful onslaughts were thus prepared in the
    • able to win again for earthly life all those souls who, as indicated,
    • I wished to indicate to you by means of this description the sort of
    • communicated in our age. When it is possible for outstanding members
  • Title: Inner Impulses: Lecture IV
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    • manifest not only among the educated in whom problems of world
    • absolutely different. Then, when knowledge was communicated through
    • the training toward virtue and then the communication of wisdom.
    • It may be useful at this point to comment on a new publication. A
    • Pope should excommunicate a whole nation,” and energetically
    • spiritual science to bring about the fructification of European
  • Title: Inner Impulses: Lecture V
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    • different influences these powers desired to educate the Greeks and so
    • things as are here indicated are prepared long beforehand. These
    • the earth, as I have indicated. Thus, from two sides, from that of
    • special circumstances. Steps led up to a kind of catafalque, a
    • This cult was dedicated to the successor, the son of the Great Spirit,
    • initiate acquired actual powers of black magic, the application of
    • devilish cult. One such sect was that of Tezcatlipoca. He too was a
    • an etheric body. Tezcatlipoca was a being akin to Jahve or Jehovah.
    • prevailing in Mexico. Tezcatlipoca was a spirit akin to Jahve.
    • green feathered serpent, this indicates to those who understand such
    • By these means the ahrimanic impulse was inculcated into the etheric
    • only to the knees and dies off from there down. In such identification
    • were impervious to such identification of the concept of prosperity
    • In order to vindicate sensory existence and to cause men, through
    • know the implications of the problem “How does man enter the
    • worse than the animals. This is a direct indication that Soloviev's
    • impulse that must be inculcated into life, and that it is the task of
  • Title: Inner Impulses: Lecture VI
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    • will no more than indicate the historical background since nowadays
    • occurred, they founded an order dedicated entirely to the Mystery of
    • moment of their lives they were to think and feel dedicated with all
    • devoted solely to the task we have indicated. Were they to meet a
    • might confiscate their gold and posses their treasure himself. Now, I
    • resulting from the dedication of their lives to the things I have
    • indicated.
    • to communicate it to his vassals. Now, after a cruel judicial process
    • of temptation come out! Under his instigation a catechism of leading
    • the story was fabricated that they had worshipped an idol instead of
    • forswore the Mystery of Golgotha. The catechizing had been so well
    • eradicated. Spiritual life cannot be rooted out; it lives and works on
    • pole is located at a different point from that of the geographic north
    • style it is American — a style in which Grimm has educated
    • Scatters its seed around in every roadway;
    • Scatters its seed around on every roadway,
  • Title: Inner Impulses: Lecture VII
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    • The Education of Man through the Materialistic Conception.
    • Henry VIII and Sir Thomas More. The Education of Man through the Materialistic Conception
    • Catherine of Aragon, was divorced from him and, considered quite
    • complicated matrimonial history of Henry VIII, who, as stated, reigned
    • Now, taken purely historically, the divorce of the first, Catharine of
    • Faith, as he called himself, that is, of the Catholic faith emanating
    • the marriage. Henry became the opponent of the Pope, of the Catholic
    • and power separated the English Church from the Roman Catholic Church.
    • but the Church in England was to be cut off from the Roman Catholic
    • from England. All this can only be indicated here.
    • commonly accepted that one is Catholic or Protestant just as one is
    • the spiritual world, although in distorted, caricatured form. He is
    • are not true. What was inculcated in the Templar Order was this, that
    • of which I speak, a most powerfully effective educational book,
    • head. What matters is the education of mankind through the education
    • the cosmos in order to be educated in a certain way through thoughts.
    • etc. The planets carry out quite complicated movements in universal
    • imagine these to be reality. Men had to be educated like this in these
    • sense of these faculties, slept deeply in the centuries indicated. On
    • Now, connect this with something I have already indicated yesterday.
    • Maximum number of matches per file exceeded.
  • Title: Cosmic New Year: Lecture I: The Three Streams in the Life of Civilization. The Mysteries of Light, of Man, and of the Earth.
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    • contained which somehow indicates a super-sensible world. And at the
    • another perhaps is taken further on in our educational institutions.
    • of years ago. That, however, which for us today in educational
    • instruction was given for the tending of the cattle, for ploughing the
    • still more weakened as it passed into our modern life of education. In
    • our modern life of education, everything has become devoid of living
    • which we call the Roman Catholic religion. There, God with his
    • everywhere lays hold on facts, and indicates so-called
    • the Roman Catholic side, but in harmony with the Protestant,
    • Congregation, and it applies especially to Catholics — the decree
    • that it is forbidden to Catholics to read Anthroposophical writings.
    • Roman Catholics, therefore, are officially bound to seek information
    • knows the whole constitution of the Roman Catholic Church, how the
  • Title: Cosmic New Year: Lecture II: The Michael Path to Christ: A Christmas Lecture
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    • realize all that which indicates decline in human civilization today,
    • occurs to us today: Would that the official advocates of this or that
    • greater part of these self-vindicating books?” I have tried from
    • indicated, the indication refers to two different things: first, to
  • Title: Cosmic New Year: Lecture III: The Mystery of the Human Will
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    • catastrophic years, only he can close his eyes to the fact that we are
    • is on the increase. I shall merely indicate this aspect. Today I must
    • in order to give some indication of the spirit which should pervade
    • written for the glorification of Jesus. We are, therefore, left with
    • it is just this secret which is known to the more modern Catholic
  • Title: Cosmic New Year: Lecture IV: The Breaking-in of Spiritual Revelations Since the Last Third of the Nineteenth Century. Thoughts on New Years Eve.
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    • described it. But when we come to details modifications are needed.
    • were dedicated. How does the case stand today? Today the Ego is empty
    • revelations in terms by which they can be communicated to man. These
    • which drives away every religious ‘interest’, and scatters
    • repudiated, every religious experience scattered. A wholly undefined
    • drive away every religious interest and scatter every religious
    • is termed theosophical is in keeping with the teaching of the Catholic
    • opinion, but the opinion of the Catholic Church. He speaks only as a
    • member of the Catholic Church. What he says represents the opinion of
    • the Catholic Church. We must judge such things from a moral point of
  • Title: Cosmic New Year: Lecture V: The Dogma of Revelation and the Dogma of Experience. The Spiritual Mark of the Present Time. A New Year Contemplation.
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    • Germany) those who educated the young, still had the chance of turning
    • the justification of that call; for he who without prejudice looks at
    • Catholic Nuntiate in Berlin under the auspices of a Berlin Government
    • of last century an educationist, Heinrich Deinhardt, lived in Vienna,
    • Aesthetics, Deinhardt wrote that man should be educated to
    • education what is bound to happen otherwise.” He could not yet
    • if the Science of Education, the Art of Education were not determined
    • artistic method of education’.” Those who mock and tread
  • Title: Lecture: Knowledge and Initiation
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    • I shall now indicate briefly how this path is begun. We must consider
    • Then we come to the third category of our soul-life, the impulses of
    • education; we also carry on a rigorous self-education as mature men
    • of years. Thus by self-education we train ourselves to will, until we
    • application of this science of initiation to an understanding of the
  • Title: Lecture: Cognition of the Christ Through Anthroposophy
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    • education and the arts are the others. In this way anthroposophical
    • in which they exercise the art of education — are permeated in
  • Title: Lecture: Michaelmas-Soul: Lecture I
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    • formerly were intended to function as I have indicated. It is at the
    • more delicate etheric process of perception, it extends in him the
    • located in outer objectivity, so to speak; but now the Dragon was
  • Title: Lecture: Michaelmas-Soul: Lecture II
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    • Michael's conflict with the Dragon, an indication that for our time a
    • this fact in itself should lead to a revived intensification of them
    • against whom he does battle. I indicated that this Dragon has an
    • the sense world, where he now has his being; and I indicated further
    • instance man has burned the bridges that formerly had communication
    • This will indicate what must appear in man if the Michael conception
  • Title: Lecture: Michaelmas-Soul: Lecture III
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    • education offers only the most meager opportunities for sensing our
    • our earthly research. The nature of our present-day education is such
    • in accord with the enlightenment obtained by communicating with the
    • The priest indicated, according to his readings in the universe, what
    • Mithras Cult are to be found. Here again I will only indicate
    • very delicately what went on in the chest-man and the limb-man. In
    • the metabolic-limb man, and tamed only by the upper man, are indicated
    • the Catholic Church — the primordial wisdom that once was
  • Title: Lecture: Michaelmas-Soul: Lecture IV
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    • and the bearing fruit, man develops this delicate feeling for nature
  • Title: Mystery Centres: Lecture I
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    • say ten, twenty or thirty years ago. I will merely indicate how this
    • may not at first believe that such a vivification of past experiences
    • have indicated, but it is really only a question of making an
    • indicated, when you develop this experience out of your memory, or
  • Title: Mystery Centres: Lecture II
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    • which man acquires through education, through intercourse with his
    • I have already indicated how the life of man can be
    • as the chief factor in the education of the child; for according to
    • system of education.
    • observe how all this is active in education and in the general life
    • spiritual and social environment through education and so on. Man
  • Title: Mystery Centres: Lecture III
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    • Identification with the
    • delicate shades of pleasure and pain which accompany our thoughts
    • pedagogical or educational phantasy if a man, having imbibed
  • Title: Mystery Centres: Lecture IV: The Ephesian Mysteries of Artemis
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    • consist chiefly in quartz, i.e. in rocks containing silicates and
    • silicates, in mica and in feldspar.
    • communicated inwardly.
    • of this) are told us by that which Saturn has to communicate to the
    • something to do with these communications imparted to us, naturally
    • aspect, medicine is cosmic poetry; indicating how many secrets of the
    • cathode (the negative pole).
  • Title: Mystery Centres: Lecture V
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    • indicated, to the Lemurian age and a little further back we find
    • in which man would be suffocated, in another part another large
    • that when such silicates in the wax-like condition began to condense
    • exists in a more complicated way as the animal creation as I have
    • complicated creatures, impressions of which present-day geology can
    • second time separated off from himself more complicated forms, only
    • Those wax-like mobile silicate forms in which the outlined forms of
    • indications of bones in the animal nature of the earth; how in this
    • way they become somewhat denser and develop the first indications of
    • theoretical impression communicated by the metallic element of the
  • Title: Mystery Centres: Lecture VI
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    • the John Gospel must ask himself: What is really indicated when the
    • be apprehended by coarse perceptions, for they are delicate and
    • catches hold of the thought. Downwards there flows something like a
    • incredible caricature of a truth, namely, the so-called law of the
    • indicate the universe. Thoughts can only reflect the universe. When
  • Title: Mystery Centres: Lecture VII: The Mysteries of Hibernia
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    • indications are given in my
    • striving and the frequent catastrophes of this inner striving, the
    • with the impression, which as I have already indicated was working
  • Title: Mystery Centres: Lecture VIII
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    • This was first of all communicated to the pupil through
    • that which was Earth is so scattered into the far spaces that it is
    • and indeed frequently I have indicated, then we may say: In the
    • the Mysteries a single spiritual path was not indicated, we shall
  • Title: Mystery Centres: Lecture IX
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    • all this was indicated to him, after he had gone through all that
    • able to give at least dreamlike indications of what I have shown you
    • because this rose communicated its essence to my organ of smell I
    • indicate (this is why I said that I had to explain the thing, in a
    • And this indicates the greatness of all that went forth later from
    • scarcely completed his school education, who writes down such things
    • Herewith it is most markedly indicated in regard to the
  • Title: Mystery Centres: Lecture X: The Chthonic and the Eleusinian Mysteries
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    • in the Mysteries of Hibernia. We indicated also that epoch in which
    • earth exists in an infinitely fine ramification in the whole cosmic
    • condition of infinite ramification extended over the whole of cosmic
    • with its inner life-forces scatters lead in planetary space. Thereby
    • as a caricature in what is called astrology. At that time it was a
    • much more complicated way. Plato said to Aristotle somewhat as
  • Title: Mystery Centres: Lecture XI: The Secret of Plants, of Metals, and of Men
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    • indications the pupil was led by the teacher to discover within
    • as I have indicated, he then made himself acquainted with the metals,
    • man who indicates the sign of Leo, how Leo pours down its forces,
    • difference between moisture and dryness; and he developed a delicate
    • Think of our modern education, of what a prince is
    • taught today. Just think of how a prince is educated and trained for
  • Title: Mystery Centres: Lecture XII: The Mysteries of the Samothracian Kabiri
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    • touch the fur of a cat or the skin of a human being, in the same way
    • Therewith begins an epoch which I indicated when we
    • the neck, to indicate to him that the abstraction of the modern head
  • Title: Mystery Centres: Lecture XIII: Transition from the Spirit of the Ancient Mysteries to the Spirit of the Mysteries of the Middle Ages
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    • them to indicate what they were. But if we look back spiritually into
    • So you see these things are all very complicated; but
  • Title: Mystery Centres: Lecture XIV: Human Soul-Strivings During the Middle Ages the Rosicrucian Mysteries
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    • this or the other ancient philosopher allocated gold to the sun or
    • of the sun. Then there followed intensifications; and through this
    • conflict there came about catastrophes and crises. In that interval
    • which lay between an opposition and a catastrophe or crisis,
  • Title: Fundamentals of Anthroposophical Medicine: Lecture I
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    • higher education — it is simply impossible to see things
    • organized substance to the highly intricate human organism. If
    • process of division and subsequent location in the body. We
    • our scientific education. Our education in science confines us
    • if facts and processes are complicated, it is prejudging the
    • demand for simplification. In all her manifestations, small and
    • great, nature is not simple but highly complicated. We can
    • the complicated association of ideas — I mean a picture
    • Today I only wish to indicate the tenor of our studies as a
    • catabolic processes side by side with the anabolic processes,
    • division, and also trace the catabolic processes that take
    • do not have this catabolic process around us only in the
    • extent it contains anabolic and to what extent catabolic
    • catabolic processes, on the disintegration, the destruction,
  • Title: Fundamentals of Anthroposophical Medicine: Lecture II
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    • trying to indicate here. This preliminary work is excellent in
    • it is really an abstract method of classification to speak of
    • behind this classification and division, but I assure you they
    • categories.
    • — and I can indicate them here only in the form of
    • reaches the intestines and the other intricate organs in that
    • are only secondary indications of that from which they have
    • complicated life processes. Ordinary, sense-oriented empiricism
    • in a living being. Here, too, you have an indication for a
    • complicated cell, a cell that is permeated with soul and
    • supersensibly but that indicate, nevertheless, that the
    • highly complicated, and if further progress is to be made, all
  • Title: Fundamentals of Anthroposophical Medicine: Lecture III
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    • indicate only very briefly, many things become terribly
    • very complicated being. Two streams of movement subject to
    • education that it has been our task to build up* has compelled
    • impossible to found a rational system of education without
    • Referring to the Waldorf education movement, founded in
    • educational movement.
    • that the indications here have to be so brief, but they really
    • aspect of education. We become aware that we may have dealt
    • wrongly, outer causes of disease are cultivated. Education
    • we form our education artistically. Then we are working upon
    • way, but my aim is to indicate at least the goal of such
    • matters I have indicated to you. The results thus obtained can
    • such a complicated way from the kidney system, from the liver
    • is related reciprocally, and by a simpler classification of
    • way I have indicated. According to ancient medicine, a tea
    • in sexual diseases is really nothing but the intensification of
    • range of verification. This is because we have to reckon with
    • complicated phenomena in the human organism such as the
    • merely wished to indicate to you that in the influences working
  • Title: Fundamentals of Anthroposophical Medicine: Lecture IV
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    • present only a few indications as to a method of approach to
    • What does flatulence indicate to one who has insight into the
    • human organism? It indicates the presence of aeriform
    • verify this empirically, begin by taking the senses located in
    • indicate that we are coordinated with the outer world precisely
    • to highly complicated forms of disease. On the one hand the
    • other hand, as the result of a stultification of this plastic
  • Title: Lecture: Lecture I: Physiology and Therapeutics
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    • You know that in our higher education the actual study of medicine is
    • possible justification, that there must even be a striving toward a
  • Title: Lecture: Lecture II: Physiology and Therapeutics
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    • Yesterday I indicated another sentence that could be contrasted with,
    • Schelling as I have indicated? It is true, isn't it, that the nature
    • I merely indicate how far one can go, so I am not drawing a conclusion
    • indicates ultimately that what reveals itself in childhood points back
    • between the two are known, then one can often indicate — even out of
    • origin can be indicated.
    • absolutely clear that in every case one can indicate where the
    • because it has not been drawn out by an appropriate education or the
  • Title: Lecture: Lecture III: Physiology and Therapeutics
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    • What is important here is that while the nerve-sense system is located
    • located essentially in the head; nevertheless the head activity
    • as I have indicated, the systems are spread out over the entire
    • process. I can only indicate this here. By looking at how the
    • essentially different way. What has been indicated here should not in
    • indicate the principle, as it were, concerning the example of betula
    • alba, and this evening I will give some further indications, but in
    • every instance I will try to hold myself to indicating only what can
  • Title: Lecture: Lecture IV: Physiology and Therapeutics
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    • fructification of medical-therapeutic study through spiritual science.
    • rampant, and the calcification process of the bones would be opposed.
    • indicating the direction, we can see how to search in a spiritual
    • proper breakdown in the calcification processes in the metabolic-limb
    • I would have to present a very complicated exposition about human
    • evident, as in these cases I have indicated to you. With certain small
    • soul-spiritual element. I have already indicated to you how this
    • aphoristic in nature, I simply wished to indicate the direction in
    • fructification by spiritual investigation. This would have been
  • Title: Anthroposophical Approach to Medicine: Lecture I
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    • elementary schools — not to speak of higher education —
    • highly intricate organism of man. If we seriously pursue Spiritual
    • continuation of the process of fission and subsequent location in the
    • education. Our education in science confines us to this purely
    • point of raising such questions as I have indicated by way of
    • theories are too limited to grapple with the intricate organism of
    • are complicated it is prejudging the issue to say that the
    • realms of science and art by the insistent demand for simplification.
    • complicated, never simple. We can really grapple with Nature only if
    • Herbartian, make drawings of the complicated associations of
    • the process underlying the concatenation of ideas, my drawings look
    • want to indicate the tenor of our studies as a whole. The human
  • Title: Anthroposophical Approach to Medicine: Lecture II
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    • the general conceptions I am trying to indicate here. This
    • an abstract classification, that we take the functions of the
    • classification and division, but I assure you they are not merely the
    • outcome of a desire to divide things into categories.
    • all these things — and I can indicate them here only in the
    • intestines and the other intricate organs in that region, and is
    • always that the excretions are only secondary indications of that
    • is no possibility of, further research into the more complicated
    • unfolds in a living being. Here, too, you have an indication for a
    • highly complicated cell, a cell that is permeated with soul and
    • perceived only in the super-sensible world, but which indicate,
    • complicated, and if further progress is to be made, all that has been
  • Title: Anthroposophical Approach to Medicine: Lecture III
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    • have unfortunately been able to indicate only very briefly, many
    • is thus a complicated being. Two streams of movement subject to
    • ceases to a very great extent. The system of education which it was
    • matter, for it is impossible to found a rational system of education
    • is a pity that the indications here have to be so brief, but they
    • aspect of education is that a true knowledge of man tells us that we
    • Education during the Elementary School age should be based upon these
    • head system. In effect, education must be imbued with the quality of
    • aphoristic way, but my aim is to indicate at least the final
    • matters I have indicated to you. The results thus obtained can then
    • complicatedly from the kidney system, from the liver system? We have
    • interrelated in the human organism, in the intricate way I have
    • in Nature is interrelated, and by a simpler classification of
    • have indicated. According to older medicine, a decoction prepared
    • but the intensification of illnesses that may arise in an
    • with, it all seems beyond the range of verification. We have to
    • reckon with such intricate phenomena in the human organism as the
    • importance for pathology and therapy. When we observe this intricate
  • Title: Anthroposophical Approach to Medicine: Lecture IV
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    • principles of method to-day I will do my best to indicate matters
    • over into the realm of the most delicate inorganic substance —
    • most delicate metamorphosis of the process which arises in greater
    • clarity. What does flatulence indicate to one who has insight into
    • the human organism? It indicates the presence of aeriform
    • this I want only to indicate that we are co-ordinated with the outer
    • delicately poised, and that only in the crudest cases will the
    • now let me indicate, merely by way of example, another state of
    • gives rise to highly complicated forms of disease. On the one hand
    • and on the other, as the result of a stultification of this plastic
    • or inner application of sulphur treatments (for we can work just as
    • the whole world. I have given only a tiny fragment, but it indicates
  • Title: Social Future: Lecture I: The Social Question as a Cultural Question, a Question of Equity, and a Question of Economics
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    • religion, and education; the legal-political sphere; and the economic
    • to discriminating observers. There is a publication of the year 1910
    • complicated as to have a bewildering effect. If we try logically to
    • the economic life began to assume a more complicated form, under the
    • modern application of technical science, an entirely new attitude of
    • have grown in consequence of the complication of modern economic
    • much less scathing in his criticism. But he gives no answer to the
    • intellect, so that the educated intelligence in him may become at the
    • economically weak remain the uneducated. A certain connection has
    • when it is under public administration, as in schools and educational
  • Title: Social Future: Lecture II: The Organization of a Practical Economic Life on the Associative Basis
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    • religion, and education; the legal-political sphere; and the economic
    • in the conditions of human life have grown so complicated that it is
    • let us say, of the application of the Pythagorean theorem in the
    • especially as regards general culture, education and teaching, an
    • spiritual life, including education and teaching, can never be
    • to education and the manner of giving instruction, that is, the State
    • those who are actually teachers, engaged in practical education,
    • the public schools up to the highest grade of education, the teacher
    • leisure to collaborate in the work of education as a whole and the
    • the same as that of party-leaders, with catchwords and programs. The
    • complicated life, is based on the initiative of the individual. If we
    • company-principle, not even on the great syndicate-principle, but we
    • application of labor. That is valuable to the community. Hence,
    • eradicated. The methods of the Worker-Producers' Associations and the
    • once shown to bishops and archbishops of the Catholic Church is
  • Title: Social Future: Lecture III: The Task and Limitations of of Democracy, Public and Criminal Law
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    • religion, and education; the legal-political sphere; and the economic
    • complicated conditions of technical industry and of the equally
    • complicated capitalist conditions entailed by the former, with the
    • that at present countless educated and uneducated persons of
    • their own ground. Thus there is now a slight indication — so
    • democratic measures. Everything in the nature of education and
    • capacities in the teacher, in the educator, which by no means belong
    • adult, can never be sufficient qualification for a good farmer or a
    • identification with the great land-owning class, with the towns,
    • that is, Roman Catholic cultural interests. This party can join with
    • by education. His characteristics come to him from two sides,
    • inheritance and education. Now suppose he does something at fifteen
    • action is a unity composed of the result of heredity and education.
    • itself, the laws are turned into a caricature of justice. Law is then
    • otherwise in the complicated circumstances arising out of the
    • teaching and education as I pointed out yesterday and which I will
    • will be something like becoming a teacher or an educator. Of course,
  • Title: Social Future: Lecture IV: Cultural Questions, Spiritual Science, Art, Science, Religion
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    • religion, and education; the legal-political sphere; and the economic
    • THE NATURE OF EDUCATION. SOCIAL ART.
    • before the great catastrophe of the World-War, in the spring of 1914,
    • Building, the Goetheanum, is dedicated. Situated in the corner of the
    • religion, science, education, and other human activities; in fact, it
    • leads us to the conviction, already indicated by me. in these
    • education? Let us look at the new directions followed by art,
    • care, and who are able to educate themselves in that art. I felt this
    • educated, I knew quite well that what I said did not at all make the
    • amplified. I shall only indicate the decided direction which the
    • conquer reality by science, as I have already indicated in these
    • I must indicate in a few words the vital point of spiritual science.
    • suffocated. When we stand in the presence of reality, no longer held
    • sense-perceptions, the stimulus communicating itself to the nerve
    • necessity, its justification, in human life by proclaiming the
    • religious creeds? If they have any justification at all, they must
    • worlds. The work of religion is to inculcate reverence for the
    • of education, yet it must be acknowledged that a large part of the
    • with this problem in a series of educational lectures which I was
    • light that the human being would be educated to face life and be able
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  • Title: Social Future: Lecture V: The Cooperation of the Spiritual, Political and Economic Departments of Life
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    • religion, and education; the legal-political sphere; and the economic
    • education and requirements of the individual person. But where
    • to a commodity be determined by his education which has its own
    • its appointments, and these have been educated according to the
    • today's favorite catchwords, what do we find but the last
    • freedom? Everybody is educated in that free spiritual life, our
    • condition that only those shall receive education who can command
    • dependent on mere chance for its fructification.
    • Chinaman who tries to catch himself by his own pigtail! It is a
    • indication in their works of the absolute necessity for a spiritual
    • not indicate how this soul is to be found. The aim of the impulse for
    • extricate itself, has to do with the will of one individual opposed
  • Title: Social Future: Lecture VI: National and International Life in the Threefold Social Organism
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    • religion, and education; the legal-political sphere; and the economic
    • that the catchwords so common in the social movements of today are
    • into being. It seems to me far more important to indicate the way in
    • All catchwords in this department of life will be discarded, and the
    • may be our opinion as to the justification or otherwise of the
    • there is no means of communication between them through the exercise
    • catastrophe of the World-War. There were, of course, other causes of
    • perception which, as I have indicated, can actually enter into and
    • love to internationalism, in the sense already indicated. But egoism
    • disclose these evils and indicate with sufficient energy the way to
    • pleasure and gratification. Very good! But let us look at the truth!
  • Title: World Economy: Lecture I
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    • economic life of modern peoples had become extraordinarily complicated
    • people who received their education in Germany in the height of the
    • the past, and the existence of which I have just indicated in
    • ideas. I will give you an example from Natural Science to indicate
    • complicated relations of today — it has gradually come to pass
    • what I have just indicated as the concept which we need in science. We
  • Title: World Economy: Lecture II
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    • complicated — and for a perfectly genuine reason. For you must
    • try, as it were, to catch the point where (at any given place and
    • justification. Adam Smith, for instance, sees the real, original
    • — even the most complicated — as compared with the ideas
    • complicated, variable and unstable are the phenomena in Economics than
    • I indicated yesterday, into the sphere of animal life. Let us observe,
    • To begin with, we are gaining a few abstract indications and little
    • gives it a certain modification (right).
    • different people — the modification of Labour by the Spirit in
  • Title: World Economy: Lecture III
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    • the positions of the mercury — as indications, pointing to
    • closely later on: for the moment I will but indicate what should be
    • “Ex cathedra, or from the pulpit, nothing whatever can be
    • indication. But we may truly say: Human thought on Ethics was far from
    • modern division of labour — a purely economic category —
  • Title: World Economy: Lecture IV
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    • from such ideas as these. But now, in the application of human Labour
    • The inventor of the cart, however, thereby' enters the category of the
    • application of Spirit to Labour. In one respect or another human
    • only of how to make fruitful what we gain by application of the Spirit
    • cart — the fructification which has thus resulted — may pass
    • gained by spiritual application, it must be realised as Money.
    • gets hold of it and “scatters it all to the winds,” it is
  • Title: World Economy: Lecture V
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    • indicated yesterday. To this end, let me now describe diagrammatically
    • application of Labour to Nature; values arise through the application
    • of the Spirit to Labour; values arise through the application of the
    • the ideas as indicated here, we gain an intelligent conception of
    • possibly be pursued without indicating the kinds of morbid symptoms
    • indicating the various possible morbid symptoms. There must,
    • this. A real rise in the price of a given economic article indicates
    • illustrated by some advocates of “free money”
    • column of mercury to rise when the thermometer indicates that the room
    • be excessive at this point, to instruct and educate the workers in one
  • Title: World Economy: Lecture VI
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    • point, and we must now try to understand its fuller implications
    • In the economic process we must speak, as I indicated yesterday, of
    • above all things, teaching and education. Those who have to teach and
    • educate stand undoubtedly within the sphere of the completely free
    • happen too. Science, after all, has only to indicate the conditions
  • Title: World Economy: Lecture VII
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    • Industrial Capital is altogether implicated in
    • account, we shall find yet another classification of the economic
    • Up to now I have given you a diagrammatic classification. I showed:
    • production to the most complicated machinery in a factory, means of
    • prices which represent a minimum of falsification.
  • Title: World Economy: Lecture VIII
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    • which I have indicated. The rise or fall, or stability of prices
    • indicates whether or not the economic organism is in good order. It
    • price and demand. And thirdly, we can indicate demand as a function of
    • At any rate, you see how far more complicated our thoughts on the
    • becomes still more complicated when we introduce the concept of
  • Title: World Economy: Lecture IX
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    • Europe. It is a striking example of the complicated way in which
    • it on their own farms; they use it for their cattle and strike a
    • extremely complicated chain of events.
    • forth. Only, of course, the economic process is very complicated, and
    • so the payment also proves extremely complicated.
    • freely given. For example, assume for a moment that what I advocated a
    • Circulating Capital is more or less covered by these three categories:
    • exemplified at the beginning of today's lecture are scattered
    • either by events outside it or by catastrophic upheavals within it.
    • like to take straightforwardly, become complicated, so that we may
  • Title: World Economy: Lecture X
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    • We must now consider something which I indicated yesterday when
    • economically more complicated. Suppose that I buy peas. I can do many
    • in turn when need arises. It even applies to more complicated social
    • exchange which, in the case of a more complicated economic process,
    • feeling-experience. Now even in the most complicated economic process,
    • a most complicated process; no human science could keep pace with this
    • fulfil the categorical imperative of selflessness, the economic life
  • Title: World Economy: Lecture XI
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    • complicated. Nevertheless, we can detect certain underlying
    • “political economy.” The fact (indicated in the lecture)
    • modifications and improvements — from Hume, Adam Smith and
    • intricately interwoven and fed from the entire world — then we
    • these profits certainly arise; but the process is more complicated
    • realities of the immediate present. The economic categories formed
    • — to Peter's Pence whereby the Roman Catholics of all the world
  • Title: World Economy: Lecture XII
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    • spent on education. This plays an enormous part in the economic life.
    • educational system is a gift — notably when it is a question of a
  • Title: World Economy: Lecture XIII
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    • I mention this case only to illustrate how complicated the question
    • more complicated than this. But we can hold to what we have already
    • complicated (or, as we are apt to say sentimentally, the more
    • which there are comparatively few poets and painters and sophisticated
  • Title: World Economy: Lecture XIV
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    • falsification, this counterfeiting, is only possible when we do not
    • connection with Nature. Everything, right up to the most complicated
    • begins from Nature; values are created there by the application of
    • highly complicated economic life, that which was universal in the most
  • Title: Lecture I: Man's Life on Earth
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    • one of those who counted it a sin to communicate the Lofty teachings
    • evolution — this secret Christ communicated to His initiate
    • esoteric teaching was communicated, in scattered and lonely schools
    • dear friends, when we begin to communicate single, concrete facts
    • already indicated, to understand the Mystery of Golgotha. It will
  • Title: Lecture II: Man's Life on Earth
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    • with the dead. To begin with, we can only communicate with them by
    • into their feeling-content. It is as I was saying in the educational
    • two, our eyes are one in spirit. This single spiritual eye is located
  • Title: Lecture III: Man's Life on Earth
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    • catch, as it were, an echo of it. Such dreams are astir with an inner
    • sphere, which is a much more complicated one, is perceived by another
    • complicated.
    • clarity in regard to this complicated twelvefold experience of
    • initiate had to learn, in order that he might then communicate the
    • the lines of demarcation that people draw when they are developing
  • Title: Lecture IV: Man's Life on Earth
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    • aristocrat in sleep. Yes, sleep is a great educator, more than you
    • would think; on the one hand it educates man, it is true, in evil, as
    • we have seen; but on the other hand, it educates him in democracy.
  • Title: Lecture V: Man's Life on Earth
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    • the working of natural law are in quite another category from the
    • illnesses of a catarrhal nature, or else to insanity. Once
    • of the Father God were able to intervene directly and extricate
    • complicated game that is being played with man as the prize, then one
  • Title: Lecture VI: Man's Life on Earth
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    • than by the quest I have now indicated — the quest of spiritual
  • Title: Lecture: Planetary Spheres: Lecture I
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    • one of those who counted it a sin to communicate the Lofty teachings
    • evolution — this secret Christ communicated to His initiate
    • esoteric teaching was communicated, in scattered and lonely schools
    • dear friends, when we begin to communicate single, concrete facts
    • already indicated, to understand the Mystery of Golgotha. It will
  • Title: Lecture: Planetary Spheres: Lecture II
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    • with the dead. To begin with, we can only communicate with them by
    • into their feeling-content. It is as I was saying in the educational
    • two, our eyes are one in spirit. This single spiritual eye is located
  • Title: Lecture: Planetary Spheres: Lecture III
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    • catch, as it were, an echo of it. Such dreams are astir with an inner
    • sphere, which is a much more complicated one, is perceived by another
    • complicated.
    • clarity in regard to this complicated twelvefold experience of
    • initiate had to learn, in order that he might then communicate the
    • the lines of demarcation that people draw when they are developing
  • Title: Lecture: Planetary Spheres: Lecture IV
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    • aristocrat in sleep. Yes, sleep is a great educator, more than you
    • would think; on the one hand it educates man, it is true, in evil, as
    • we have seen; but on the other hand, it educates him in democracy.
  • Title: Lecture: Planetary Spheres: Lecture V
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    • the working of natural law are in quite another category from the
    • illnesses of a catarrhal nature, or else to insanity. Once
    • of the Father God were able to intervene directly and extricate
    • complicated game that is being played with man as the prize, then one
  • Title: Lecture: Planetary Spheres: Lecture VI
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    • than by the quest I have now indicated — the quest of spiritual
  • Title: Reappearance/Christ: Lecture I: The Event of the Appearance of Christ in the Etheric World
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    • catastrophe. This fifth period was preceded by the fourth or
    • Greco-Latin period, in which the Greek and Latin peoples indicated
    • great Atlantean catastrophe that destroyed an ancient continent, an
    • today lies the Atlantic Ocean. This cataclysm gradually engulfed the
    • existed before the Atlantean catastrophe; we arrive at those
    • catastrophe, when they were incarnated in the bodies that were
    • derived its characteristic qualities from what the leaders indicated
    • ancient period, even before the Atlantean catastrophe, when human
    • Atlantean catastrophe to find the greater part of this age.
    • educate a humanity that may be ripe to cultivate these new faculties
  • Title: Reappearance/Christ: Lecture II: Spiritual Science as Preparation for a New Etheric Vision
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    • communicate through exoteric lectures to the greater public, to the
    • Let us then dedicate this particular evening especially
    • further back than this, we find the great Atlantean catastrophe that
    • so transformed the countenance of our earth through cataclysms of
  • Title: Reappearance/Christ: Lecture III: Buddhism and Pauline Christianity
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    • an education of the soul has, been completed and a sufficient number
    • again, either on the earth, after a great catastrophe, or on the next
  • Title: Reappearance/Christ: Lecture IV: Mysteries of the Universe: Comets and the Moon
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    • course, possible to go into all the ramifications) and could
    • between comet and moon in the universe. It is possible to indicate
    • complicated. We must realize that the masculine-feminine contrast is
    • delicate organs that are suitable for the further development of the
    • indicated? We have seen that head and limbs and masculine and
  • Title: Reappearance/Christ: Lecture V: The Reappearance of Christ in the Etheric
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    • yesterday's lecture, we were able to point to an important indication
    • nature. All of this undergoes an intensification in the age of
    • middle of our century, as delicate saplings of human soul life in
  • Title: Reappearance/Christ: Lecture VI: The Sermon on the Mount
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    • of the deepest meaning, because they indicate that something most
    • this was indicated in a similar way by Christ Jesus, but the most
    • equanimity, peace, and purification streamed to them from
    • subject and the predicate must be alike, since it concerns what the I
    • This is a test of the cross (Kreuzprobe), an indication that we are
    • it. This is indicated in the seventh sentence of the Beatitudes. At
    • indicated in the eighth sentence of the Beatitudes, “Filled
    • people who in their common purpose may prevent these delicate soul
    • true nature of Christ, whose second coming indicates a maturing of
  • Title: Reappearance/Christ: Lecture VII: The Return of Christ
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    • nevertheless, we can indicate the exact moment when the conscious
    • understanding of such faculties. Communicating the fundamental wisdom
  • Title: Reappearance/Christ: Lecture VIII: The Etheric Vision of the Future
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    • the communication of spiritual truths has always taken place, but in
    • Aurea Catena Homeri,
    • with more or less justification. Our present time, however, in which
    • delicate clairvoyant faculties even without special training. From
    • these delicate faculties of soul. This danger exists when people will
    • spiritual, and occult science is able to indicate what lies behind
  • Title: Reappearance/Christ: Lecture IX: The Etherization of the Blood
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    • difficult for us. Man is truly a complicated being, and if we speak
    • and a life of feeling. Feelings fall into two categories: those of
    • continual transformation of the blood into this delicate etheric
    • to the densification of matter. If one were able actually to bring
  • Title: Reappearance/Christ: Lecture X: Individual Spirit Beings and the Undivided Foundation of the World: Part 1
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    • evolution of humanity that must converge with the intensification in
    • handled is often most complicated.
    • which I have spoken and of which you will find indications in the
    • the task of a healthy, honest spiritual development to eradicate such
    • disposal, as I indicated is the case with the brotherhoods of the
    • This absorption is somewhat complicated, as I have shown you in many
    • occupying the etheric bodies vacated by human beings.
    • catastrophes as the present one. These are things that I would like
    • complications arise.
  • Title: Reappearance/Christ: Lecture XI: Individual Spirit Beings and the Undivided Foundation of the World: Part 2
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    • world; this would be communicated directly in the materialistic way
    • indicated, the spirit of criticism was to reign on earth — the
    • bringing clarification into nature — the elemental spirits or
    • indicating that it is humanity's task in this period to come to grips
    • communication of truths or, if I may express it trivially, the
    • the lecture, the communication of truths; the rest should follow in
    • mere communication. What came into consideration? Let us take a
    • then scattered across the rest of the world. The rest of the world,
    • arrangement of public affairs. What can be communicated from the
    • period, emphasis must be put today on speaking out, on communication,
    • a realm of the earth such as Ireland. They knew what was indicated in
    • monks and who could work there in the way I indicated. Such things
    • because each man has his justification for existence. Taylor employed
    • esoteric truths, but its application would lead to great
    • monstrosities, this application of the Darwinian view to direct
  • Title: Reappearance/Christ: Lecture XII: Individual Spirit Beings and the Undivided Foundation of the World: Part 3
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    • has led to these catastrophic times, and what must really take hold
    • caricatures are being made from certain directions, but these
    • caricatures show only what really must come.
    • the actual evolution of the human species, in birth and education. I
    • things indicate to us that something most significant is in the
    • involved in this application and which forces are still actively
    • practical application of these things on a larger scale.
    • active in the ways that I have often indicated in these studies.
    • gold. Today I am offering a kind of programmatic indication; in the
    • does not swing at all. (I can only give indications at this time.)
    • the morning and evening processes, as I indicated; in the West, the
    • route that I have just indicated.
  • Title: Reappearance/Christ: Lecture XIII: The Three Realms of the Dead: Life Between Death and a New Birth
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    • before the outbreak of this world catastrophe in the
    • can say with a certain justification that these realms remain without
    • consider all the implications. So much has occurred in the present
    • a certain justification, in that it is believed that the animal world
    • When one is in communication with a dead human being, his soul life
    • they have already gone through something that has been communicated
    • catastrophic time, I hope we can be truly permeated by the
  • Title: The Earth As Being with Life, Soul, and Spirit: Lecture 1
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    • that this appears at present only in indications — but it is
    • strongly and definitely indicated. The outer form of European people
    • indications.
    • concern the processes I have just indicated. In this way the nations
  • Title: The Earth As Being with Life, Soul, and Spirit: Lecture 2
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    • as much more complicated than I have said now. But from such
  • Title: Rosicrucianism/Initiation: Lecture I: Research into the Life of the Spirit During the Middle Ages
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    • centuries countless priests of the Catholic Church were quite
    • that led them to a point of view which I will indicate in the
    • I wanted to indicate to you
    • the modern mode of thought it seems to indicate a laboratory
  • Title: Rosicrucianism/Initiation: Lecture II: Hidden Centres of the Mysteries in the Middle Ages
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    • the candidates found their way that changed. I have already indicated
    • particular place, but whose pupils were scattered in various
    • until the pupil came into a mood of soul which may be indicated by
  • Title: Rosicrucianism/Initiation: Lecture III: The Time of Transition
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    • research in the realm of spiritual knowledge were communicated in the
    • give you no more than a mere indication of that which will come to
    • world in symbols was afterwards communicated to small groups that
    • revelation that was communicated in full consciousness about the year
  • Title: Rosicrucianism/Initiation: Lecture IV: The Relationship of Earthly Man to the Sun
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    • and over again a few pupils were educated, and where above all, care
    • eighteenth century such communications became impossible, but until
    • are to be found in the writings of Eliphas Levi or the publications
  • Title: Rosicrucianism/Initiation: Lecture V: Occult Schools in the 18th and First Half of the 19th Century
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    • external anatomy, but a deeply spiritual truth was indicated. It was
    • indicated to you was presented to the pupil. And he was then made to
    • being is no more than a mere indication. Things grow different; only
    • only bare indications of them, they cannot be made use of in ordinary
    • of the nineteenth century. For such things as I have been indicating
    • give quite an external indication in my
  • Title: Rosicrucianism/Initiation: Lecture VI: The Tasks of the Michael Age
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    • were scattered in the warmth-ether, out into cosmic vast.
    • time permeate yourselves with the methods of cognition indicated in
    • write in the warmth-ether; that, however, scatters and dissolves away
    • who speaks very little. At most He will give sparing indications, for
    • repelling it, driving it away with deprecation. He means to show that
    • deprecation, but the look of approval which tells us that it is a
    • progress. For this reason, in the Waldorf School educational method,
    • writing as in the profane educational methods of today. Care is taken
  • Title: Lecture: Michaelmas III: The Michael Inspiration
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    • spiritual light, indicating the direction they should take. What is
  • Title: Lecture: Michaelmas IV: A Michael Lecture
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    • formed, but they were scattered in the warmth-ether, out into cosmic
    • time permeate yourselves with the methods of cognition indicated in
    • warmth-ether; that, however, scatters and dissolves away in the vast
    • little. At most he will give sparing indications, for what we learn
    • repelling it, driving it away with deprecation. He means to show that
    • deprecation, but the look of approval which tells us that it is a
    • progress. For this reason, in our Waldorf School educational method,
    • writing as in the ordinary educational methods of to-day. Care is
  • Title: Lecture: Michaelmas Va: The Michael Impulse and the Mystery of Golgotha (Part I)
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    • animals and other spheres in natural science, then the educated man of
    • influencing man's physical body. During that period delicate
    • other and more delicate structures than was the case, for example, in
  • Title: Lecture: Michaelmas Vb: The Michael Impulse and the Mystery of Golgotha (Part II)
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    • Spirit who has, so to say, ascended in order to communicate a new
  • Title: Lecture: Michaelmas VII: The Creation of A Michael Festival Out Of The Spirit (Extract)
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    • ... In the first period after the great Atlantean catastrophe, the life
    • the first Sunday after the spring full moon was dedicated to the Sun
  • Title: Lecture: Michaelmas VIII: The Michael Path to the Christ (Extract)
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    • indicated, the indication refers to two different things: —
  • Title: Poetry/Fairy Tales: Lecture 1: The Poetry of Fairy Tales
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    • Press, NY, and Rudolf Steiner Publications, London, in 1942. The two
    • Aesthetic Education of Man.
    • engaged in a battle that the spiritual researcher can catch only to a
    • delicate need in our soul.
    • fairy tale with its unsophisticated pictures, yet we can also know
    • can then try to catch this nuance in the Rumpelstiltskin fairy tale:
    • wanted to catch some fish. And lo! the man made of resin melted away.
    • relatives or other more or less simple, unsophisticated people
  • Title: Poetry/Fairy Tales: Lecture 2: The Interpretation of Fairy Tales
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    • Press, NY, and Rudolf Steiner Publications, London, in 1942. The two
    • the world of myths, and we will indicate in a few words how this can
    • lily. Delicate, significant spiritual forces are indeed latent in the
    • somewhat complicated tale, you will be able to unravel the threads
    • fire had gone out. Now he did not want to catch the others by
    • is a somewhat more complicated fairy tale, containing the most varied
  • Title: Lecture: Festivals and The Mysteries. The Adonis Mystery. The Easter Thought
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    • circles of mankind. And this ceremony indicated, in an outward act of
    • writing, was communicated to him; it was the language and writing of
  • Title: Lecture: Moon-birth and Sun-birth. Necessity and Freedom. Stages of the Ancient
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    • Sunday following the first full Moon, indicating (as I shall explain
  • Title: Lecture: The Moon-secret Spring and Autumn mysteries
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    • Continuing our subject of the last two lectures, I shall now indicate
    • Ego and astral body, the ether which is scattered through the whole
  • Title: Lecture: The Mysteries of Ephesus The Aristotelian Categories
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    • THE MYSTERIES OF EPHESUS.THE ARISTOTELIAN CATEGORIES
    • the latter indicate, in the J O A, the “I”, the
    • spaces was communicated to the cosmic ether. Thus we may truly say:
    • Categories, as they call them, are introduced. We learn them off by
  • Title: Significant Facts: Lecture I: A Convulsive Element in Humanity in the Nineteenth Century
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    • spiritual science to inculcate an element which was deemed necessary
    • signs of what is considered by the priesthood to indicate the
    • anger arises, no matter how he tries to vindicate himself; the judges
    • faithfully than anywhere else — in caricature, of course —
    • who are there as the unlawful judges. A profound law is indicated
    • particular is deeply indicative of the poet's intuitive conception of
  • Title: Significant Facts: Lecture II: Ancient Occult Magic. The Ahasver Mystery.
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    • A great danger for our time is indicated here. It is
    • Galilean!” — This is an indication of the fact that for
    • clever. Radical educational methods have to be applied today if this
    • its justification but which in the form it now bears is no more than
    • wanted to indicate something of the kind in an important domain. He
    • one may ask: Is there any justification for condemning to death
    • there really any justification for it? In Tibet, of course, there is
    • no longer any justification, but once upon a time there was, for as
    • suffocate as the result — well, I prefer to leave it at that,
    • for I think that the fear of suffocation would be too great to allow
    • suffocate — but at that time a lie would have caused actual
    • suffocation. For the thought expressed in the word contained a power
    • to give form to the air in the larynx, and then suffocated the man —
    • suffocated, in other words, a process of nature would have caused his
    • The evolution of humanity is an exceedingly complicated
    • From indications I have given recently you will have
    • natural science, the justification of which for our present time we
    • it is indicated symbolically in the Bible: “Your eyes shall be
    • continue the principle indicated in the words; “Your eyes shall
    • pious admonitions, or by indications of the near approach to death.
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  • Title: Significant Facts: Lecture III: The Tragic Wrestling with Knowledge. The Secrets of the Future Sixth Cultural Period.
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    • born or educated. This certainly applies to a large number of souls
    • have been incorrect to say: that man or woman looks like a cat. Such
    • a person actually looked like a cat — or if he were utterly
    • have indicated in several lectures — that the etheric body, as
    • is still possible, through proper education, for a counterweight
    • very sketchy indications, I hope your souls will grasp these
  • Title: Arts and Their Mission: Lecture I
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    • Indian epoch following the great Atlantean catastrophe.
    • are in different categories.
    • (retained as a caricature in aristocracy's present-day stress on ancestry)
    • connection I have already indicated the following: For a human being
  • Title: Arts and Their Mission: Lecture II
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    • absorbed into civilization — will be a fructification of the arts.
    • measurements and proportions in the complicated architectural forms
  • Title: Arts and Their Mission: Lecture III
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    • and man's limb and metabolic system, the last an indication of how man
    • he was shaped. His nerve fibers, ramifications of the spinal cord, are
    • element living on the same plane as himself: a delicate, sensitive,
    • be expressed that all mankind will extricate itself from naturalism,
  • Title: Arts and Their Mission: Lecture IV
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    • it stresses the fact that one must travel a road of purification before
    • indicators only. Thus he was the dayspring of post-Goethean romantic
    • modern Goethe problem. In his youth he had experienced the publication of
    • this mood by Johann Joachim Winckelmann, a kind of personification
    • was intoxicated by his search for spirituality: Goethe could feel that.
  • Title: Arts and Their Mission: Lecture V
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    • in definite locations on earth imaged forth the observable mysteries
    • located not in his earthly organism, but out where the stars were circling
    • idealism is his justification for so unnaturally fixing the moment.
  • Title: Arts and Their Mission: Lecture VI
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    • or to catch, above it, an interweaving of light and darkness. In other
    • the sun's colored light; catch the sun.
    • what is indicated by light, rather than contour. The moment we insist
  • Title: Arts and Their Mission: Lecture VII
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    • people with a scientific education. This estranged them from art. The
    • of breathing is contained, in a delicate psycho-spiritual manner, in
    • there some extremely fine ramifications of blood vessels. Here the blood
    • ramification of strings, upon which the sun principle plays, as Apollo's
    • properly is to indicate how our blood meets, impinges on, the nervous
    • the insufficiency of the words standing alone. Mimic art is indicative
    • say: mimic art is indicative gesture; art of dance, sweeping ecstatic
    • is neither indicative nor sweeping but expressive gesture,
    • Today I wished chiefly to indicate how anthroposophical, in contrast
  • Title: Arts and Their Mission: Lecture VIII
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    • the very source of such activity. And I indicated how the meaning of
    • justification our predecessors, the ancient Greeks, experienced this
    • imaginative element, the evocation of sounds. Single words give the
    • given only sketchy indications of what Anthroposophy wishes to do for
  • Title: Kingdom of Childhood: Lecture 1
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    • The need for a new Art of Education. The whole of life must be
    • momentous and incisive event in the history of Education. In
    • underlying all that is to come about for the Art of Education
    • very special quality of what we call Anthroposophical Education. It
    • in educational life, but we are urged to do so out of our whole
    • fully aware of the immense amount that has been done for education by
    • human being was lacking. These ideas about education arose at a time
    • their ideas on educational reform they were building on sand or on
    • something even less stable; rules of education were laid down based
    • easily feel that all is not well with our education; certain things
    • improvement of education may be inspired by the best will in the
    • education should be, our answer is: Anthroposophy must be that basis.
    • education without letting it be known that Anthroposophy is at
    • teaching and education. Our task is to introduce an education which
    • direction to education and teaching. That is what we shall do. But
    • principles of education composed in these days? The child is
    • lion, that is a cat, and so on. But is the child to retain these
    • in which we may begin to answer the challenge that in education we
    • his way into all the complications of bones and ligaments which
    • undertake our work as educators.
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  • Title: Kingdom of Childhood: Lecture 2
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    • all education, e.g. in teaching of writing and reading, based on free
    • delicate processes. But if a child grows up in the proximity of an
    • Kindergarten education are usually extraordinarily
    • decide that this or that must be done in education, something clever
    • always comes out of it. I have never known a stupid educational
    • people in the school who can work in the way I have indicated. We
    • characteristic phenomena of life and only think out how to educate
    • this as the first principle of a real art of education. You must be
    • of differentiation between these two extremes. Yes indeed, to educate
    • between the change of teeth and puberty you must educate out of the
    • Europeans, communicate with each other by means of little devils,
    • instructions for all the little details, but only an indication of
    • the path to be followed. Therefore just in this method of education
    • fancy of the teacher and educator.
    • it is to survey the whole; though I shall later indicate certain ways
    • this would work out in a “proper” educational
    • particular educational drill going on which is considered the best.
    • is on fantasy then, on imagination, that our teaching and education
    • his further education, but it is also essential that just at this age
    • the handbooks on education we find all kinds of intricate details
  • Title: Kingdom of Childhood: Lecture 3
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    • will characterise certain general principles of the art of education
    • we are to educate him, is that there are certain things and facts of
    • give the child a very beautiful and delicate feeling. For as I have
    • laughed at by people who have been educated in this way. For they
    • out of themselves because their education has not led them to find
    • phrases about educating people rightly; you can only do it if in the
    • relation to cause and effect. The education based on Natural Science
    • teach and educate out of the very nature of man himself, arid for
    • this reason education for moral life must run parallel to the actual
    • be educated in a healthy way in his soul life.
    • thought of very good educational methods on the spur of the moment.
    • educate like this (which is very often done) you will accomplish very
    • Steiner: The Education of the Child in the
    • education.
  • Title: Kingdom of Childhood: Lecture 4
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    • a feeling for the inward life of the soul. A teacher or educator must
    • be patient with his own self-education, with the awakening of
    • out of his own inner self. And especially in education we must first
    • chap. II.] The teacher or educator must thus take up his
    • life courageously, for in fact the whole question of education is not
    • education.
    • least expects. Every teacher and educator must work upon himself
    • are dealing with more complicated teaching matter, and the question
    • now consider another branch of this pictorial method of education.
    • equally well in white, but I am simply indicating in another colour
    • after making the child feel that this complicated figure is
    • the way to inculcate in the child a real feeling for form, harmony,
  • Title: Kingdom of Childhood: Lecture 5
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    • multiplication, with product and one factor. Theorem of Pythagoras
    • very great difficulties into education and teaching. Just consider
    • learn to count in the way indicated in the diagram, 1, 2, 3, 4 and so
    • Physics, which really only comes from education. For atoms are really
    • tiny little caricatures of demons, and our learned scholars would not
    • education, to putting everything together out of its parts. Thus it
    • continue in this method. You can do multiplication by saying:
    • desiccation and sclerosis. (We shall later have to speak of the
    • education of spirit, soul and body as a unity.)
    • principle, that everything in teaching and education must be worked
    • “Education of Young Ladies.” At all events she knew no
  • Title: Kingdom of Childhood: Lecture 6
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    • cannot be to give detailed indications but only general principles.
    • indications you have received here you will be able to understand
    • complicated ramifications of the vascular system, you will not know
    • very special in the human organism. As teacher and educator one
    • they have been as one. I have already indicated the right method of
    • right thing from the point of view of artistic education. In a true
    • art of education the child should not enter school until the change
    • possible to communicate with the dead as regards qualities. But in
    • modern education proves that there is no thought of drawing forth the
    • educator must recognise the difference. Gymnastics as taught today
  • Title: Kingdom of Childhood: Lecture 7
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    • experimental education of the present day. Experimental psychologists
    • Education of the Child in the Light of Anthroposophy.] The
    • education and teaching you must address yourself to whichever system
    • educator, should have first spoken about the subject with the
    • will see from all this, the whole of your teaching and education must
    • educational principles.
    • education. It is the so-called Theory of Relativity. I hope you have
    • lies the root of all evil in much of the education of today, and you
    • education that is not in some way connected with life.
    • children today by the authorities, to succeed with an education that
    • his education in another school. We were then most bitterly
    • therefore, we educate the children not only out of the knowledge of
    • the indications I wanted to give you for the practical organisation
  • Title: Kingdom of Childhood: Questions and Answers
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    • The close relationship of Multiplication and Division.
    • Gymnastics and Sport. Sport is of no educational value, but necessary as
    • Catholic priest and Protestant pastor. "Free" Religion lessons provided
    • is the real difference between multiplication and division in this
    • question probably arises from my statement that in multiplication the
    • times ...” then we are dealing with a multiplication. And it is
    • multiplication and division which here appears most clearly.
    • indicated; here we examine how large each part is if we separate a
    • multiplication will soon cease to be something in the nature of
    • you can make a difference between multiplication and division; but
    • multiplication and division in the first school years, but it should
    • be done in the way I have just indicated. [An * was
    • England where education is being discussed:
    • teaching on the lines indicated above was subsequently worked out by
    • that the Waldorf School Method is a method of education and is not
    • Württemberg, where the laws of education were
    • included in our school syllabus, but that Catholic religious teaching
    • should be delegated to the Catholic priest, and the Protestant
    • religion. But our educational conscience of course demanded that a
    • unless two other aspects of the education are borne in mind. Firstly:
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  • Title: Spiritual Science and Medicine -- Lecture I
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    • life can be indicated in this series of lectures; for you will all
    • foundation for medical work. Thirdly, I would indicate the
    • solidification, so that the nucleus emerges together with the
    • gorilla; whereas in man they are delicate and frail; there the mass is
    • bones are delicate, the downward pressing forces are countered
    • indicate little by little these lines of inquiry; we shall find much
    • healing on as firm a foundation as possible, and to indicate that in
  • Title: Spiritual Science and Medicine -- Lecture II
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    • There have been intricate mechanical analogies, in explanation of the
    • intricate and worth attention. There is an interplay of forces, and
    • disease one may start from the indications in what Paracelsus called
    • will speak in the first place of indications of disease in the
    • And if we speak of what is first indicated in the etheric body or in
    • indirectly, communicated through him. Nevertheless, the fact remains
    • constitution which I have indicated, may be followed up; and they
    • stimulating the resultant phenomena — as will be indicated in the
    • this truth as a significant educational rule of medicine. They said:
    • ramifications of disease, and are more or less satisfied if they have
    • adequately, for our language has hardly any terms to indicate
  • Title: Spiritual Science and Medicine -- Lecture III
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    • And thus the question arises: How far does the whole intricate web of
    • here indicated has been made impassable by the natural scientific
    • must be, if we are to reach an objective judgment of the complicated
    • relationship between the remedy indicated and what happens in the
    • drawn from the former category. I propose to begin with what we can
    • metamorphosis; the truncated leaf stalk becomes blunt and knobby, and
    • through the tonic force (c) located here; then the new
    • As I have indicated the path to follow you can extend its application
  • Title: Spiritual Science and Medicine -- Lecture IV
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    • the simple reason that the connection is a complicated one, and we can
    • one might say — sought in this way a legal justification for its aim
    • of healing the individual. But this justification really consists in
    • people! Now, this justification would be valid if patients were really
    • lower interior surface of the cranium, for if it did, all the delicate
    • odour of putrefacation by reason of its intestinal flora, whereas this
    • indicators, indicators enabling one to conclude that if this or that
    • extremely well fed and healthy looking cattle. Would it occur to you
    • the cattle have somehow descended from the air and have infected the
    • might say; “Here are a lot of fine, well-cared for cattle; if we send
    • very important, for it indicates the inability of the kinsman of
    • ossification of the human head how the tendency towards mineralisation
    • world, into the human organism. The right method would indicate some
    • merely indicate this today, but treat it in detail later) through the
  • Title: Spiritual Science and Medicine -- Lecture V
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    • bodies. These are a few indications of what must be ascertained in the
    • indications of habits of life, the access to good air, etc. These are
    • the public; that waged by the advocates of homeopathy and of allopathy
    • was indeed not without justification in calling phosphorus the
    • indications just given, when we deal specially with syphilitic and
    • indicates the contrast between the plant nature and Man (the animal
    • classification. No: you must bear in mind that the whole earth is one
    • intensification of what is active in blossom and seed formation, and
    • This furnishes you with the first rational method (as indicated by the
    • were delivered, and publications that were issued, dealing with the
  • Title: Spiritual Science and Medicine -- Lecture VI
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    • correspondence in man, we must at least indicate in outline the
    • application, will probably fail completely in cases of cranio-tabes,
    • which require an opposite therapeutic method, probably an application
    • references to the “salification” of substances, that by this process
    • The study of metals in particular, on the lines indicated, leads to
    • with the typical ones which we indicated. In this manner, the less
    • separate both these categories from what is contained in the state of
    • adjusted to one another, so that they form highly intricate
    • constructions, and one of these intricate structural systems is shown
    • yesterday, you will be able to make use of indications in the ancient
    • and animal kingdoms to extra-telluric forces. And as I indicated
    • animals, and further to that of mankind, lie scattered farther and
    • formation of animals, and further to that of mankind, lie scattered
  • Title: Spiritual Science and Medicine -- Lecture VII
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    • adaptation to telluric and cosmic conditions. The indications referred
    • Just as educational theory and practice for the young have to take
    • indication of how to proceed if one wants to see the facts in the
    • ossification and sclerosis Not only sclerosis, but bone formation in
    • over their normal level, as it were. Ossification or sclerosis, e.g.,
    • remove the hydrocephalous tendency too soon, either through education,
    • nature of man in all its implications.
    • very intricate road we must follow in order to understand the living
    • the process of ossification or sclerosis. But there is a complete
    • counterpart to sclerosis and ossification; to produce it one would
    • process of ossification and sclerotisation in man.
  • Title: Spiritual Science and Medicine -- Lecture VIII
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    • ramifications in your olfactory organs. Turning your conscious thought
    • solidification of matter in plants, and all that is revealed in the
    • organic processes of solidification, is disclosed if we taste the
    • itself against solidification and this is manifested in the tendency
    • located more on the surface of our organism,
    • externally produces solidification. When we carefully examine smell
    • tend away from solidification and towards diffusion even so to speak,
    • process of solidification, and sending forth from the blossoms
    • below solidification in plants, i.e. to salification, which is a
    • metamorphosis, on another level, of solidification
    • downward tendency you have solidification and salification, and what
    • you taste is something that is held back on the way to salification.
    • compare the ramifications of the nerve of taste into neighbouring
    • anything like the highly intricate structure of the eye, which is
    • taste are supplemented by the processes due to the intricate structure
    • likewise bifurcated. This appears in the tendency of the digestive
    • The two bifurcations, upper and lower, are exactly complementary.
    • solidification a suspended salt-process. This again throws light on
    • relationship of the upper process to salification and of the lower to
    • salt formation in the plant; all this tends to salification in man. We
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  • Title: Spiritual Science and Medicine -- Lecture IX
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    • absorption) and evocation which disposes externally of waste matter.
    • needs a more delicate method of observation. At first, no doubt, these
    • in time that the classification above mentioned is the best of
    • of masticating it, thus unduly over-taxing the whole apparatus of
    • silicates are being formed, as quartz or similar minerals. They have
    • above the heart we find the polarity to the formation of silicates in
    • meningitis is an equally pronounced indication. The results may be all
    • to be able to locate the origin of all these symptoms; we shall have
    • transformed by such plants as are rich in silicates, either by
    • it. In all plants rich in silicates, careful investigation should be
    • the organism. First there is the principal bifurcation of excretion,
    • This bifurcation brings us to the consideration of an organic system
    • curing; this is the kidney system, with its remarkable ramifications
    • thus related for reasons already indicated in previous lectures.
    • e.g., how to blend a remedy containing silicates with a metal which
    • education — a form of self-education of great value for medical smell
    • the crystals of all the silicates. He who can grasp these things can
    • diversity as external nature reveals in the silicates. This is an
    • indication for the therapeutic use of silicates in a “scattered” form.
    • the other hand, man must educate himself to become a suitable reactive
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  • Title: Spiritual Science and Medicine -- Lecture X
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    • So we will cite some concrete examples which may indicate a pathway in
    • stimulated by the silicates — the wild strawberry itself prepares the
    • In considering the application of herbal remedies — and in fact all
    • Thus we have in a sequence: carbonates, alkalis, and silicates, or
    • These, then, are the factors indicating mankind's relationship to
    • formation of either urine or sweat — are indications of the
  • Title: Spiritual Science and Medicine -- Lecture XI
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    • phenomena for which dosage with vegetable carbon is indicated, are
    • “chemicator.”
    • what we might term the solidification. (We should not have any
    • justification of the light treatment. But light-baths are not
  • Title: Spiritual Science and Medicine -- Lecture XII
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    • identity is invalid. In consequence of the application of atomistic
    • concepts, etc. And I have already indicated that there we shall have
    • their scope it is necessary to follow up somewhat the indications
    • application of remedies, through friction, by means of ointments, and
    • external application. Under certain conditions, the vigorous action of
    • application. For it is not at all the same whether the plaster or
    • to choose the spot of application so as to stimulate counteraction
  • Title: Spiritual Science and Medicine -- Lecture XIII
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    • now you have only to refer to my publications, to realise that
    • advocate operative surgery, for the simple reason that they know of no
    • provide at least verification by external reports from clinics, etc.
    • immense diversity, with its way of often working by mere indications,
    • conditions which come under the classification of psychiatry. Here we
    • in is less important as an indication, than the urge for a certain
    • application of heat or of water to the head, or to the feet
  • Title: Spiritual Science and Medicine -- Lecture XIV
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    • being to educate himself and evolve (granting steadfast effort) to the
    • as the work of the ego an intricate framework extending throughout the
    • bodily organism; a delicate, weblike scaffolding. This scaffolding in
    • us through our ego-organisation; its structure is most delicate, and
    • application of this substance is in its highest possible dilution,
    • clairvoyance, by way of meditation. And there is also an educative
    • which also exists in the animal world as eye, but with a modification:
    • study of the external side, in indications given in a preceding
    • application; now try the same substance, suitably diluted, internally,
    • the delicate differences in these results, one would reach tremendous
    • but specialisations of the elementary structural principle indicated.
    • phantom indicated in the rough sketch?
    • Educate yourselves, train yourselves in the study of man so far as to
    • human ego, there is a choice of methods; therapeutic or educational.
    • I have indicated
    • The application of arnica compresses to any sprain or dislocation or
    • especially arnica and are thus indicated when we wish to summon the
  • Title: Spiritual Science and Medicine -- Lecture XV
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    • be: the education given us at school and at the university — for both
    • organism indicates too strong an ego. It is just the contrary it means
    • general. This indicates the path to guide us. Just as certainly as the
    • characteristic feature: the process of de-salification. Within our
    • peripherally we fight against salt formation. We oppose salification
    • restrict themselves more to a mere de-salification. They are not able
    • appropriate potassium salt ingredients, is indicated if a patient is
    • to be guided to de-salification — as for instance in various rashes
    • indicated for internal and deep-seated complaints in mankind, and very
    • right application of the healing properties of the birch.
    • effects strongly indicated as of use in hemorrhages in kidney troubles
  • Title: Spiritual Science and Medicine -- Lecture XVI
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    • difficult to define these delicate workings of our organism in the
    • indicated.
    • Such delicate processes as massage of the spleen, whether external or
    • disorderly digestive activity in the head, as just indicated. They
    • such cases it becomes obvious how extremely delicate our human
    • application of any substance to the human organism produces the
    • substantial remedy employed. But if the application produces a
    • child should be educated by imitation, and that after dentition,
    • education and teaching should attach great importance to authority.
    • Education of the Child in the Light of Anthroposophy,
    • materialistic attitude of today may deprecate the use of imitation or
    • authority as principles of education. But their significance is great,
    • Suppose you educate the child in liking and eating some wholesome
    • with respect to authority in education. If those organs (they are
    • Dementia Præcox. And a sound objective education is a splendid
    • a position to put the whole educational process at the service of the
    • Education of the Child in the Light of Anthroposophy,
    • Dementia Præcox will be on the way to disappear. For such educational
    • education.
    • a method which has its justification when used with due discretion.
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  • Title: Spiritual Science and Medicine -- Lecture XVII
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    • substance is left. I indicated yesterday that the progressive
    • considerable part of what is included in the educational methods of
    • structures and processes very much depends upon the right education in
    • formative process from other indications than the teeth themselves. If
    • early as possible to run with dexterity, with intricate movements of
    • child, on the lines indicated, the more we shall tend to slow down and
    • highly complicated process of fluorine absorption. In the customary
    • complexity of the human organism requires us to supplement education
    • mistaken education in the condition of the teeth, but also in the
    • connected with very delicate processes of growth-processes tending
    • medicinal implications. One may spend endless time in discussing
    • creeds, have any justification or significance. But in all the
    • medieval Catholic asceticism in the region of thought. This asceticism
    • nature, that alone should be an indication for treatment of the lower
  • Title: Spiritual Science and Medicine -- Lecture XVIII
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    • balance between the tendency to salification, to the deposit of
    • multiplication of what should not multiply in our organism, namely the
    • becomes the appropriate medium for the presence and multiplication of
    • poisoning, a toxication of the lower abdominal
    • consciousness. The symptoms of pulmonary catarrh appear because the
    • individual with a belief that his vocation is art, as distinct from
    • is possible to educate and train oneself to enter into such intuitive
    • later states of our university education, it is possible (by means of
    • influences, and other factors of a complicated kind, but this brief
    • appearance may be very slight and delicate. In the case of such
    • skin becomes brown. All this strongly indicates a certain chemism in
    • of warmth. Here we have a most significant indication and gauge for
  • Title: Spiritual Science and Medicine -- Lecture XIX
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    • same time an indication of its therapeutic value, and can use our own
    • process also indicate antimony as revealing — or betraying — the
    • obtain antimony in a delicately fibrous form.
    • electrolysis, bring it to the cathode, and touch the antimonial
    • deposit on the cathode with a metal point — the antimony produces
    • recourse to higher potencies in external application; but as a general
    • rule, external application will have their beneficial effect in lower
    • intricate and technical terms would of course be necessary.) In eating
    • fructification and seed-formation ensue; and thus the plant becomes
    • in man. And belladonna poisoning consists in the provocation of this
  • Title: Spiritual Science and Medicine -- Lecture XX
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    • indicate in these chapters: the “thinking together” of the whole human
    • to the world without, and communicating with that external world, and
    • tends to auto-intoxication through sleep; but this tendency is
    • man, and at the same time indicating how we can extract remedial
    • located in the ego and astral body. As a rule the ego is still strong
    • paradoxical that it should be left for spiritual science to advocate
    • of illnesses. It is never easy to discover specific indications from
    • by indications rather than in detail. Therefore I have selected
  • Title: Lecture: Curative Education: Lecture 1
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    • Curative Education
    • education and the relationships of the four bodies of the human being,
    • Curative Education
    • been arrested and whom we have now to educate — or again, to
    • application. Then, when Frau Dr. Wegman puts some of the children at
    • education for healthy children should already be possessed by one who
    • wants to educate incompletely developed children. For the very things
    • to deal, educationally or medically, with serious irregularities,
    • strictly medical domain. In the education of incompletely developed
    • cause of this condition? It was a very complicated affair. The young
  • Title: Lecture: Curative Education: Lecture 2
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    • Curative Education
    • education and the relationships of the four bodies of the human being,
    • true rhythm. To educate backward children is to intervene in karma.
    • agricultural methods there advocated and in curative education.
    • irrefutable. The lecturer had even confiscated — I mean, had
    • Tell” we have the glorification of a revolution that is founded
    • treatment, both educational and therapeutic.
    • application — we must observe how thinking is related in its
    • around him only in scattered fragments, so to speak, all that man is
    • throughout all education. It is as follows. Any one member of the
    • education:
    • conscious — influences the child's ego. Education is indeed
    • astral body. How is the astral body of the educator to be “educated”
    • for this purpose? Self-educated too, as it needs must be today! For
    • every trace of subjective reaction, the teacher educates his own
    • will not do for you to set out on this work of Curative Education in
    • are communicated cannot be too carefully restricted; for people of
    • applied, as in the education of backward children, within the given
    • individual in its application, it has to be general. So far as
    • conscious of the fact: in educating backward children we are
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  • Title: Lecture: Curative Education: Lecture 3
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    • Curative Education
    • education and the relationships of the four bodies of the human being,
    • you approach your task as educators is the same for all, you will yet
    • a right educational treatment; and we shall find that in an illness
    • to press on its base, the delicate blood vessels of the latter would
    • indications that have already been given will perhaps suffice. But if
    • to pass from the more educational treatment to the more medical.
    • the symptoms I have indicated — attacks of giddiness,
    • with our curative education. If we bring with us to our work the
    • connections I indicated yesterday. You will then have to approach the
    • child with this understanding in your soul, and to proceed to educate
    • we shall be doing curative educational work of a kind that can remain
    • must know this if we want to educate him. Under some circumstances it
  • Title: Lecture: Curative Education: Lecture 4
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    • Curative Education
    • education and the relationships of the four bodies of the human being,
    • and encouragement. The best self-education for the teacher.
    • be achieved — by education.
    • pre-natal education — meaning education in the embryonic
    • the education and whole manner of life of the mother that is
    • indication of the accompanying phenomenon — namely, disturbance
    • recourse to a much wider classification.
    • things delicately, just as though he had been wounded. Nor shall we
    • can be most expressive when we extend its application to the
    • means of curative education, then, when the child attains puberty,
    • realise that the education must more than ever depend upon what the
    • something, and yet they cannot do it. It is a complicated idea, but
    • to educate abnormal children will never have finished learning. Each
    • take in hand our own self-education.
    • best kind of self-education will be found to consist in following
  • Title: Lecture: Curative Education: Lecture 5
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    • Curative Education
    • education and the relationships of the four bodies of the human being,
    • Educational treatment for boy mentally apathetic but excitable in the
    • creative ideas. Educational treatment for a child mentally active but
    • modification in their form, being moulded and turned in various ways.
    • watch!” The impression keeps coming back. In the education of
    • sometimes be only very faint indications, but which are nevertheless
    • those who have to educate abnormal children would learn to have an
    • certain symptoms indicate of themselves the main direction in which
    • to educate, in whom I observe that impressions make difficulties for
    • than people imagine. Healing and education — and the two are,
    • seriously if you want to educate abnormal children — only think
    • will be helpful if we ourselves fabricate for him a new impression
    • thoughts; the child, in fact, shows indications of being
    • catching hold of everything, kicking out in all directions with his
  • Title: Lecture: Curative Education: Lecture 6
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    • Curative Education
    • education and the relationships of the four bodies of the human being,
    • Dr. Steiner himself educated. Unskilfulness in the modern age due to
    • He weighed scarcely 53 lb. He has delicate bones, and his hands and
    • the right educational treatment for this child in very early years?
    • of the child, as to how we are to proceed with his education? Of
    • primary significance for us as educators is the fact that the boy has
    • not harmoniously developed. Karmic complications lie behind this.
    • children catch it! You will find that if you want to help children in
    • undertake in the way of education. For it is not a matter of being
    • with lessons in painting, working in the way I indicated a little
    • there in whatever we are doing. Particularly in the education and
    • the first and most essential qualification for a teacher of these
    • will not be able to educate these children unless you have the
  • Title: Lecture: Curative Education: Lecture 7
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    • Curative Education
    • education and the relationships of the four bodies of the human being,
    • is of main importance for us as educators is the fact that, owing to
    • watch for more delicate deviations and irregularities. The astral
    • educational sense. We must avoid bringing him in contact with things
    • How must we proceed, if we want to educate the boy? We must arrange
    • you have the patience to undertake this kind of education with the
  • Title: Lecture: Curative Education: Lecture 8
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    • Curative Education
    • education and the relationships of the four bodies of the human being,
    • life are very complicated, and it is not at all easy always to see
    • educational point of view that you should have opportunity to observe
    • spending it all on some jollification in order to give them pleasure.
  • Title: Lecture: Curative Education: Lecture 9
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    • Curative Education
    • education and the relationships of the four bodies of the human being,
    • is why in our Waldorf School education we take particular care that
    • In all education nothing contributes so much to true progress as that
    • well as for the educator, than the principles upon which he has to
    • as Frau Dr. Wegman did. After the application of hot compresses and
    • cure, not for death, but for life. It is indeed a most delicate
    • have now come to the point where I can indicate for you the principle
    • is really so: the moment we begin to speak of education, we have
    • recommend anyone who is setting out to educate abnormal children, to
  • Title: Lecture: Curative Education: Lecture 10
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    • Curative Education
    • education and the relationships of the four bodies of the human being,
    • education, then, in the time between the change of teeth and puberty,
    • methods of Waldorf School education. For we always ask, you know:
    • need for a delicate and fine power of observation. The simple
    • 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;
    • urgently need Waldorf School education. This boy must not be left to
    • education in the way we are accustomed to do with quite little
    • indicate.
    • describe her for us, in accordance with the indications I gave at the
    • undertakes the task of education. Long before you attain to the
    • This vanity is not so much due to a lack of education and culture,
    • man the circle — naturally, with modifications. Adopting this
    • real educators, and especially educators of backward children, that
    • indications that are afterwards verified from external evidence —
    • help can be given through education, by awakening the child's
    • being that all that part which belongs to the organs of mastication
    • see whether the organs of mastication are beginning to come more
    • mastication lie almost entirely outside the realm of the child's
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  • Title: Lecture: Curative Education: Lecture 11
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    • Curative Education
    • education and the relationships of the four bodies of the human being,
    • shall be able to achieve something in the educational sense. The
    • therapy we have already indicated; the girl should have compresses
    • can differ quite considerably according to the education the children
    • and is behind-hand with all the education he should have received in
    • (You will understand, I can do no more here than indicate the ideal.)
    • Home for Curative Education, is the necessity for constant
    • develops also a delicate sensitiveness; so that the boy has really
    • we cannot begin to do anything in the way of education for this boy
    • School education, but everything will depend in his case on how you
    • important indication for you, since the one child was born in 1909,
    • application of a “drawing” compress — say, of
    • in Jena.] was the first to undertake the education of backward
    • Educational Homes for backward children which were started in Hanover
    • performs the execution, while the physiologist (a Catholic clerk in
    • Dr. Steiner's advice for the education of the boy was as follows: He
    • with arsenic, as indicated in the lecture.
  • Title: Lecture: Curative Education: Lecture 12
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    • Curative Education
    • education and the relationships of the four bodies of the human being,
    • in human malformations. Earlier education balanced Luciferic and
    • 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
    • education was regarded as having an extremely close affinity with
    • indeed to be brought into it by means of education, these men of an
    • and “educating” have the very same significance.
    • Education heals the so-called normal human being, and healing is a
    • specialised form of education for the so-called abnormal human being.
    • man. Modern education and instruction is not calculated to enable us
    • would be for one an indication of a type of organisation that
    • now I would like to go on to speak of what you as educators must
    • undertake for your own self-education. You can take your start from
    • indication as to whether or not he is in a fair way to make progress
    • than you can with love, at once your educating becomes effective,
    • undertake. For within this educational stream is contained that which
    • the educational and in the medical work of the [Dynamic] movement. No
    • Eurythmy having come in to collaborate with Curative Education,
  • Title: Art of Healing: Lecture I
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    • education. We have founded schools, which are organised on the
    • education and up-bringing in order to draw out of the
    • have completed a higher or lower grade of education, we step
    • equipped with the best modern education, also contain hidden
    • thought-exercises — of which I can now only indicate the
    • inner experiences which can be indicated as follows: If you
    • complicated! And that is right. But this stream of
    • and catabolism, and in this balance he develops the right
    • relation to too slight a degree of catabolism, and then its
    • anabolic and catabolic forces, and thus we make the Art of
    • anabolic and catabolic forces.
    • the application of forces and spiritual forces in
    • more complicated. At the present time a longing is dominating
    • complicated life has grown. Anthroposophy tries above all to
  • Title: Art of Healing: Lecture II
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    • What we have thus indicated as an abstract
    • human being is related in a highly complicated manner, to all
    • the more complicated does it appear. There are, however,
    • research into this complicated human organisation. Were there
    • cannot go into all this detail to-day, I can only indicate it;
    • thus that I had in a sense located the system
    • located in the middle organisation; but it again is
    • is a sense-organ which has a delicate perception of what is
    • delicate organisations present in animals which, in the case of
    • But everything which is communicated
    • delicate process which takes place under the influence of
    • sight, we see a wonderfully delicate process going on in which
    • There is another and a more delicate
    • the more delicate intimate structure of the human organism, and
    • complication, let us say — our diagnosis leads us to assume
    • severe cases of illness — I have tried to indicate how, by
    • indicated as a rational therapy, by citing certain special
  • Title: Art of Healing: Lecture III
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    • classification, or a mere division of phenomena before us, and
    • complicated. It cannot be said that in sleep the astral body
    • its outer shape how it inclines towards ossification, and
    • why not. It is, to begin with, apparently so intricate that its
    • — a substance which is far less delicately organised but
    • organisation of the head is dislocated. The central brain
    • influencing others. Therefore in this case, slight and delicate
    • complicated as it appears when we really penetrate into the
    • the last lecture, in indicating how we arrive at
  • Title: Spiritual Science and the Art of Healing: Lecture I
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    • course of lectures on Education and has expressed the wish that
    • education. We have founded schools, which are organised on the
    • through actions and knowledge. There must be education and
    • grade of education, we step out into life, having a particular
    • best modern education, also contain hidden capacities in his
    • — of which I can now only indicate the general
    • be indicated as follows: If you have bound up one of your limbs
    • complicated! And that is right. But this stream of life is
    • between anabolism and catabolism, and in this balance he
    • degree of catabolism, and then its growth becomes rampant. Or
    • Nature for the discovery of the anabolic and catabolic forces,
    • respect of the anabolic and catabolic forces.
    • dreamlike knowledge, can lead us to-day to the application of
    • complicated. At the present time a longing is dominating the
    • may be the source out of which this more and more complicated
  • Title: Spiritual Science and the Art of Healing: Lecture II
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    • been indicated as an abstract principle is really present in
    • complicated manner, to all the different ways in which he
    • more complicated does it appear. There are, however, certain
    • research into this complicated human organisation. Were there
    • cannot go into all this detail to-day, I can only indicate it;
    • organisation’; thus that I had in a sense located the
    • principally located in the middle organisation; but it again is
    • which has a delicate perception of what is taking place in the
    • delicate organisations present in animals which, in the case of
    • within itself. But everything which is communicated through the
    • dependent upon a delicate process which takes place under the
    • wonderfully delicate process going on in which silicic acid is
    • and a more delicate process behind this rhythmical occurrence.
    • this way, we can perceive the more delicate intimate structure
    • condition or other — some symptomatic complication, let
    • — I have tried to indicate how, by a spiritual-scientific
    • has already been indicated as a rational therapy, by citing
  • Title: Spiritual Science and the Art of Healing: Lecture III
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    • have no longer a mere philosophically conceived classification,
    • constitution of man is very complicated. It cannot be said that
    • shape how it inclines towards ossification, and has its
    • It is, to begin with, apparently so intricate that its cause is
    • substance which is far less delicately organised but which is
    • is dislocated. The central brain begins to be less serviceable
    • influencing others. Therefore in this case, slight and delicate
    • but it is by no means so complicated as it appears when we
    • lecture, in indicating how we arrive at plant-remedies, I
  • Title: Report: An Outline of Anthroposophical Medical Research - 1
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    • methodical education and transformation of the soul. If one can, so to
    • condition. If, however, one sets to work in the way I have indicated
    • If one learns to perceive this third member in the manner indicated
    • — a most complicated organisation which, for those who can
    • the liver. Thus, the entire human organisation is so complicated that
    • What I have just briefly indicated is merely the commencement of an
    • way is indicated for the true understanding of the nature of
  • Title: Report: An Outline of Anthroposophical Medical Research - 2
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    • methodical education and transformation of the soul. If one can, so to
    • condition. If, however, one sets to work in the way I have indicated
    • If one learns to perceive this third member in the manner indicated
    • — a most complicated organisation which, for those who can
    • the liver. Thus, the entire human organisation is so complicated that
    • What I have just briefly indicated is merely the commencement of an
    • way is indicated for the true understanding of the nature of
  • Title: Threefold Order: Part II: Lecture: The Impulse Towards the Threefold Order
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    • short time he worked to bring his ideas into practical application but
    • the World-Catastrophe, which is the great
    • Then came the World-Catastrophe. And what did it show? It
    • now came the World-Catastrophe and suddenly demonstrated
  • Title: Principle/Economy: Lecture I: The Principle of Spiritual Economy in Connection with Questions of Reincarnation: An Aspect of the Spiritual Guidance of Mankind
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    • preserved, duplicated, and interwoven with the leading personalities
    • nonsense or reverie to outsiders. Thus it is an indication of
    • catastrophes, as is reported by many peoples in their
    • call the Sun Oracle the Christ Oracle. The unification of the
    • impending catastrophe would finally take place. However,
    • of this group were educated with special care, and only they
    • process of communication between the two. This prepared the
    • idea, and that would have nearly catastrophic consequences.
    • much more complicated than is usually supposed. And thus we
  • Title: Principle/Economy: Lecture II: Christianity in Human Evolution: Leading Individualities and Avatar Beings
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    • preserved, duplicated, and interwoven with the leading personalities
    • complicated question of reincarnation that the spiritual
    • again take as our subject matter the more complicated
    • multiplication of one or several members of the being who is
    • We have here indeed one of those wonderous complications in
    • multiplication and transmission of the archetypal copy onto
    • Christianity? Because the authority of the Catholic Church
    • to find, on the basis of judgment and intellect, verifications
    • saying: Tradition has communicated to us that the Being known
    • a particular matter as an indication that they do not really
  • Title: Principle/Economy: Lecture III: More Intimate Aspects of Reincarnation
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    • preserved, duplicated, and interwoven with the leading personalities
    • primary task of another was to communicate the mysteries of
    • catastrophe culminating in the submergence of Atlantis was
    • through and beyond the great Atlantean catastrophe. No, the
    • Atlantis, a catastrophe will occur, and afterwards a new
    • Great Leader. Their education was guided with wisdom and
    • so after a diligent educational process, when the time had
    • Atlantean catastrophe. What made them different was that
    • context. To begin with the first, Zarathustra communicated to
    • will be put into a position to communicate with human beings
    • descend to earth in order to communicate with them and
    • indicates that a body in motion tends to continue its
    • pendulum by observing the swinging lamp in the Cathedral at
    • authority of the Catholic Church did not compel me to do
    • author of the Heliand was able to communicate such
    • copy of the ego of Christ Jesus produced many duplicates that
    • communication of theories, but rather with preparing human
  • Title: Principle/Economy: Lecture IV: Results of Spiritual Scientific Investigations of the Evolution of Humanity: I
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    • preserved, duplicated, and interwoven with the leading personalities
    • farther back, we find other catastrophes. The volcanos that
    • by floods, and the inhabitants left over from the catastrophe
  • Title: Principle/Economy: Lecture V: Results of Spiritual Scientific Investigations of the Evolution of Humanity: II
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    • preserved, duplicated, and interwoven with the leading personalities
    • says of the ego that it can rise in him through purification.
  • Title: Principle/Economy: Lecture VI: On the Occasion of the Dedication of the Francis of Assisi Branch
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    • On the Occasion of the Dedication of the Francis of Assisi Branch
    • preserved, duplicated, and interwoven with the leading personalities
    • On the Occasion of the Dedication of the
    • gathered for the dedication ceremony of our anthroposophical
    • participation in such a dedication festival. Everything must
    • hand, the very success of such a dedication festival with so
    • benevolently at this dedication since it animates everything
    • Catholicism. And so the air of the rooms where normally
    • It is certainly a good indication of the spirit of the times
    • the future, up to a time following a catastrophe. The wide
    • into the next catastrophe. During their golden age, the
    • way at the dedication of a branch of our movement is
    • today in this modest branch for the purpose of dedicating the
    • it was to him a personification of all suffering on earth.
    • feelings of those who have come to this dedication ceremony
    • outside indicate what is beautiful or magnificent in nature,
    • let us dedicate, from the bottom of our hearts, the Francis
    • branch be dedicated in the fullest sense of the word; may it
    • case in today's dedication ceremony.
  • Title: Principle/Economy: Lecture VII: The Macrocosmic and the Microcosmic Fire: The Spiritualization of Breath and Blood
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    • preserved, duplicated, and interwoven with the leading personalities
    • unshakable faith is being poured into it, which indicates
    • secret and about the location of Kashyapa's body.
    • and real indication of God's thinking in the fire, of
    • atman as a deification of the breath — as the great
    • Easter bells echo their sounds through our hearts, indicating
  • Title: Principle/Economy: Lecture VIII: The Event of Golgotha. The Brotherhood of the Holy Grail. The Spiritualized Fire.
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    • preserved, duplicated, and interwoven with the leading personalities
    • a corpse an indication of the insignificance and the futility
    • perceive it as a purification. When this happens, the feeling
    • multiplication of the wheat grain an image of, and a parable
    • purification in the wonderful fire, in the great light of
  • Title: Principle/Economy: Lecture IX: Ancient Revelation and Learning How to Ask Modern Questions
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    • preserved, duplicated, and interwoven with the leading personalities
    • etheric body if it wanted to be able to communicate with the
    • Semitic people, similar to the way in which a very educated
    • if he wanted to communicate with them. Therefore, the
    • communicate with the Semitic people. Such a personality, for
    • person's education typical for our fifth post-Atlantean
    • this has led to the introduction of Rosicrucian education
  • Title: Principle/Economy: Lecture X: The God of the Alpha and the God of the Omega
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    • preserved, duplicated, and interwoven with the leading personalities
    • after the Atlantean catastrophe the ego was pushed out into
    • world. Cultural phenomena such as mummification are deeply
    • Hence, it had to be educated to pierce through the veil of
    • world is profound and truth is complicated!
  • Title: Principle/Economy: Lecture XI: From Buddha to Christ
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    • preserved, duplicated, and interwoven with the leading personalities
    • for the attainment and right application of knowledge and
    • have reached a state of rigidity and lignification. However,
    • are able to understand the communications relating to him,
    • external events such as natural catastrophes or similar
  • Title: Lecture I: Man in the Past, the Present and the Future
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    • indicated by the so-called Druid circles.
    • simple life. Agriculture and cattle-raising were the chief
    • information can be catalogued and read off from the printed page. We
    • ancient humanity could also be said of other peoples. There we catch
  • Title: Lecture II: Man in the Past, the Present and the Future
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    • flashes, to the wind and weather, to the delicate, wonderfully formed
  • Title: Lecture III: Man in the Past, the Present and the Future
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    • distinction. Even today it is not yet Catholic dogma, however much it
    • may be Catholic custom, to distinguish in this way between faith and
    • understanding beyond mere dreaming, which indicates a natural process,
    • Minister of Education! So everyone could understand why Schelling had
  • Title: Lecture IV: The Sun-Initiation of the Druid Priest and His Moon-Science
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    • is only one of these — I have indicated how
    • within certain limits all that was indicated in outer Nature as the
  • Title: Descriptive Sketches: Lecture I
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    • communicating something behind the back of the spiritual beings, which
    • the young people are so educated that they go to sleep after having
    • is, indeed, much more complicated than is generally supposed. What we
    • Akashic Records. The human soul in the spiritual world can indicate
  • Title: Descriptive Sketches: Lecture II
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    • That is the reason for the fact which I indicated in the public
    • which through clairvoyant investigation one can indicate the place
    • These are a few aphoristic indications which I wished to give you as
    • really a very complicated matter. We see, therefore, that looking back
  • Title: Lecture: The Cycle of the Year: Lecture I
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    • fight in the cosmic spaces.” (See lemniscate)
  • Title: Lecture: The Cycle of the Year: Lecture II
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    • the education of the present day call the Resurrection a miracle, and
    • events in a regular rhythm, as I indicated yesterday. After a year we
    • kind of intoxication with regard to the spiritual will come over
    • intoxicating forces, the humanity of the Earth will go into decline
    • intoxicating forces that rise out of the Earth. This he can do by
    • and Resurrection, as was indicated earlier. This would be
  • Title: Lecture: The Cycle of the Year: Lecture IV
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    • delicate transformation which takes place in the Earth's atmospheric
    • ancient festivals already established a communication, a union,
    • communication with the divine-spiritual powers of the cosmos. A relic
  • Title: Lecture: The Cycle of the Year: Lecture V
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    • which all that has been indicated is more or less condensed. But in
    • solidification, the strengthening of shrewdness, of the reflective
    • revealed itself as we have indicated, man could experience in a
    • (see drawing) indicates the original human condition
    • indicated in the overcoming of the Dragon by Michael.
    • monumental saying by which it was indicated that for all future time
  • Title: Lecture I: The Balance in the World and Man, Lucifer and Ahriman
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    • world with its clear-cut lines of demarcation and its sharply defined
    • In the domain of Education, particularly, attention will have to be
    • form of the experience. But there is an experience more delicate and
    • Post-Atlantean epoch, and indicates that when, in however small a
    • indicates a lack of power in the ether-body. It unfolds insufficient
    • indicated, for portraying him with the feet of a goat. Myths and
    • personification of the forces which entered into him together with
    • realize that it is our duty to educate children in the future — be it
    • — can become guiding principles for education as it should be in the
    • educate children today do not know how to deal rightly with what comes
    • It is very remarkable that indications of these trends are everywhere
    • Sphinx. Oedipus is merely a personification, in a very typical form,
    • This indicates to us that in their rightfully allotted place, Lucifer
  • Title: Lecture II: The Balance in the World and Man, Lucifer and Ahriman
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    • hypothetically — delicate nerve-processes, and says: The thinking,
    • fortifications, and from the right Ahriman fights his way through and
    • throws up his fortifications. And all that you can do is to stand in
    • it were — is the fortification set up by Lucifer, and your right man
    • is the fortification set up by Ahriman. And the whole art of life
    • thrown up fairly equal fortifications; the left and right halves of
    • fortification the good Gods have erected against Ahriman. Ahriman
    • You see how complicated the human being is! Take any one portion of
  • Title: Lecture III: The Balance in the World and Man, Lucifer and Ahriman
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    • and we have also given indications in
    • does the physical body give us any indication of what is in man's
    • dreamed, it was a feeling that communicated to me something that was
    • speak we are in communication through our etheric body with the
    • poise, not at rest, but delicately poised in equilibrium.
    • Aesthetic Education of Man
    • understood, has its complete justification. How Manichaeism is fully
  • Title: Poetry/Speech: Lecture I: The Art of Recitation and Declamation
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    • weavings intricate of soul,
    • Strasbourg Cathedral, and the whole of Gothic culture. Thus the
    • of the Gothic Cathedral. We follow the interweaving of the rhythms
    • arches of the Gothic Cathedral weld themselves into a whole. This
    • instance, before the mighty Strasbourg Cathedral – and in
    • like some of the figures on the Cathedral of
    • Thou, my protectress! To thee should I dedicate my life: for in
    • I would in freedom dedicate my life.
  • Title: Poetry/Speech: Lecture II: The Art of Recitation and Declamation
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    • indicated in the Nibelungenlied, when it says: “To us
    • to which we are referred. The Nibelungenlied indicates
    • exact method of educating oneself in artistic recitation and
    • staines scatter'd on my skinne;
    • was faire and delicate,
  • Title: Poetry/Speech: Lecture III: The Art of Recitation and Declamation
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    • To the cataract of
    • the cataracts and rapids
    • All that I have here indicated takes place in recitation
    • though we have only been able to indicate certain guidelines
  • Title: Poetry/Speech: Lecture IV: Poetry and the Art of Speech
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    • indication of our having abandoned the domain of the truly
    • takes its departure from the intellect and classification and has
    • Scatter, as from an unextinguished hearth
    • French, will exemplify what I have roughly tried to indicate as
    • speech-formation, whether of a more delicate or more profound
    • forth – but with a more delicate shading.
    • this is the delicate musical element which should become
    • all that I have tried to indicate about the recitation and
  • Title: Poetry/Speech: Lecture VI: Speech-Formation and Poetic Form
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    • almost indefinitely. Our first poem is a relatively uncomplicated
    • communication of prose fact into actual speech-formation. We thus
    • deeply in his appreciation of Strasbourg Cathedral, Goethe had
    • contemplating a Gothic cathedral. We can see something striving
    • upwards, something unfinished, in a Gothic cathedral; and this was
    • catel              
    • and plunge, staccatoing the water
  • Title: Poetry/Speech: Lecture V: Poetry and Recitation
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    • intensity is indicated, something connected directly with the human
    • effect like the forms of a Gothic cathedral. He wanted to blend
    • to a level at which (as I have already indicated) the rhythms of
    • Knows in its intricate mazes of delight artful
    • in this quality there lingers a delicate sense of humour; this
    • on the wings of a bird, while continually catching the bird again
    • aesthetic viewpoint arising from the sort of perception we advocate
  • Title: Poetry/Speech: Lecture VII: The Uttering of Syllables and the Speaking of Words
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    • speaking about art at a Congress where our aim is a clarification
    • education and teaching-practice. Certainly all the lectures that
    • Waldorf education, of introducing an artistic quality into the art
    • of education and teaching in general. But when confronting art
    • him as a poetical composition, which obviously communicates through
    • is indicated here can in general be derived from poetry that is
    • rather narrow sense) topical, in being a poem dedicated to Easter.
    • catch.
  • Title: Poetry/Speech: Lecture VIII: The Interaction of Breathing and Blood-Circulation
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    • metre. And we approach intensification and relaxation, tension and
    • communication in poetry – whereas declamation is
    • or the other, but to indicate the tremendous difference, which
  • Title: Poetry/Speech: Lecture IX: The Alliteration and Terminal Rhyme
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    • this is an invocation of the time when man lived at a
  • Title: From Jesus to Christ: Lecture I: Jesuit and Rosicrucian Training
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    • are indicated in the most varied ways in the different
    • the most complicated analysis of the mysteries of existence,
    • philosophy, have their justifications. But we can say that the most
    • the flesh is weak’, it indicates that everything grasped by
    • also wish to indicate something else. For the Christ to exert
    • men, had to be renewed by Him. This is indicated by the statement
    • Holy Spirit. And something else is indicated: how different is this
    • Spirit, symbolically indicated by the laying on of hands. In the
    • Jesuitism is educated. Jesuitism is not to be taken lightly, or
    • been led into the occult, in the way just indicated.
    • Imaginations here indicated, together with the prescribed exercises,
  • Title: From Jesus to Christ: Lecture II: Rosicrucian Training and Anthroposophical Training
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    • mark or other, with some catchword. From this bad habit, and not for
    • indicated in my book,
    • indicated yesterday. The occult methods there described are designed
    • Education of the Human Race.
    • Education of the Human Race,
    • Education of the Human Race.
    • education of humanity by the Divine Powers. God gave into men's
    • education of the human race. The thought of the education of mankind
    • stages of human education. In other words, if the soul lives through
    • repeated earth-lives, the progressive education of the human race
    • resolve I have indicated.
    • our consciousness through meditation, purification of our common
    • indicated today shows that when a man has taken the path of the
  • Title: From Jesus to Christ: Lecture III: Sources of Knowledge of Christ, Lord of Karma
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    • other ground the communications of the seer concerning the mysteries
    • all that comes from the communications in the Gospels, or in the
    • passes over into the Kamaloka region for the period of purification
    • which is indicated for us in the Old Testament as the Temptation
    • way was opened, besides the two already indicated.
  • Title: From Jesus to Christ: Lecture IV: Experiencing the Christ Impulse, Jerome and the Gospel of St. Matthew
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    • indicated the significant event which follows from the Mystery of
    • those early times it indicates — if we look away from the event
    • can no longer reach that which the Gospels wish to indicate. To a
    • original form, which can be authenticated from the Akashic record?
    • edification. So he omitted the things which, according to his own and
    • Matthew communicate it only to such persons as were initiated into
    • to be communicated to an unripe person through the mouth of another,
    • not. Those who were originally in possession of these communications,
    • edification but for destruction. Now Jerome understood this; yet he
    • as already indicated, many things are stated here which can be said
    • us the singular fact that the Gospels had to be communicated, but
  • Title: From Jesus to Christ: Lecture V: Redemption of the Physical Body
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    • the sources of existence appears complicated, people turn away from
    • great Games, which are only caricatured in these days by persons who
    • indicate a man between birth and death. The man dies. The time when
    • the identification of my Ego with the Divine Ego.’
    • there perhaps anything in the story to indicate that for the general
  • Title: From Jesus to Christ: Lecture VI: St. John and St. Paul, First Adam and Second Adam
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    • complicated; the truth must be brought directly to each person in the
    • Christianity has no justification, and the whole Christian Faith no
    • something indicated in my first public lecture on this subject, that
    • pupil was the hierophant; while the Gospels indicate that He who
    • ‘Christ is risen’, he indicates that Christ, after He had
    • intoxication with beauty had grown, Paul appeared, he who first
  • Title: From Jesus to Christ: Lecture VII: The Mystery of Golgotha, Greek, Hebrew and Buddhist Thought
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    • our soul-nature, as indicated in the following diagram.
    • we find that the process we have just indicated shows itself in an
    • multiplication of the cell, which if need be can be seen, takes place
    • way described. The Phantom which rose from the grave communicates
  • Title: From Jesus to Christ: Lecture VIII: The Two Jesus Children, Zoroaster and Buddha
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    • we indicated that it was now necessary to answer the question: What
    • deprecation. The Nathan Jesus-child was not in a position to
    • Gospel we have a remarkable expression which indicates something that
    • therefore, a special indication is given that the Jesus-child, not
    • through Adam to God, thus indicating that the substance in question
  • Title: From Jesus to Christ: Lecture IX: The Exoteric Path to Christ
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    • course to indicate even in outline how many and diverse are the views
  • Title: From Jesus to Christ: Lecture X: The Esoteric Path to Christ
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    • necessary. Even today there are many things that can be indicated
    • me.’ Men will learn to communicate with these beings and to
    • times when men sought for Christ along the path indicated yesterday,
    • without being able to indicate the teaching of reincarnation.
  • Title: Deed of Christ: Lecture 2: The Deed of Christ and the Opposing Spiritual Powers. Lucifer, Ahriman, Asuras.
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    • to indicate which particular spiritual Beings bring the “hindrances”,
    • measures; they inculcated into the being of man what would otherwise
    • description of which is contained in the book entitled The Education
    • by steeping his whole being in what spiritual science can communicate
    • in multiple replicas was incorporated in various individuals dedicated
    • realize that the whole vocation, the whole mission of the spiritual
    • left by Blavatsky includes a statement indicating that the author was
  • Title: Deed of Christ: Lecture 1: Mephistopheles and Earthquakes
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    • I have also indicated what spiritual vistas are
    • enter this region. He merely indicates that in this mysterious realm
    • then lays hold of him through injuring his physical body. He indicates
    • A condition of complete isolation, leading to the intensification of
    • Obviously, therefore, we are gazing here into a concatenation of
    • indication that all machinations consisting in any way of a misuse of
    • with personality. It has already been indicated that these are
    • education of mankind.
    • All the categories of beings have their karma — the karma of the one
    • this tragic fate, for the threads of karma are extremely complicated.
    • catastrophes undergone by humanity in the far distant past. The power
    • Atlantean catastrophes. These catastrophes were evoked by the
    • awakens the echoes of those earlier catastrophes. Our volcanic
    • catastrophes. But it should never so much as occur to anyone to attach
    • with the guilt to which the catastrophes are due and it should never
    • victims of such catastrophes will be all the greater, for our
    • catastrophes. The question runs as follows: “What is the occult
    • catastrophes can be foreseen, why should it not be possible to give
    • in a particular case an indication of time can be given. It would
    • certainly be possible for the occultist to give such an indication.
    • Maximum number of matches per file exceeded.
  • Title: Lecture: (On) Apocalyptic Writings - I
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    • The Initiate who communicated what is contained in the Apocalypse,
    • etheric being. By the time of Lemuria, through gradual densification,
    • indicated in the two interlacing triangles. If you study this sign you
  • Title: Lecture: (On) Apocalyptic Writings - II
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    • those who stand at the heights of science, culture and education, as
    • the heights of spiritual life. There is some indication of this in the
    • indicates the fact that the Christian Initiate ascended to Devachanic
    • disciples then received significant revelations. This is an indication
    • this event. Therewith is indicated Christ's teaching concerning all
    • indicated what I have said in words of great profundity. All the
  • Title: Lecture: (On) Apocalyptic Writings - III
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    • There is a word in the Bible which indicates how the ancient mystery
    • The second category of Beings were already nearer to man's level, but
    • these profound secrets. But he gave an indication of what I have just
    • Other passages, too, indicate that the Word was an Angel, but
    • Communities, the author of the Apocalypse indicates how evolution
    • indicate things upon which I will speak more fully in later lectures.
    • devolved upon the Elders to lead, indicates that only a third reach
    • been able to indicate it in an entirely external way. But today it is
    • actually comes to expression in the Apocalypse. Even these indications
  • Title: Education: Lecture I: Science, Art, Religion and Morality
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    • Education
    • philosophy of Waldorf education. They have been published under the titles:
    • Education and Modern Spiritual Life,
    • The New Art of Education, and
    • A Modern Art of Education.
    • The spiritual values inherent in the education of children is the main
    • thrust of these lectures. In addition to education, Steiner connects the
    • incorporating ethical, spiritual ideas and values in education is
    • what Anthroposophy has to say on the subject of education and to
    • to apply the educational principles arising out of Anthroposophy. It
    • lectures on education in the light of Anthroposophy. I hope,
    • book on the educational principles laid down by Hegel, and the
    • education at the Conference did not, of course, emanate from the more
    • fruitful for education can be drawn where intellectuality is led over
    • to speak of our educational principles and their practical application a
    • relation of education to social life, may have induced a number of
    • English educationists to visit our Waldorf School at Stuttgart. It
    • education seems to have arisen. Its roots, therefore, may be said to
    • School education gets to grips with the deepest fibres of modern life. The
    • educational methods applied there can really no longer be described
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture II: Principles of Greek Education
    Matching lines:
    • Education
    • philosophy of Waldorf education. They have been published under the titles:
    • Education and Modern Spiritual Life,
    • The New Art of Education, and
    • A Modern Art of Education.
    • The spiritual values inherent in the education of children is the main
    • thrust of these lectures. In addition to education, Steiner connects the
    • incorporating ethical, spiritual ideas and values in education is
    • EDUCATION
    • subject of education is exercising the mind and soul of all men at
    • If, then, an art of education is advocated here which is derived
    • education, however, of which I have here to speak, is concerned
    • principles of Waldorf School education — as it may be called
    • education there is full recognition of all that is great and worthy
    • the sphere of education, and thereby to find a true place in social
    • shall see in the course of these lectures — education has
    • education, therefore, there must be an understanding of the social
    • in three stages the development of the nature of education in
    • educational ideals of the different epochs — the ideals striven
    • educationalist. We must also consider the progress of subsequent
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture III: Greek Education and the Middle Ages
    Matching lines:
    • Education
    • philosophy of Waldorf education. They have been published under the titles:
    • Education and Modern Spiritual Life,
    • The New Art of Education, and
    • A Modern Art of Education.
    • The spiritual values inherent in the education of children is the main
    • thrust of these lectures. In addition to education, Steiner connects the
    • incorporating ethical, spiritual ideas and values in education is
    • EDUCATION AND THE
    • attempted to bring before you the Greek ideal of education, it was
    • prevail in our modern system of education. For at the present stage
    • educational methods as the Greeks. In spite of this, however, an
    • all-embracing truth in regard to education can be learned from the
    • education was not concerned with children under the age of seven.
    • education, without knowledge of which one cannot really educate or
    • — for the body now produces more delicate forces from itself
    • the education of children. For unless we realise the far-reaching
    • consequences of this truth, all education must necessarily be more or
    • Ages, traces of this all-important principle of education still
    • education. We must rise out of this chaos. The Greek placed so high a
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture IV: The Connection of the Spirit with Bodily Organs
    Matching lines:
    • Education
    • philosophy of Waldorf education. They have been published under the titles:
    • Education and Modern Spiritual Life,
    • The New Art of Education, and
    • A Modern Art of Education.
    • The spiritual values inherent in the education of children is the main
    • thrust of these lectures. In addition to education, Steiner connects the
    • incorporating ethical, spiritual ideas and values in education is
    • Education
    • education by the teacher. When I was speaking of the Greeks, I told
    • being, and from this intimate knowledge were able to educate the
    • educated the whole human being by taking the body as the
    • only after his bodily education had been completed, at about the
    • direct their whole education from the standpoint of the body, so must
    • we direct our education from the standpoint of the spirit. What we
    • have to do is to find the way to approach even bodily education from
    • just when we desire to educate in accordance with the needs of our
    • there arises precisely in respect of education the longing to make
    • education should proceed just as the Greek educated the body? We have
    • way about education and to approach the real essence of education
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture V: The Emancipation of the Will in the Human Organism
    Matching lines:
    • Education
    • philosophy of Waldorf education. They have been published under the titles:
    • Education and Modern Spiritual Life,
    • The New Art of Education, and
    • A Modern Art of Education.
    • The spiritual values inherent in the education of children is the main
    • thrust of these lectures. In addition to education, Steiner connects the
    • incorporating ethical, spiritual ideas and values in education is
    • as this understanding has to be revealed in education. From the
    • fundamentally significant, indeed, for the whole of education. It is
    • education is really based on this question. For why do
    • we educate? That is the great question.
    • ask ourselves: Why do we educate? Why is it that the animals grow up
    • and carry out the functions of their lives without education? Why is
    • with the child to stand in front of him and want to educate him. Why
    • to educate our children — but not their subconscious life. And
    • education is this: How can we change what at the outset is bound to
    • possible to fail. It is on this account that we have to educate the
    • the fact that education must consist in bringing the will, which
    • educate once more.
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture VI: Walking, Speaking, Thinking
    Matching lines:
    • Education
    • philosophy of Waldorf education. They have been published under the titles:
    • Education and Modern Spiritual Life,
    • The New Art of Education, and
    • A Modern Art of Education.
    • The spiritual values inherent in the education of children is the main
    • thrust of these lectures. In addition to education, Steiner connects the
    • incorporating ethical, spiritual ideas and values in education is
    • educational theories, but rather to create a true feeling for
    • education. My aim has been to speak to the human heart rather than to
    • have seen, the art of education must develop from a deeper knowledge
    • time now it has been usual to hear in educational circles that this
    • this reason difficult to describe the education given at the Waldorf
    • the human being should be available. But education is a social
    • If in education
    • methods of education it can never be a question of considering the
    • the child is a most delicately balanced organ of sense, he is not only
    • first period of the child's education, up to the seventh year.
    • fact, all education of the child is at the same time physical education.
    • to walk is to add much to the healthy education of the body.
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture VII: The Rhythmic System, Sleeping and Waking, Imitation
    Matching lines:
    • Education
    • philosophy of Waldorf education. They have been published under the titles:
    • Education and Modern Spiritual Life,
    • The New Art of Education, and
    • A Modern Art of Education.
    • The spiritual values inherent in the education of children is the main
    • thrust of these lectures. In addition to education, Steiner connects the
    • incorporating ethical, spiritual ideas and values in education is
    • imagery, and this fact should indicate to us the fundamental
    • principle of his education at this age. From the time of the second
    • the age of seven) all true education must develop from the foundation
    • reason why education in our day leaves so much to be desired is
    • to the fact that sound educational principles can only arise from a
    • all-important. True education can provide for a right life of sleep,
    • and more artistically conceived educational system so develops the
    • feeling that the spirit alone has value. Right education, however,
    • to divine intention, he must choose a form of education that does not
    • place nevertheless in the finer and more delicate processes of the human
    • hand we can give cur educational methods an artistic form (and remember,
    • own education, claim at the same time to know what education ought to be
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture VIII: Reading, Writing and Nature Study
    Matching lines:
    • Education
    • philosophy of Waldorf education. They have been published under the titles:
    • Education and Modern Spiritual Life,
    • The New Art of Education, and
    • A Modern Art of Education.
    • The spiritual values inherent in the education of children is the main
    • thrust of these lectures. In addition to education, Steiner connects the
    • incorporating ethical, spiritual ideas and values in education is
    • a system of education is to harmonize with the natural development of
    • education we must draw that which is to develop from the whole being
    • We indicate
    • organism. If we educate in this sense, the child's life of feeling
    • use of this imaginative, pictorial method in education in the way I have
    • of education aiming at the living development of the human being, the
    • Nature herself grows. We shall not then be guilty, as educational
    • separate fragments of man's being scattered over the world in the
    • in the way I have indicated, brings life into the child's world of ideas so
    • of educational work must be net merely to teach facts about the plants
    • object of education is to enable the human being to find his way through
    • indeed is our task in education, for this alone will make him fully man
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture IX: Arithmetic, Geometry, History
    Matching lines:
    • Education
    • philosophy of Waldorf education. They have been published under the titles:
    • Education and Modern Spiritual Life,
    • The New Art of Education, and
    • A Modern Art of Education.
    • The spiritual values inherent in the education of children is the main
    • thrust of these lectures. In addition to education, Steiner connects the
    • incorporating ethical, spiritual ideas and values in education is
    • geometry, indeed all mathematics, occupy a unique position in education.
    • Education can only be filled with the necessary vitality and give
    • writing, or again, botany taught in the way indicated yesterday, all
    • education arithmetic and geometry are really like a chameleon; by
    • the blackboard and indicate the beginning of the symmetrical line.
    • the figure, and so on. I can only indicate the principle of the
    • easily find our way further. Thus, once more, in multiplication
    • importance in this branch of our educational work. And it is evident
    • reckoned with in true education.
    • education to appeal not only to the whole human being, but also to
    • being. We have seen that in really fruitful education everything must be
    • expressing the same thing — I am merely indicating a principle.
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture X: Physics, Chemistry, Handwork, Language, Religion
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    • Education
    • philosophy of Waldorf education. They have been published under the titles:
    • Education and Modern Spiritual Life,
    • The New Art of Education, and
    • A Modern Art of Education.
    • The spiritual values inherent in the education of children is the main
    • thrust of these lectures. In addition to education, Steiner connects the
    • incorporating ethical, spiritual ideas and values in education is
    • If educationalists had followed this principle some sixty or seventy
    • social life has entirely changed, yet our mode of education has
    • way on higher classical education, for in many respects it is extremely
    • it themselves, both for a higher classical education and for final
    • certificates and diplomas. But we do not forget how necessary it is
    • one purpose in education was to serve the ends of practical
    • destiny has grown beyond man's control simply because education has not
    • purely educational principles we begin to teach foreign languages in
    • practical life. And so, especially in education and teaching, they
    • how Waldorf School education aims, little by little, at enabling the
    • educational system, but in the human being himself. The Waldorf
    • deep enthusiasm for teaching and education. For only that which is
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture XI: Memory, Temperaments, Bodily Culture and Art
    Matching lines:
    • Education
    • philosophy of Waldorf education. They have been published under the titles:
    • Education and Modern Spiritual Life,
    • The New Art of Education, and
    • A Modern Art of Education.
    • The spiritual values inherent in the education of children is the main
    • thrust of these lectures. In addition to education, Steiner connects the
    • incorporating ethical, spiritual ideas and values in education is
    • sides to be considered in teaching and education. One is connected with
    • modern systems of education is to eliminate memory almost entirely.
    • teach nature-study and history in the way I have been indicating
    • necessary it is for the teacher and educationalist to have some
    • gentleman whose whole life is concerned with education once
    • with their education.
    • are employed by abstract systems of education. If, however, the
    • imagine that reforms can be introduced into education by the reiteration
    • teaching and how education ought to proceed. Yet true education
    • knowledge possessed by nearly everyone on the subject of education, I
    • people in general know about the art of education and yet they think
    • is necessary in every detail of the art of education. If it becomes
    • Maximum number of matches per file exceeded.
  • Title: Human Values in Education: Lecture I
    Matching lines:
    • Human Values in Education
    • Anthroposophical Education Based on a Knowledge of Man
    • The underlying thesis of these lectures is that a true education
    • significance of modern education is that it is gradually undermining
    • the significance of the world.' The lectures show how education
    • quite a number of years now Education has been one of those
    • our educational activity it gives me real joy, particularly
    • Anthroposophical education and teaching is based on that
    • question of educational practice, of education as an art; that
    • it deals with teaching and education, something arising from
    • such a procedure does not work, is in the application of
    • the same way, in the sphere of education it is not always
    • possible to see whether the growing child is being educated in
    • ability to form judgments and so on? Educational aims are
    • the precepts of scientific educational method he must set about
    • sometimes teachers who have thoroughly mastered educational
    • child or the educator of the youth stands at a distance from
    • wrongly applied when a bridge collapses, but wrong educational
    • thinking is carried into education, if, for instance, the
    • assimilation, if this is the procedure in education it is a
    • Maximum number of matches per file exceeded.
  • Title: Human Values in Education: Lecture II
    Matching lines:
    • Human Values in Education
    • The underlying thesis of these lectures is that a true education
    • significance of modern education is that it is gradually undermining
    • the significance of the world.' The lectures show how education
    • about the way in which the art of education can be furthered
    • approach the subject in the way I indicated in my
    • right way what is essential for the education and instruction
    • is very easy to think that a child can be educated and taught
    • wrong education or a wrong method of teaching in the 7th or 8th
    • lecture I gave some indication of how it is the super-sensible
    • us now proceed to study further what I have just indicated. We
    • physical defects. Unless the right kind of education can
    • the task of education when life itself has become so sacred to
    • education based on anthroposophy. From the outset one should
    • work in such a way that teachers and educators may become in
    • that educational knack, but the first thing is to awaken a true
    • educational sense born out of a knowledge of man. If one has
    • the teacher a real love of education then one can say that he
    • is now ready to begin his work as an educator.
    • education based on a knowledge of man, such for instance as the
    • Maximum number of matches per file exceeded.
  • Title: Human Values in Education: Lecture III
    Matching lines:
    • Human Values in Education
    • The underlying thesis of these lectures is that a true education
    • significance of modern education is that it is gradually undermining
    • the significance of the world.' The lectures show how education
    • indicate that they have certain soul qualities. They make a
    • indicated by the appearance of the second teeth at about the
    • educators we must keep this firmly in mind for actually up to
    • the surprises we get when faced with the education of very
    • is how we educate him. If we say: You should not do this or
    • such phenomena in all their ramifications. Illnesses that
    • appear in later life are often only the result of educational
    • This is why an education which is really based on a
    • a delicate way a similar relationship to the outer world is
    • should be reckoned with. Education in the kindergarten should
    • only to copy. All education and instruction before the change
    • Everything is doomed to failure in education which disregards
    • authority of the personality of the teacher and educator.
    • him, by way of speech, from his teacher and educat</