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Searching Rudolf Steiner Lectures by GA number (GA0293)

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    Query was: teaching

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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    • teaching and education, if we fill ourselves with the consciousness:
    • right inner way, and education will have to consist in teaching the
    • Thus you see that all our activity of teaching and education is first
    • directed to a very lofty domain — namely to the teaching of right
    • breathing, and to the teaching of the right rhythm in the alternation
    • teaching — lies in what the teacher bears within him, as his
    • instruction and admonition, not only my skilfulness in teaching. These
    • between the thoughts that fill us and the effects of our teaching on
    • in the physical world. By education, by teaching, we must regulate
    • apply it as such directly to our teaching, but this thought about the
  • Title: Study of Man: Lecture II
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    • In the future all teaching must be founded on a real psychology —
    • how this can give us help to arrange our teaching in a hygienic way,
    • abstractions in teaching a child, you involve him too intensely in the
  • Title: Study of Man: Lecture III
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    • teaching must be on an equal footing; and public opinion will have to
    • to-day in the background of all teaching — with younger children
    • essential that the teacher should know if his teaching is to be
    • In our teaching we bring to the child the world of nature on the one
  • Title: Study of Man: Lecture IV
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    • The education and teaching of the future will have to set particular
    • oriental spiritual teaching as indwelling in man. But amongst western
    • realise continually: it is not enough to base our teaching on ordinary
    • what part of education, what part of teaching affects the will nature
  • Title: Study of Man: Lecture V
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    • we be able to do what we have to do for our teaching in the right way.
  • Title: Study of Man: Lecture IX
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    • Now, as you know, the period of life which concerns us in teaching and
    • found in the teaching of logic. In real life these three judgments
    • importance for your teaching. In the Waldorf School you will get
    • children of all ages who bear the result of former teaching. The
    • have already been prepared, and in your method of teaching in the
    • teaching. What then must we do? In teaching we must not make
    • in all branches of our teaching to characterise the animal from
    • characterisation. A right kind of teaching will aim, from the outset,
    • when in teaching the children Morse telegraphy you arouse a feeling of
    • we must make our teaching a thing of enjoyment for the children —
    • this principle of making teaching a source of pleasure and enjoyment
    • teaching in this period may be artistic through and through. It
  • Title: Study of Man: Lecture XI
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    • to awaken the head-man. Here we come to the true function of teaching
    • If this were not so, real education and teaching would be utterly
    • teaching at once, for you could only educate people equal in
    • teaching is the education of the will, and part of the education of
    • reason it is so important to be conscious in our teaching and
    • that in good teaching reading and writing must only be given by way of
    • You must bear in mind that the child you are teaching and educating
    • It means that you must not by your teaching, by your education,
    • growth; rather your teaching and education should only be such as is
    • teach rightly unless you know that, while you are teaching and
  • Title: Study of Man: Lecture XIII
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    • one's teaching (provided it is genuine) is literally a bringing of
  • Title: Study of Man: Lecture XIV
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    • Pythagoras. No pedantry permissible in teaching. Schelling. A maxim
    • learn during these years; all history, all geography teaching must be
    • Thus all the teaching, even what is given in geometry and arithmetic
    • teaching has a wonderful influence on children in their later years.
    • he constantly endeavours to bring imagination into all his teaching;
    • he must shape his teaching material afresh every time. For in actual
    • be fruitful, two things must never meet, namely, the teaching vocation
    • and pedantry. Should the teaching vocation ever be joined to pedantry
    • we need even imagine such an incongruity, as that teaching and
    • From this you see that there is a certain inner morality in teaching,
    • had gained in his teaching profession to another walk of life. Of
    • introduction of imagination into teaching! In the first half of the
    • permeating of his teaching material with imagination, of which I have
    • courage for the truth he will find that his will in teaching will not
    • inscribe the following as a motto for his teaching:

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