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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:
    • — not only into human beings, but into everything, even into a
    • souls, then these same forces are changed into something else.
    • in things that, until the age of 20 or 21, really ought to go in an
    • power and eroticism to them at this age. If such things have to be
    • spoken about during these years, this is in itself something that
    • between 15, 16 and 20, 21, something not altogether unlike pain. This
    • but such things will be forgotten comparatively quickly, in any case
    • to class, and gradually everything in them stagnates, becomes
    • something that you may not bring to them at this age, that is in the
    • knowledgeable way: “That is something that cannot be known.”
    • things come to such a terrible — I do not want to say
  • Title: Deeper Education: Lecture I: Gymnast, Rhetorician, Professor: A Living Synthesis
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    • to use the short time I can be with you to say something that
    • a few things that will enable you, if you let them work in the
    • was doing something with his arms and legs, a spiritual
    • being, from there drawing everything into the realm of soul and
    • the gymnastics lectures. This sort of thing could not have
    • modern humanity to believe that something is gained by
    • far from adding anything to a human being, it takes something
    • intelligent assent to the sort of thing about which I have been
    • should be achieved. If we could manage things ideally, the
    • assimilate these things, to develop gymnastics in the
    • is something that has vanished so completely from man's
    • something from the archangel lives in our thinking
    • produced a splendid science, but the sad thing is that this
    • science knows nothing really and that, as a result of its
    • knowing nothing, it is driving the very life out of human
    • for this reason or go about shouting such things
    • so has everything relating to the content of the human soul. At
    • he is especially proud when something occurs to him
    • might think it quite a good thing if such things occur to
    • of nothingness? There appears to be neither human nor cosmic
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  • Title: Deeper Education: Lecture II: Forces Leading to Health and Illness in Education
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    • about something that is pre-eminently a goal to be striven for
    • perhaps, something that the child cannot acquire by himself; it
    • — remains something rather superficial in modern culture,
    • because the adult today does not really see anything of great
    • enthusiasm. Artificial enthusiasm can achieve nothing at all.
    • The only enthusiasm capable of achieving anything is that
    • really need something quite specific, something that is
    • stood below his proper level and that something real had
    • In healing a sick person, one knows that something has actually
    • is really something abnormal for the human being to bear within
    • reality of what education means. Education must have something
    • sense this includes everything that belongs to the activity of
    • rhythmic nature of man, in the blood rhythm, in the breathing
    • the activity of breathing one has the force of man's inner
    • of the breathing, and by the astral forces in the human being.
    • substance affects the rhythm of breathing or the blood
    • the strange thing is this. Whereas the doctor brings into
    • breathing, as teachers we must bring the next higher stage into
    • something is perceived — and to the inner physical
    • to heal something, however, and if healing is needed there must
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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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    • when a man walks or does something with his arms? What is it?
    • at something spiritual, certainly not material. We are forced
    • physical, into action. Our leg must be moved by something
    • Here, however, we come to something remarkable that generally
    • because in it something is set in motion by the spirit. Our
    • — that is to say, something purely spiritual — must
    • effects. When you walk, an inner magician, something
    • things by theorizing about the motor nerves and the like. That
    • of which I spoke this afternoon. For everything that
    • “The Stone of the Wise,” which is nothing other
    • human life everything actually depends upon symmetry being
    • produced between these two things.
    • things today simply for the sake of the subject matter,
    • things that could be found in physiology, for it is only in
    • place in the human organism, and everything a person does
    • of these things for our whole life of feeling
    • understand the things that he accepts under the influence of
    • something he once accepted simply through love for his teacher.
    • something of this condition remains deeply embedded in
    • human nature in the same way that something that we may have
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  • Title: The Three Fundamental Forces in Education: Lecture
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    • entirely used up, if with the change of teeth everything
    • something comes to light in those regions of the
    • consciousness is still being formed, and something of the outer
    • These things show that in our soul-life we are concerned with
    • something which at certain definite times co-operates also in
    • Such things we should consider carefully in forming our picture
    • everything we teach the child of music and speech during the
    • the germ of music-speech with something that will operate into
    • future. For nothing is more important than that we be able, as
    • remain imperfect if they could not observe the imperfect things
    • can have many memories of things musical. This can be
    • reason to point out that these things cannot be rightly
    • I would call your attention to something that is very much in
    • change of voice, there is to be considered something peculiar
    • that gives to each its special character: everything that
    • builds up. And everything is a warding off that acts from
    • within us, and it is not for nothing that the world
    • differently: they expressed things more concretely. They
    • but would have said something like “serpent, wolf and
    • everything has worked itself to the surface that is a
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  • Title: Introductory Words to the First of Four Educational Lectures
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    • give a kind of supplement to many of the things which I brought
    • there are so many things which must be done during these days
    • later, but, as I have said, there are so many things which must
    • But in real life this is not the case; these things are quite
    • different. In real life the essential thing is that there are
    • necessary to guard many things as a sacred, private possession
    • and to look upon this possession as something which only plays
    • mankind. When a thing of this kind is said, the question at
    • into this misery because it has really in essential things made
    • today in London, Paris, New York or Chicago. Things have worked
    • dispute among other things about questions of education, that
    • like to point out to you something which Spencer has
    • the remarkable thing is that we ought to strive for the exact
    • the teacher as such has something to do with the scientist; a
    • about something which does often happen. The teacher cuts
    • the remarkable thing is that there is now arising, chiefly out
    • task to develop this pedagogy. For many things can be common to
    • humanity and many things must be common to humanity if an
    • things which have been looked upon in Germany during the last
    • forty years with such pride, with regard to all those things
    • Maximum number of matches per file exceeded.

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