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Searching Rudolf Steiner Lectures by GA number (GA0305)

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  • Title: Spiritual Ground: Lecture I: The Necessity for a Spiritual Insight
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    • as a whole; and man in his totality is body, soul and spirit. We must
    • closer to the body than it is in the adult. We can see in a child how
    • spiritual powers are working at the moulding of the human body. And we
    • ourselves what takes place in that interchange between spirit and body
    • to observing man's complete nature, body, soul and spirit; just as we
    • is driven through his body in a far livelier way than in later life.
    • in soul and body (in his bodily life in its most comprehensive sense)
    • body. And we can only rightly educate when we understand the
  • Title: Spiritual Ground: Lecture II: Spiritual Disciplines of Yesterday: Yoga
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    • explanations of spirit, soul, and body to-day. During the next few
    • the imprints in my body. If I make a very hard dent it hurts me, it is
    • pain. In the same way the soul scores an impression upon my body,
    • for us an abstract thing, pervades the whole body on the tide of the
    • throughout the body on the tide of breathing. You see, spirit was here
    • hence it could be sensed and felt through-out the whole body. And
    • experiences what in the body would be faintness: one experiences a
    • been observed by everybody? What was observed, and how it was observed
    • that you can apply to man. Look at the human body, it is like a
    • chrysalis, so after death does the soul fly out of the body. Only, the
  • Title: Spiritual Ground: Lecture III: Spiritual Disciplines of Yesterday and To-day
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    • the human body in a special way, at certain times, from the sum of
    • human experience. It is just by eliminating the body that experience
    • training the body by means of pain and suffering, by mortification,
    • experience that in whatever measure the physical body is suppressed in
    • the body is mortified by suffering and pain, and by self-conquests, it
    • He rendered the body
    • weak so that will and cognition should arise out of the weakened body,
    • and the body should be translucent to the spiritual world. We must
    • they may be stronger than the body, which goes on its own way; and
    • thus we shall constrain the body to be transparent to the world of
    • us. We do indeed see a spiritual world around us when our body has
    • when the body is as transparent to spirit as the eye is to light.
    • repeat: This is not in the least necessary. For the body of the child
    • sensation we can have of the soul leaving the physical body.
    • body, by way of the soul, into the spiritual. But, as we shall see, we
    • aspect — with the body. Indeed, if one surveys the field of our
    • to say a baby in its earliest weeks — tastes with its whole body.
    • which later we do not have in our whole body, which later we have only
  • Title: Spiritual Ground: Lecture IV: Body Viewed from the Spirit
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    • Lecture IV: Body Viewed from the Spirit
    • seen by anybody who has the opportunity of observing a child during
    • main task of the teacher or educator is to bring up the body to be as
    • measure to ensure that in later life a man's body shall give the least
  • Title: Spiritual Ground: Lecture V: How Knowledge Can Be Nurture
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    • be clear what this ‘pushing’ of a foreign body into a
    • body; and instead we call forth from him the thing he has seen himself
  • Title: Spiritual Ground: Lecture VI: The Teacher as Artist in Education
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    • we want to make the child's body strong, capable and free from
    • cramping repressions we must reach the body during childhood by way of
    • mechanic in his own body, in his physical nature. When we begin
    • from the child's body. Thus there arises, not an abstract,
    • into his whole body. They unite with the whole body, with the soft
    • not take to the outside world with any pleasure, because his body
    • own body. We only gain the right approach to a melancholic child when
    • body. We can only help him when we rightly understand this encroaching
    • heaviness of the body which takes the attention prisoner.
    • in his physical body and more in what I have called, in my
    • descriptions here, the etheric body, a more volatile body. He dwells
    • in his etheric body. It may seem a strange thing to say about the
    • phlegmatic child that he dwells in his etheric body, but so it is. The
    • etheric body prevents the processes of man's organic functions, his
    • body. His head becomes inactive. His body becomes ever more and more
    • babies are all choleric. A choleric child comes from a body made
    • into the body, and the child grasps nothing because his head is like a
    • body and into the circulation of the rest of his body. You take both
  • Title: Spiritual Ground: Lecture VII: The Organisation of the Waldorf School
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    • into an organism in the same way as the human body is an organism by
    • system, to the children, also the external form of the body and the
  • Title: Spiritual Ground: Lecture VIII: Boys and Girls at the Waldorf School
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    • and sound in body, free in soul and lucid in spirit. Physical health
    • (Blutuberfullt.) In girls we find a lack of blood in the body: in boys
    • some castle in the clouds. If one has come to despising the body, and
    • to saying: O the body is a low thing, it must be suppressed, flouted:
    • For, you see, you may leave the physical body out of account, and
    • Where the body of teachers, the college of teachers, is such a unity
    • embody certain educational methods. Its aims are to be achieved by
    • is to make of children human beings sound in body, free in soul, clear
    • man's physical body but develops both his spiritual-psychic and his
  • Title: Spiritual Ground: Lecture IX: The Teachers of the Waldorf School
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    • between spirit, soul and body from the standpoint of a true human
    • beset him as it were, while his body grows more delicate. And so at
    • into the real nature of man, to know him in soul, in body and in
  • Title: Esoteric Development: Lecture IV: The Attainment of Spiritual Knowledge
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    • cannot accept the whole body of scientific knowledge without turning
    • activity of soul that is entirely independent of the body. One
    • formerly dependent on the body — thinking on the nerve-sense
    • robust, solid body. We are really made up of approximately ninety per
    • being to a lesser extent solid body and to a greater extent water,
    • which I will now call the etheric body. This etheric body is finer
    • this etheric body which in man's waking life is full of inner
    • with the exception of the head. The etheric body in the head is
    • etheric body begins to be in movement also in the head. In sleep,
    • etheric body. And when we dream, perhaps just before waking, we
    • become aware of the last movements in the etheric body. They
    • body in the head. But, of course, when there is a very sudden waking,
    • gradually able to form pictures in the tranquil etheric body of the
    • Imaginations, which are experienced in the etheric body
    • independently of the physical body, are the first super-sensible
    • from our physical body, to behold, as in a picture, the actions
    • principle in the organism of man as the etheric body. It is not a
    • spatial body but a time-body. Therefore you cannot describe the
    • etheric body as a form in space if you realize your doing so would be
    • body of man. In truth, we have a physical space-body and a time-body,
    • Maximum number of matches per file exceeded.

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