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Searching Rudolf Steiner Lectures by GA number (GA0302a)

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    Query was: soul

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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    • the human soul, questions of history — so that riddles arise in
    • their youthful souls.
    • souls, then these same forces are changed into something else.
    • mirrored there in the souls of these young people goes over into the
    • This crushes the soul of a child or a young person. It is more
    • between 14 and 18 it is soul-crushing, soul-debilitating, to introduce
    • every kind of social reform but within their souls actually bring
    • up in his soul the very deepest sense of responsibility for his task.
  • Title: Deeper Education: Lecture I: Gymnast, Rhetorician, Professor: A Living Synthesis
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    • right way on your souls, to develop this right attitude
    • increasingly. The question of attitude, or mood of soul, is
    • development of the soul and spirit as of the body. It is true
    • soul and spirit. The Greek educator was a gymnast; he educated
    • the body, and along with the body the soul and spirit, because
    • soul and spirit into bodily movements. The more ancient Greek
    • Romans the art of cultivating the soul and the spirit by way of
    • the bodily nature had been forgotten. They approached the soul
    • the soul element in ordinary life. Roman education did, in
    • being, from there drawing everything into the realm of soul and
    • of the spiritualized gymnast, of the ensouled rhetorician, and
    • for yourselves that there is an active element of soul and
    • calls forth an element of soul from the deepest foundations of
    • so has everything relating to the content of the human soul. At
    • most man is still aware that his highest soul faculties
    • element in his soul as severed from the universe, he
    • a living burning, permeated with soul. Any process that takes
    • being; in the human being it is permeated with soul; it is
    • of the life of soul one would come to a direct experience of
    • with soul and body, to grow together with the cosmos in
    • Maximum number of matches per file exceeded.
  • Title: Deeper Education: Lecture II: Forces Leading to Health and Illness in Education
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    • anthroposophy it is possible to unfold a vital life of soul. We
    • need this vital soul life if we wish to have the strength for
    • gratitude about our own education, because the human soul
    • soul-constitution not worn out by dry scholarship, to see
  • Title: Deeper Education: Lecture III: A Comprehensive Knowledge of Man as the Source of Imagination in the Teacher
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    • receptivity and understanding, what lies directly in the soul
    • because he is a great soul, defined as crime: the crime that is
    • these things come alive in your hearts, to permeate your souls
  • Title: The Three Fundamental Forces in Education: Lecture
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    • soul-activity, even though it has its inception in the
    • physical body: the same soul-activity that is later active in
    • the soul as mind and memory. Later on this soul-activity
    • The whole change that takes place in the soul-life of the child
    • organism become active as soul-forces after
    • There you have a case of actual co-operation between soul and
    • body, when you realize how the soul emancipates itself in the
    • itself come newly into being as soul-forces begin to be
    • the child's soul lived in the spiritual world before
    • and then from the seventh year on they function as soul-
    • forth from the child's soul these forces that are applied in
    • soul-life not yet illuminated by consciousness — for
    • expressions of the soul — but it does live in the body,
    • These things show that in our soul-life we are concerned with
    • soul — then you are preparing that which man carries with
    • fundamental forces by which the teacher-soul must be
    • shaping of his soul-organism after death. That organism is
    • formula in the soul of the educator and teacher. And if one
    • scientist only, you are in soul and spirit a monster. Not until
  • Title: Introductory Words to the First of Four Educational Lectures
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    • "spiritual gymnast," the "ensouled rhetorician," and the "intellectual
    • “spiritual gymnast,” the “ensouled rhetorician,” and
    • for these activities are guarded in the soul as a most sacred
    • extraordinary significance for the souls of children. And if we
    • lesson, then we are bringing about in the soul something akin
    • childish soul from being imprisoned by the serious, the tragic,

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