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Searching Rudolf Steiner Lectures by GA number (GA0293)

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    Query was: imagination

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 II
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    • through heightened antipathy, Imagination through heightened sympathy,
    • — then out of sympathy there arises imagination. Just as memory
    • arises out of antipathy so imagination arises out of sympathy. And if
    • your imagination is sufficiently strong (which only happens
    • of sympathy and imagination has become picture form.* But when we form
    • * German: Imaginationen.
    • picture-forming and imagination works out of the human being. This is
    • imaginations as possible, if you educate him as much as possible by
    • imagination: two systems which we shall be able to apply practically
  • Title: Study of Man: Lecture III
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    • imagination. There is much that is hidden and unknown behind the
  • Title: Study of Man: Lecture VII
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    • do in Imagination, Inspiration and Intuition. But spiritual
  • Title: Study of Man: Lecture XI
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    • school concerned with breast man. Relation of memory and imagination
    • over-stimulate his imagination and fantasy we retard his growth.
    • must ask himself: How can I get the right balance between imagination
    • of imagination, who transform everything in their minds, and those on
    • also by means of the powers of imagination and memory themselves; for
    • memory, and too slowly if he had too much imagination. It is not
    • psychological book. Imagination exists; it, too, is described. But in
  • Title: Study of Man: Lecture XIV
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    • warmth necessary as correspondence, i.e. Imagination. Examples in
    • teething of the soul, so all activity of imagination, all that is
    • that shows itself, namely, in the power of imagination. It is to this
    • power of imagination that we must especially appeal in the latter part
    • neglecting to bring imagination continually into the growing power of
    • child's imagination in all we teach him, in all the lessons he has to
    • steeped in imagination.
    • And we do really appeal to the child's imagination if, for instance,
    • we are, once again, really appealing to the child's imagination. For
    • must consistently appeal to the imagination. We appeal to the
    • imagination if, in dealing with plane surfaces, for instance, we
    • thoroughly comprehensible that a child needs to use his imagination
    • be helping the child's imagination when we show him that the powder
    • imagination. He will follow the surfaces with his imagination. He will
    • imagination). He will grasp the theorem with his imagination.
    • imagination between teacher and child. The teacher must keep alive all
    • his subjects, steep them in imagination. The only way to do this is to
    • he constantly endeavours to bring imagination into all his teaching;
    • up. Of necessity imagination must always be kept living, otherwise its
    • imagination alive. And if you feel yourself getting pedantic, then
    • Maximum number of matches per file exceeded.

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