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Searching Rudolf Steiner Lectures by GA number (GA0293)

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    Query was: education

Here are the matching lines in their respective documents. Select one of the highlighted words in the matching lines below to jump to that point in the document.

  • Title: Study of Man: Lecture I
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    • Education. Union of Spirit and Soul elements before birth. Union of
    • We will begin by making a preliminary survey of our educational task;
    • necessity our educational task will differ from those which mankind
    • in education, but because from anthroposophical spiritual science we
    • this epoch, particularly in the realm of education.
    • education has been done in the light of the old education; I mean in
    • the sense of the education of the fourth Post-Atlantean epoch. Now
    • You will have to take over children for their education and
    • must remember) the education, or mis-education given them by their
    • first years of the child's education. But when we receive the children
    • spiritual, and that we, through education, have to carry on what has
    • teaching and education, if we fill ourselves with the consciousness:
    • meaning. We are asked how so-called pre-natal education should be
    • education and then they ask about pre-natal education. But, my dear
    • human being. Hence a pre-natal education cannot be addressed to the
    • self-education will pass over to the child. The less we think of
    • the better will it be for the child. Education can only begin when the
    • education conceived in the spiritual sense is to bring the Soul-Spirit
    • Thus, the most important measures in education will consist in paying
    • This part of education will, you see, tend to the side of the soul and
    • Maximum number of matches per file exceeded.
  • Title: Study of Man: Lecture II
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    • instruction and education generally must be built up on psychology,
    • influenced great numbers of people, founded its educational standards
    • theories of education you can find one definition after another of
    • psychologies and theories of education, and arrive at a true
    • decadence of spirit and soul. The amount of bad education now
    • which works on in us after birth, If in our education we ourselves
    • If you yourselves continually feel that in all education you are
    • then you will give to all your education the necessary consecration,
    • in all that we have to do in our educational work. We will speak
  • Title: Study of Man: Lecture III
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    • the lower school grades, that education demands a connection in the
  • Title: Study of Man: Lecture IV
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    • Teacher must understand hidden being of man. Marxist education
    • The education and teaching of the future will have to set particular
    • new educational impulse, that special attention must be paid, in
    • education, to the feeling nature and to the will. But with the best
    • education, we must pay heed to this embryonic form of the spirit in
    • Popular socialism is prone to this mistake of arranging education on
    • would like to establish the education of the future. In Russia this
    • the Bolshevist method of education, which would entirely eradicate all
    • of the human being in the sphere of education. Hence it must be known
    • applied to education. What do the ordinary Marxists want? They want to
    • this is the most spurious thing that can be done in education. People
    • each other. Thus education must be able to reach the depths of the
    • what part of education, what part of teaching affects the will nature
    • The earlier, more naive patriarchal forms of education achieved this
    • educational value. Why, for instance, should we use the Lord's Prayer
    • of education: for the cultivation of the will depends upon repetition
    • education is intimately bound up with the artistic element.
    • the education of the will must be brought about in a different way
    • from the education of the intellect.
  • Title: Study of Man: Lecture V
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    • exact concepts, and there is no education in exact concepts to-day
    • Now in your task of gaining educational insight it behoves you to
    • you would have had to plan your educational work for yourselves from
    • systems of logic and from the educational practice of the present
    • at their deepest in the sphere of education. Therefore we must strive
  • Title: Study of Man: Lecture VI
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    • the education of the child. We must keep the three standpoints
    • If you look at the matter in this way, from the educational point of
  • Title: Study of Man: Lecture VII
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    • within the freedom of man, even in education. The fact that many
    • itself from it. And a good deal of education is concerned with this,
    • and we can only give an education befitting this human life when our
    • importance of poetic works of art in education, in fact he analyses
    • poetic works of art to show how they can be used in education. What a
    • times are entrusted to him for their education.
  • Title: Study of Man: Lecture IX
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    • to teach and educate well. Through an educational instinct which will
    • education is that which includes the first two decades; and this time,
    • see what power educational work has upon the human being. He receives
    • proof that there has been no true education in the preceding years. We
    • transformation of our educational life, for education has a deep and
    • for the whole education up to the change of teeth and even beyond this
    • There have of course been various good educational experiments on
    • education and to see how the good principle that education should be
    • true. Thus it is not until then that education should begin to
    • education, for not until adolescence does man attain a right and
  • Title: Study of Man: Lecture X
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    • perhaps, of all the conceptions we have to gain in these educational
    • to-day. What is it that comes about through our present-day education?
    • our educational work. Without such feeling about man and the universe
    • order to practise that great art of life, the art of education, are
  • Title: Study of Man: Lecture XI
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    • and education. You have to develop the limb man and part of the chest
    • If this were not so, real education and teaching would be utterly
    • brilliant than you are. This is only possible if in education we have
    • teaching is the education of the will, and part of the education of
    • education we give him he gets another education from the world or from
    • would perish, because a discontinuous education in babyhood would
    • medium of education. Nature educates in a natural way. But we, as
    • education that we cannot really undertake much with the head. At birth
    • education by way of artistic education. Thus, even in these early
    • It means that you must not by your teaching, by your education,
    • growth; rather your teaching and education should only be such as is
  • Title: Study of Man: Lecture XIII
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    • all, and most in accordance with an educational ideal, if we omit all
    • will see that the first is of significance both in education and in
    • social life, and that the second is of significance both in education
  • Title: Study of Man: Lecture XIV
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    • of education, his threefold bodily nature becomes evident from many
    • educational morality unless you turn ever and again to fundamentals
    • force will bring the necessary enthusiasm into your educational
    • for example, whose sounder thought embraced education as well. You

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