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Searching Rudolf Steiner Lectures by GA number (GA0302a)

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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: Education for Adolescents
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    • Lecture Series: Educat
    • Education for Adolescents
    • condensed. It is the fifth of nine lectures in the volume Education and
    • Education and Instruction ....
    • Education for Adolescents
    • themselves. Through the whole way in which they are educated, they
    • educated, there should be no need whatsoever to speak about love of
    • tremendously significant it is to take the education of these young
    • certainly quite unnecessary to begin to organize educational homes in
    • urban conceptions, you can call a school a country educational home as
  • Title: Deeper Education: Lecture I: Gymnast, Rhetorician, Professor: A Living Synthesis
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    • Deeper Insights into Education
    • School depends, as does indeed the art of education as a whole,
    • Education, London, Rudolf Steiner Press, 1972 (14
    • very much connected with the art of education. You may possess
    • educational activity. We need not go back very far;
    • that the educator was really the gymnast, intent above all upon
    • fact, with the Greeks gymnastics also included the education of
    • soul and spirit. The Greek educator was a gymnast; he educated
    • to educate human beings in an abstract, intellectual way
    • directly, and education took place especially through the
    • the soul element in ordinary life. Roman education did, in
    • pupils; the educator thus ceased to be a gymnast and became a
    • essential element in education and actually remained so
    • education were derived from this consciousness. The Greek
    • spiritual. In this form of education also, intellectual
    • educator was gradually superseded by the professor
    • Hitherto, there was some justification for this; if indeed the
    • principle that the basis of education lies not in the rhythmic
    • modern civilization that it cannot easily be eradicated.
    • It is in education, of course, that we notice most clearly the
    • Maximum number of matches per file exceeded.
  • Title: Deeper Education: Lecture II: Forces Leading to Health and Illness in Education
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    • Deeper Insights into Education
    • Forces Leading to Health and Illness in Education
    • Forces Leading to Health and Illness in Education
    • our teaching and education. I would like to speak to you now
    • in education, namely, that through a particular orientation in
    • educational activity, inner forces can be gathered in
    • order to fire the heart in an educational sense.
    • what forces are we really working when we work educationally?
    • must be imparted to him through education. But the answer
    • to the question — why do we actually educate?
    • value in what he became through the teaching and education he
    • gratitude to what he has become through his education. Ask
    • gratitude about our own education, because the human soul
    • realization of what education actually means, nor which forces
    • education. All our methods, all our ingenious, formed, outer
    • methods of education, are of little value in this respect.
    • it alone can work miracles in education. The child eagerly
    • part, it usually indicates a lack of this enthusiasm in the
    • however, when in the field of education we come to an actual
    • who needs to be healed. This bond of education with the healing
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  • Title: Deeper Education: Lecture III: A Comprehensive Knowledge of Man as the Source of Imagination in the Teacher
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    • Deeper Insights into Education
    • musical education counteracts this excessive formation of the
    • the passing of judgment and its outer justification. You have
    • most fruitful sphere of activity of all is that of education.
    • There, even if education is controlled by dictatorial rules and
    • educational method based on clichés, but by
    • yourselves from the constraints in educational activity
    • educator. He must be filled with the consciousness that all the
    • civilization, you certainly will not be able to educate. That
    • education today would be a thick black pall hung somewhere on
    • educator.
  • Title: The Three Fundamental Forces in Education: Lecture
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    • The Three Fundamental Forces in Education
    • Three Fundamental Forces inEducation
    • impossible to educate or teach without a spiritual grasp of
    • educator, in teaching and educating, must pay close attention
    • forces. Thus, in the educational period following the seventh
    • new birth; and the reverence that is needed in educational
    • teacher's feelings are the most important means of education
    • existence, which the Roman Catholics call purgatory, for
    • and the tricky fox or the cat. That is what can then permeate
    • not violently but in a delicate way. This force — it is
    • us. It is a complicated reflex action, then, that we as men
    • barbed wire by means of which we quickly catch something that
    • rickety, to become a gnome. And in teaching and educating him
    • the third feeling that we as educators must cherish
    • formula in the soul of the educator and teacher. And if one
    • educators we should have the feeling: as far as you are a
  • Title: Introductory Words to the First of Four Educational Lectures
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    • Introductory Words by Rudolf Steiner to the First of Four Educational Lectures
    • today cannot be addressed without a completely renewed and holistic education.
    • Education and Instruction ...,
    • today cannot be addressed without a completely renewed and holistic education.
    • the First of Four Educational Lectures
    • before you last year in our introductory educational course.
    • the Educator. Of course, all that I shall say with regard to
    • today we think of the education of the young, we must bear in
    • art of education is concerned. For from the last third of the
    • from the western nations in all such educational matters, and
    • dispute among other things about questions of education, that
    • the west. If you trace back all the educational ideas which are
    • educational line such as is to be found, e.g., in Fichte, it is
    • educational principle. When we are teaching the children about
    • imagine a greater mistake in our method of education than to
    • revealed by his choice of vocation and which would be sure to
    • appear during his life if there is a true art of education.
    • our educationalists; people who have definitely trained
    • educational questions. That is to say, it has been thought that
    • present educational conditions be more on the side of the
    • Maximum number of matches per file exceeded.

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