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    Query was: sense
  

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: Lecture: The Inexpressible Name, Spirits of Space and Time.
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  • the general destinies of humanity? Oh, in a certain sense it is very
• Title: Education as a Social Problem: Lecture I: Historical Requirements of the Present Time
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  • world is maya; everything that confronts our senses and
  • senses is maya, illusion, ideology.
  • itself to the outer senses, is spread over a great part of
  • open before the human senses and intellect — this fact
  • we consider spiritual science in the sense of a great cultural
  • social organism in the sense of the threefold order: socialism
  • authority. We must realize today how far removed from any sense
  • significant at present. Because in a sense it has become
  • sense lives in the development of modern humanity. This idea is
  • said in the sense of the new order of things. The situation
• Title: Education as a Social Problem: Lecture II: The Social Structure in Ancient Greece and Rome
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  • laws of nature, upon sense perception and the thoughts
  • developed around it. Only what is derived from sense perception
  • Sense perception as such cannot be altered; whether we consider
  • Likewise, all sense perception is what it is. Discussion starts
  • although we make use of them in the sense world they are not
  • suited to this sense world. They are worthless there. In my
  • misuse our system of concepts in applying it to the outer sense
  • their conceptual ability for classifying external sense
  • which in a higher sense makes man's will meaningless. There
  • you ought to sense something in them that remains
  • age is also just as senseless to the Oriental. In the educated
  • senseless work — this quarter which is not carried out by
  • the will inserted into this activity is senseless for world
  • senseless? Indeed, there is meaning in it, significant meaning.
  • since we have industrialism with its senselessness we must seek
  • arouse ourselves to a world view that brings sense into what is
  • senseless — let us call it industrialism — by
  • do this. The senseless industrial willing has to be confronted
  • senseless willing of industrialism.
  • not deeply sense the tasks of a given age. It is necessary that
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• Title: Education as a Social Problem: Lecture III: Commodity, Labor, and Capital
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  • is sheer nonsense, for human labor is not primarily concerned
  • crystallized labor power. This is nonsense, nothing else;
  • himself up in a certain sense. You can bring about this
  • in the sense of those practices people today consider the
• Title: Education as a Social Problem: Lecture IV: Education as a Problem Involving the Training of Teachers
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  • question posed by the supersensible world to the sense world.
  • us is, first, a man of nerves and senses; popularly expressed
  • Head-man, or nerve-sense man;
  • head-man, nerve-sense man, but he is not only that. The sense
  • of touch and the sense of warmth, for instance, are spread over
  • each of the three members — the nerve-sense system, the
  • in the sense world. The start must be made with the pedagogical
• Title: Education as a Social Problem: Lecture V: The Metamorphoses of Human Intelligence: Present Trends and Dangers
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  • evil. And this, in the esoteric Christian sense, is the higher
  • senseless without the Mystery of Golgotha.
• Title: Education as a Social Problem: Lecture VI: The Inexpressible Name, Spirits of Space and Time, Conquering Egotism
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  • wake up in the Goethean sense, will have to pass from the dead
  • lives. We must sense it. We must sense what, as Greco-Latin