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Searching Rudolf Steiner Lectures by GA number (GA0306)

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    Query was: spirit

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: Child's Changing Consciousness: Lecture I
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    • nurture the spirit — without its proper earthly home
    • physical nature reflects the soul and spiritual nature seems to
  • Title: Child's Changing Consciousness: Lecture II
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    • on what remains when the human spirit and part of the human
    • as an entity, an organization of body, soul, and spirit. It
    • totality of spirit, soul, and body. This approach enables us to
    • judgment of how body, soul, and spirit are permeated by spirit
    • well as soul and spirit, so that you intuitively know what
    • of the spirit, as we shall see later — for a good feeling
    • certain children are strongly permeated by soul and spiritual
    • entire soul and spiritual development, the child's senses are
    • — what lives spiritually in language. And language,
    • statics and dynamics its own, it takes in the spirit in its
    • life, it takes hold of the spirit in its surroundings.
    • Spirit, soul, and body — spirit, soul, and nature —
    • later life. Thus, we may say that together with the spiritual
    • by moral and spiritual powers. But here statics and dynamics
    • born directly out of the spirit.
    • must no longer speak today of the human spirit, since an
    • does not consist of body, soul and spirit, but only of body and
    • soul, the latter having certain spiritual properties.
    • and spirit.
    • of matter because it cannot see the spirit working through
    • Maximum number of matches per file exceeded.
  • Title: Child's Changing Consciousness: Lecture III
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    • body, soul, and spirit, it is especially necessary to develop a
    • reflects what is most spiritual in the human being.
    • tongue. And since language is thoroughly spiritual, the child
    • still lives in something spiritual, but no longer in a
    • spirituality only connected with the individual human being,
    • Furthermore, we can see how the soul and spiritual
    • certain soulspiritual constitution, particularly in the years
    • understood in a general way. Immensely powerful spiritual
  • Title: Child's Changing Consciousness: Lecture IV
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    • ensouled and spiritual instinct that, when translated into
    • what is perceived through the soul and spirit. This means that
    • backed by spiritual knowledge. Modern life has become too
    • sense-directed activities, moral and spiritual forces are
    • the point is that the effects of soul and spirit on a person's
    • to the mutual interaction between the soul-spiritual nature and
    • The Spiritual Guidance of the Individual and Humanity.
    • The Spiritual Guidance of the Individual and Humanity,
    • at first in a physicalspiritual way, continues in a hidden
    • young students gradually from the divine-spiritual in nature,
    • through the divine-spiritual in the human being, toward having
    • children make the divine-spiritual their own. This has to all
    • spirituality what they are meant to grasp as their own
    • divine-spiritual weaving in nature and in history, a new stage
  • Title: Child's Changing Consciousness: Lecture V
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    • especially in modern spiritual life. You only need to consider
    • spirit throughout life. But too much soul and spiritual
    • spiritual counterpart has become too insubstantial. This
    • physical body; they are soul and spiritual forces working in
    • contains moral and spiritual forces, which became firmly
    • This is the physical aspect. The soul and spiritual counterpart
    • and spiritual faculties should find its proper realm within the
    • just has to know something about the spiritual background of
  • Title: Child's Changing Consciousness: Lecture VI
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    • necessary for such a soul and spiritual quality only when it
    • of love will happen so that the student's soul and spirit are
    • spiritual investigation of repeated Earth lives. Every
    • particular, continues: “... so that the Holy Spirit may
  • Title: Child's Changing Consciousness: Lecture VII
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    • What belongs to the human soul and spirit realm has to develop
    • spiritual eyes, is the transformed body-related, natural
    • Western philosophical and spiritual streams.]
    • soul, and spirit, a helpful and useful member of society. In
    • spiritual, soul, and physical spheres are, in general, not even
    • I could not have accomplished in spiritual science certain
    • intimate spiritual and soul matters, especially if it is
    • spiritual striving and spiritual research the main objective in
    • one living and spirit-permeated organism. The first grade
    • whole human being — body, soul, and spirit — would
    • needs to truly permeate the human psyche with spirit. If this
    • is done, we can follow the spiritual element right into the
    • physical realities of the body, because spirit works in every
    • spirit leads to true understanding of matter. Materialism may
    • that, to the spiritual investigator, is very natural, but would
    • induce spirit and soul substance to penetrate their physical
  • Title: Child's Changing Consciousness: Lecture VIII:
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    • What has to emerge clearly from the spirit of this education is
    • the human body, soul, and spirit. If the actual teaching is
    • spiritual implications, must certainly be seen as a
    • awareness of how spirit, soul, and body constantly interweave
    • an aid does not mean the denial of soul and spirit, because
    • anyone who knows that spirit is working in all physical or
    • working of soul and spirit brought about by physical means.
    • mutual working of body, soul, and spirit can greatly benefit
    • Waldorf pedagogy (which arises from spiritual foundations)
    • adherents do not realize that every soul and spiritual stirring
    • of the working together of soul, body, and spirit into the new
    • in the spirit of these courses. This is what really matters. If
    • out of the spiritual background. The details will then also
    • to let the spirit living in this education flow into the ways
    • comprehended in terms of an all-comprising spiritual entity. In
    • functioning like the soul and spirit of the entire school
    • know of the powerful spiritual effects the dead herring eggs
    • study of soul and spirit. Efforts are made continually to
    • had occupied yourself, let's say, with the spiritual functions
    • this sense, the teaching faculty must become the spirit and
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  • Title: Child's Changing Consciousness: Introduction to a Eurythmy Performance
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    • belief that human souls and spirits are linked to any
    • then soul and spirit are pouring into the individual's entire
    • soul-spiritual counterpart (which ordinarily flows into the
    • what can begin toward a general spiritual and social life

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