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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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    • organiser of this conference, in particular, and to the whole
    • to social organisation and social institutions less tragic than those
    • entirely sense-organ (i.e. a child up to the seventh year). His blood
    • our sense-organs, for example the eye, depends on Blood preponderates
    • For the development of the organism of the senses in man is a
    • entirely sense-organ. Because it could not otherwise endure the dazzle
    • the dazzling sunlight, so must this sense-organ: child — for the
    • child is entirely sense-organ — shut itself off against the
    • lively in this great organ of sense, the child. Thus a child lives in
    • organisation of the head. It lies, that is, in a cavity apart, so that
    • who is all sense-organ? This we cannot do. This we can only hope to
    • sense-organ, but he is given up to a more psychical element than that
    • being sense-organ the child has become all soul. Not spirit as yet
    • environment to experience in soul. The sense organs have now become
    • illness should say to himself: What is going on in the organism are
  • Title: Spiritual Ground: Lecture II: Spiritual Disciplines of Yesterday: Yoga
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    • the moulding of the brain, in the shaping of the whole organism,
    • according as we form the sound with one organ or another — with
    • guiding the breath stream through the vocal organs in a particular
    • organism which are connected with the brain through the nervous
    • breath passes over our whole organ-ism. The thrust of the breath is
    • we are differently organised, we cannot copy this Yoga process, nor
  • Title: Spiritual Ground: Lecture III: Spiritual Disciplines of Yesterday and To-day
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    • something for itself — so to speak — the moment the organic
    • it were, make our whole organism into an eye. We must now make our
    • whole organism transparent — not physically as in the case of the
    • Certainly I do not mean to say that our physical organism as it stands
    • physical organism is quite right as it is, it is quite normal. It has
    • our organism cannot be an “eye” in ordinary life, how it
    • organism just because it is non-transparent, and because we do not
    • normal for our organism to be non-transparent. But one can know
    • possible for the whole organism to perceive the spiritual world
    • surrounding it when we make the organism transparent in this way.
    • physical organism we can attain by taking in hand our own soul's
    • comparatively easy to come to see what the final member of organic
    • evolution is. We begin with the simplest organism and see how it has
    • final member of organic development. But we know man only as the end
    • product of organic development. We do not see into man himself. We do
    • human organism. And with this the will is immediately bound up. Every
    • the child is entirely Sense Organ, namely, entirely Head; as I have
    • already explained the child is entirely SENSE ORGAN. (Note by
    • The organ of taste is diffused throughout the organism. It tastes with
    • organism. The child at its mother's breast is wholly permeated by
    • Maximum number of matches per file exceeded.
  • Title: Spiritual Ground: Lecture IV: Body Viewed from the Spirit
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    • educational question: how can we best develop the physical organism in
    • the physical organism may seem to be a fundamental contradiction. The
    • organism, his feeling is bound up with the rhythmic system,
    • repeatedly stated — the child is entirely sense organ, entirely
    • The nerve-senses system permeates the whole organism; and all
    • impressions of the outside world affect the whole organism, work right
    • organism. In a child it is as if every little blood corpuscle were
    • arrest at the surface of our bodies, in the sense organs, — while
    • whole organism. He absorbs the paleness of the long sad face of the
    • since the spirit is still working into the child's whole organism, his
    • whole organism will be permeated in such a manner as to build up his
    • organs in accordance with the physical effects which he has taken up
    • into himself. Thus the very condition of the child's organism will
    • It is entirely given up to what its organism has absorbed from the
    • because the teeth are hard organs, is taking place throughout the
    • organism. When we are born into the world we bear within us an
    • inherited organism. In the course of the first seven years of our life
    • we model a new organism over it. The whole process is physical. But
    • the organism. We must therefore know what spiritual and psychic
    • healthy organism in the stead of the inherited organism. We must know
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  • Title: Spiritual Ground: Lecture V: How Knowledge Can Be Nurture
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    • spiritual organism of which I have already spoken. Hence, in education
    • child's organism really means. It is just as if we habituated the
    • not fit and which therefore damage his organism. Nowadays when
    • damage is done to the organism by the mere fact of introducing reading
    • organism, than what is crammed into it.
    • hair only arises in connection with an organism and cannot be
    • understood apart from the organism. Therefore: In the teaching of
    • realisation of the earth as a living organism, beginning naturally
    • first give him a vivid realisation of the earth as a living organism
    • to the child as a living thing, as an organism — beginning with a
    • quite inorganic. For actually one could almost say: It is sheer chance
    • whereas in man they are at the service of the whole organism. In
    • another animal the sense organs, or one particular sense organ, is
    • being are the chest organs, the heart organ. The cow shows a one-sided
    • conditions of the physical organs will be prone to arise, more
    • spiritually speaking — because its organism spontaneously rejects
    • = | =| = | and so on, that is, when I have an organic whole (a whole
    • numbers as belonging to the whole, and proceeding organically from the
  • Title: Spiritual Ground: Lecture VI: The Teacher as Artist in Education
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    • melancholy is due to an intense depositing of salt in the organism.
    • in his physical organism. For a melancholic child to raise a leg or an
    • organism.
    • etheric body prevents the processes of man's organic functions, his
    • organism functions through interplay with the outer world.
    • head into the rest of his organism. The physical organism of his head
    • head to the rest of his organism. What is learned gets stuck, as it
    • organism. An artist in educating will instinctively keep such a thing
    • circulation system of the other part of the organism wants to suck
  • Title: Spiritual Ground: Lecture VII: The Organisation of the Waldorf School
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    • Lecture VII: The Organisation of the Waldorf School
    • When we speak of organisation to-day we commonly imply that something
    • is to be organised, to be arranged. But in speaking of the
    • organisation of the Waldorf School I do not and cannot mean it in this
    • sense, for really one can only organise something which has a
    • mechanical nature. One can organise the arrangements in a factory
    • into it. The whole exists and one must accept it as an organism. It
    • organism, as an organisation.
    • A school such as the Waldorf School is an organism in this sense, as a
    • matter of course, — but it cannot be organised, as I said before
    • organism.
    • individual teacher as it is, in the human organism, to understand the
    • intimately. Thus it is the fundamental principle of the organisation
    • This arrangement to run parallel with the organisation of ordinary
    • construction, not an organisation, — but it is truly a case of
    • studying week by week the organism that is there. Then an observer of
    • under observation because the human being is an organism, so much the
    • more in such an organism as a school must one make a continuous study.
    • Thus the heart of the Waldorf School, if I speak of its organisation,
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  • Title: Spiritual Ground: Lecture VIII: Boys and Girls at the Waldorf School
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    • The teacher must have a complete vision of the child organism; and it
    • must be a vision of the organism enabling him to judge physical
    • organism of the children and what one could observe in it, and I told
    • and the growth and development of its physical organism.
    • One should not say: the physical organism is a thing of little
    • thing as the physical organism. This physical organism has been put
    • infinitely important organ, and it is an organ which resembles a
    • sense-organ much more closely than one would imagine. For, the purpose
    • organisation differs from that of other organs. In other organs a
    • affects his organism. The liver is an extraordinarily fine barometer
    • to chlorosis, to anaemia, in the whole developing organism. The blood
    • in the girl's organism becomes poor; she becomes pale, anaemic. This
    • spiritual nature is separated out from the total organism; and this
    • organism participates in the activity which is engaging the inmost
    • have given a spiritual nurture to this human physical organism, —
    • produces activity and movement in certain organs; this same movement
    • which is inherent m the larynx and other speech organs is capable of
    • speech organs the movements are arrested and repressed. For instance,
    • Just as there are different forms of the larynx and other organs for A
    • organism. Thus the art of eurhythmy is really composed of the
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  • Title: Spiritual Ground: Lecture IX: The Teachers of the Waldorf School
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    • the human being whether a certain organic phenomenon appears at one
    • external world affect the female organism more intensely between the
    • 10th and 12th year than they do the male organ-ism. In a certain sense
    • the female organism between the 10th and 12th year partakes even
    • or the 13th and 14th, the female organism qua organism begins
    • the boy's whole organism. In the female organism, this rounding off of
    • quickened growing, there has been a preparation in the organism, which
    • of development which includes the organic changes I have alluded to
    • these deposits are only removed from the organism when a man sleeps or
    • antipathy arises; man's inner organism sets itself against abstract
    • him at most as the latest of the organisms. But a knowledge of the
  • Title: Esoteric Development: Lecture IV: The Attainment of Spiritual Knowledge
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    • acquiring higher knowledge, the development of higher sense organs or
    • of naiveté, hearing how organic beings are supposed to have
    • organism, with the single exception of the head. That which is
    • in movement in the other parts of the organism is at rest in the
    • movement, of regulated movement in the whole of the human organism,
    • parts of the organism — is permeated by an inwardly moving
    • brain, and is permeating our whole organism and producing in it a
    • principle in the organism of man as the etheric body. It is not a
    • same mist, then man himself, and from man — as a Fata Morgana
    • with, in a still undifferentiated organism, the organic forces

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