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Searching Rudolf Steiner Lectures by GA number (GA0293)

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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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    • the three-fold man. Nature of sleep in child and adult. The teacher
    • The task of the educator, and of the teacher too, is the mutual
    • We, as teachers and educators, cannot really teach the child anything
    • now been said. For you can only become good teachers and educators if
    • friends, it makes a very great difference whether one teacher of the
    • that the one teacher is more skilful in his practice than the other.
    • teaching — lies in what the teacher bears within him, as his
    • teacher who occupies himself with thoughts of the evolving human being
    • will work very differently upon his pupils from a teacher who knows
    • an inner spiritual relationship, may hold sway between the teacher and
  • Title: Study of Man: Lecture III
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    • Equal importance of teachers of children of all ages. Twofold division
    • The teacher of the present day should have a comprehensive view of the
    • teacher's soul with the highest ideas of humanity. A real canker in
    • teacher of younger classes in a kind of dependent position, in a
    • teachers in the upper school. Naturally this is not the place for me
    • recognise that the teacher of the lower grades, both spiritually and
    • in other ways, has the same intrinsic value as the teacher of the
    • essential that the teacher should know if his teaching is to be
    • As teachers it will be necessary for you on the one hand to give your
  • Title: Study of Man: Lecture IV
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    • Teacher must understand hidden being of man. Marxist education
    • physical body itself is, in this respect his teacher. We can observe
    • “general willing.” Yet the teacher and educator has to enter
    • To be a teacher and educator one must work with what is taking place
    • It is of the utmost importance that the teacher or educator should
    • that the educator and the teacher of the future must understand the
    • religion teacher entered and read a story by Gottfried Keller, which
    • strengthens the authority of the teacher, and doing the same thing
  • Title: Study of Man: Lecture V
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    • which the teacher and educator must bring to full consciousness. In
  • Title: Study of Man: Lecture VII
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    • (Realschule) and he to the Teachers' Training College, and what
    • our times. But the teacher must understand also the times in which he
  • Title: Study of Man: Lecture VIII
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    • Course for Teachers) I used the spherical form for the head, the
  • Title: Study of Man: Lecture IX
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    • to think logically. But what you yourselves, as teachers, have to know
    • only through your whole general attitude. But as teachers you will
    • to the habits of that child's soul. Hence the teacher, who possesses
    • the concepts which teachers and educators inculcated in these people
    • arise of itself, if, for instance, the teacher does not merely
    • Teachers.) I tried to show in the first piece about the sheep-dog,
    • must not happen. But the only sure preventive is for the teacher and
    • teacher discourses on with his pupils is inartistic and commonplace.
    • not a question of instructing the teacher that he shall adopt this
    • essential is that the teacher himself by living in art should see to
  • Title: Study of Man: Lecture X
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    • Teacher must understand man as microcosm.
    • good for the teacher to master a conception remote from common life.
    • is the duty of the present-day teacher of youth to know these things.
    • civilisation. But a teacher above all, if he is to do anything with
    • part, though some teachers may not admit it, the teacher meets the
  • Title: Study of Man: Lecture XI
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    • sleeping. Limbs awake but unformed. Teacher can only educate part of
    • child. First mother milk, then mother speech awaken child. Teacher's
    • as teachers would require to be equal to whatever the human beings in
    • perceiving such a relation. For example the teacher should be able to
    • for Teachers) He must, then, hold a review, so to speak, of the
    • that time; or perhaps another has shot up too much. Then the teacher
    • children on to another teacher every year. And, to look at the matter
    • periods of development (seventh, ninth, twelfth year) the teacher gets
    • and remember things. The teacher must get to know all this. And he
  • Title: Study of Man: Lecture XII
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    • And all that a teacher ought to know about the evolution of the body
  • Title: Study of Man: Lecture XIII
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    • teachers. Now when is a man active without purpose? He is active
    • the present-day teacher must understand them; for, not only must he be
    • the teacher of those children entrusted to his care, he must also work
    • altogether and let the school year finish as it began. As teachers we
  • Title: Study of Man: Lecture XIV
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    • for teachers ...
    • another course of lectures to teachers) that I wondered that nobody
    • way. The teacher could say: “Suppose we have three children; the
    • imagination between teacher and child. The teacher must keep alive all
    • intercourse, the complete harmony of life, between teacher and
    • children. For this reason no one can be a good primary teacher unless
    • This, in turn, throws light on what the teacher must be himself. He
    • teacher. And this categorical imperative is as follows: Keep your
    • wicked and immoral. This must be the teacher's attitude of mind. If it
    • should not be his attitude of mind, then dear friends, the teacher
    • just spoken, the teacher must have courage for the truth. Without this
    • courage for the truth which the teacher develops must go hand in hand

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