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- Title: Study of Man: Lecture II
- 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
- imagination. There is much that is hidden and unknown behind the
- Title: Study of Man: Lecture VII
- do in Imagination, Inspiration and Intuition. But spiritual
- Title: Study of Man: Lecture XI
- 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
- 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
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