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Searching Rudolf Steiner Lectures by GA number (GA0302a)
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   Query type: 
    Query was: child
  

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
    Matching lines:
    • When children come to the age of puberty, it is necessary to awaken
    • with children of this age ...
    • that occur when the children have the feeling: “The teacher just
    • itself. If we have children of six or seven, then the course is
    • the children must say to themselves: “Great thunder and
    • This crushes the soul of a child or a young person. It is more
    • are immensely fond of their lower selves, produce in children of just
    • children with an attitude that is inwardly moral through and through
  • Title: Deeper Education: Lecture I: Gymnast, Rhetorician, Professor: A Living Synthesis
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    • will discover that if you speak to children with this kind of
    • textbooks that are so popular, the children really understand
    • nothing; you torment the children, bore them, call forth their
    • to the children in a living way. We must begin at this point
    • might as well expect children to find eating and drinking
    • boring, which usually does not happen unless a child is ill. If
    • are dealing with a really psychopathic child) what it is that
    • is lacking in us when our teaching bores the children.
    • can achieve something with children only by being human beings,
  • Title: Deeper Education: Lecture II: Forces Leading to Health and Illness in Education
    Matching lines:
    • that they cannot have yet as children. We must impart such
    • perhaps, something that the child cannot acquire by himself; it
    • it alone can work miracles in education. The child eagerly
    • demands made upon our children from outside in preparation for
    • as a teacher with the child. This is the higher metamorphosis
    • if, in teaching languages, for example, we make the child learn
    • living pictures as possible to the child, the effect is such
  • Title: Deeper Education: Lecture III: A Comprehensive Knowledge of Man as the Source of Imagination in the Teacher
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    • the thoughts, and whenever we vitally occupy a child we
    • activity of thinking. Whenever we guide a child into some form
    • attempts to introduce to a child more than he can already
    • taught a child in his eighth or ninth year will be accepted
    • only if the child feels himself in the presence of a beloved
    • should represent to the child the whole world of truth, beauty,
    • be the basis of all the teaching. A child does not always
    • merely teach children trivial mental conceptions has no real
    • stand before the children in a morose, surly mood. Such a mood
    • but as a teacher confronting children it is possible to
  • Title: The Three Fundamental Forces in Education: Lecture
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    • a child's development than later on. As we know, this whole
    • child's organism are strongly influenced by the nervous-sensory
    • physical and etheric bodies of the whole child, right
    • radiates from the head into the whole child is
    • appears in such a form that after the change of teeth the child
    • The whole change that takes place in the soul-life of the child
    • while the child is growing, is a result of the same
    • forces: the forces that later appear in the child as the
    • child: the sculpture-forces. We work with them later, when the
    • change of teeth is completed, to lead the child to drawing, to
    • the child's soul lived in the spiritual world before
    • we simply see that manifesting itself in the child which
    • the child becomes a sculptor, a draftsman, or an architect
    • these forces of childhood can radiate downward. But if they are
    • passes over into the psychic, children result who have no
    • forth from the child's soul these forces that are applied in
    • world that sends down these forces. And the child is the
    • influence upon the child.
    • Thus, we find in the change of teeth, when the child is
    • transfer through the child of spiritual forces out of
    • Maximum number of matches per file exceeded.
  • Title: Introductory Words to the First of Four Educational Lectures
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    • According to that, we should have to teach the children in
    • educational principle. When we are teaching the children about
    • be required to enable the child later to become a botanist or
    • would hinder the child in question from becoming a botanist or
    • That can only be the result of the gifts of the child in
    • about through the fact that we recognise this child has the
    • makings of a botanist, that child has the makings of a
    • the intellectual education of the child. Among these principles
    • should not bring things to the child from the outside, but
    • rather develop the individuality of the child. You know that
    • the child's being, that it should be built up, in the widest
    • sense, on a knowledge of the growing child, and in our first
    • child. If as teachers we can enter into the child's being,
    • then, out of our knowledge of the child, there will spring up a
    • he needs is a real insight into what the child really is, what
    • he will become as he works his way through childhood. It is
    • class, the 6-7 year old children; now our teaching will always
    • feeling: you are growing while you are helping the children to
    • the children there grows in you a certain power. Sometimes you
    • kind of child, but you will have taken trouble with them. From
    • Maximum number of matches per file exceeded.



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