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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
    Matching lines:
    • in things that, until the age of 20 or 21, really ought to go in an
    • astral body from the physical is really a continual experience of
    • concerned, this does not really make such a very great difference. By
    • really to be broken down and transformed instead of created. Poisons
    • really hasn't answered us at all. We can't get a satisfying answer out
    • they are so gripped by what they hear that their attention will really
    • own personality. In such matters, imponderables really pass over from
    • Naturally we must look not at appearances but at reality. It is
    • detrimental feelings out into the country and are really permeated by
  • Title: Deeper Education: Lecture I: Gymnast, Rhetorician, Professor: A Living Synthesis
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    • that the educator was really the gymnast, intent above all upon
    • realize that they were quite as much concerned with the
    • pupils to maturity. What is so little realized nowadays,
    • being, from there drawing everything into the realm of soul and
    • nowadays are in this sense really “professors.”
    • felt quite learned he felt, in fact, like a real professor. The
    • they should have no desire to realize this ideal of the learned
    • healthy condition will be achieved only when we realize that to
    • above all in the realm of education that this synthesis
    • realize that for his own art of education he needs a synthesis
    • noblest sense and also what we have in eurythmy. If you really
    • to attach any real value to the art of speech; this is
    • what else to do, and that is why we have so few real thoughts.
    • engaged in education, clearly realize how remote modern
    • thinking is from reality, from the world. We have, of course,
    • science knows nothing really and that, as a result of its
    • becomes inwardly barren and lifeless, alienated from reality.
    • someone frequently ini the realm of music; but why do they
    • experienced. The melody must really be “spoken”
    • professor a thesis has to be written; there is no real
    • Maximum number of matches per file exceeded.
  • Title: Deeper Education: Lecture II: Forces Leading to Health and Illness in Education
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    • what forces are we really working when we work educationally?
    • because the adult today does not really see anything of great
    • realization of what education actually means, nor which forces
    • heaviness in the teachers. The lessons are really conducted
    • realize that as teachers we need to develop a consciousness of
    • fact must be faced and understood. We must realize that we
    • really need something quite specific, something that is
    • What has been lost is the realization that when the human being
    • stood below his proper level and that something real had
    • is really something abnormal for the human being to bear within
    • reality of what education means. Education must have something
    • human being really lives within four complexes of forces.
    • makes use of that we can also verify physically. What really
    • astral, and then the etheric-astral is the really active factor
    • Now, picture to yourselves what is really going on when the
    • what constitutes therapy in the real sense. What does it mean
    • We realize the extent to which antimony is a remedy when we
    • the remedy. What we do as teachers, is really to work in such a
    • not realized that the human being is continually becoming ill.
    • “false,” however, there is so little reality. They
    • Maximum number of matches per file exceeded.
  • Title: Deeper Education: Lecture III: A Comprehensive Knowledge of Man as the Source of Imagination in the Teacher
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    • really can know in detail what is going on in the human being
    • regarding it. Our human movement is really a magical effect,
    • cyanides. There is really no commonly accepted expression for
    • realize, in all humility, the importance of our profession,
    • understand; he fails to realize that a great deal of what is
    • merely teach children trivial mental conceptions has no real
    • various realms of your teaching; if one has acquired this
    • produced diamond, coal, and graphite; if one realizes that
    • knowledge. Then, in all humility, you will realize the
    • all heard of Mahatma Gandhi who, since the war, or really since
    • those present here will realize how hard it will be for me to
    • however, a real consciousness of what has come to pass in
    • the other hand, have an enthusiasm arising from a really free
    • acquiring real enthusiasm for your profession, the
    • to you — if you realize this necessity with your
    • the real sense by this consciousness. Everything is established
    • in such a way that they can really take hold of our feeling
    • the wall of every lecture room. Then one would realize that
    • come to be aware of this battle of Michael as a reality to us
  • Title: The Three Fundamental Forces in Education: Lecture
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    • body, when you realize how the soul emancipates itself in the
    • really tend to pass over into plastic creation, drawing, and so
    • — but a real architect who works out of the forms —
    • mediator, and you are in reality working with forces sent down
    • reverence, then you will see that through the reality of
    • really incorporated a tone of the music of the spheres. That is
    • you are still influencing the corporeality — not just the
    • the most primitive language, so to speak; and it is really true
    • real human beings. And we can only work ourselves out of this
    • reality. This is also the reason for the constantly increasing
    • path to a spiritual reality.
    • frightful forces really would rise up in man. I am completely
    • acts outward from within really tends constantly to disperse
    • up thick walls, barbed wire. In drawing we really have such
    • something which the nature of man really wants, something
    • from what the etheric body tends to do of itself. It is really
    • should really always penetrate us especially in
    • the world, he is really exposed to things from which we must
    • become one with the world too much. Man really always has the
  • Title: Introductory Words to the First of Four Educational Lectures
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    • that I can really hardly say whether I shall be able to get
    • aphoristic way, and it will really be best If it gradually
    • call your attention to the fact that the teachers must really
    • real, a true feeling for what is meant by
    • But in real life this is not the case; these things are quite
    • different. In real life the essential thing is that there are
    • into this misery because it has really in essential things made
    • Thus, our experience today in the realm of pedagogy, especially
    • time people really put this principle into practice. And for
    • that here is really a pedagogy, which has been forgotten, taken
    • annoy them, and it really ought not to be told them in its
    • abstract litter, really abstract chaff, and he does not notice
    • our educational art should be built upon a real sympathy with
    • he needs is a real insight into what the child really is, what
    • ourselves; Who then has really learned the most? It is I,
    • really had done this, you really would have taught badly. You
    • year, you yourself have really learned the most during this
    • have really done, depends upon your constantly having had the
    • you are not really able to do so very much, but by working with
    • really been able to do all you can do at the end, you would
    • Maximum number of matches per file exceeded.



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