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Searching Rudolf Steiner Lectures by GA number (GA0306)

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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: Child's Changing Consciousness: Lecture I
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    • different views are expressed — often with considerable
    • his book about the cane indicates something we would consider
    • thinking does not consider it necessary to look at the human
    • Considering the myriad impulses for educational reform, one
    • done, I would not even consider it worthwhile to attempt these
    • transferred to the human being who, as a result, is considered
    • was considered naïve by others who spoke in terms of
    • somewhere else where considerably more erosion has been found,
    • functioning for a considerable length of time. However, one
    • When considering the question of aptitude for writing and
    • now let us consider this question of writing and drawing.
    • of science are going through considerable changes just now, and
    • But something else must also be considered. In later years, the
    • considered; this, in itself, is quite justified. It is
    • that there are already plenty of well-considered educational
  • Title: Child's Changing Consciousness: Lecture II
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    • learning to speak is something I ask you to consider most
    • let us consider the entire human organism and see how during
    • frequently and ask, Considering the present state of science,
    • forebears was considered to represent original sin. Such was
  • Title: Child's Changing Consciousness: Lecture III
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    • between what is internal and what is external. When considering
    • briefly yesterday, but now we must consider it more fully.
    • itself is an artistic element, and we have to consider this
    • to consider that at this age their thinking is not yet logical,
    • have to consider this rhythmic system above all when dealing
    • shows that, during the age under consideration — between
  • Title: Child's Changing Consciousness: Lecture IV
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    • considerations during this conference. I have also told you
    • education, we have to consider that between the change of teeth
    • this has to be considered if one wishes to see what is being
    • maintained about these matters when we consider the following:
    • would be considered an old crank, because enthusiasm about an
    • always is in life: everything has to be considered from
    • considered from the most varied angles.
    • have to be considered, but each theory, in isolation, gives
    • be considered a pure insult! At that age they feel fully mature
    • considered as one rather than as three separate things. Thus,
    • regarding these lessons. We consider all the other subjects as
    • considered only from the pedagogical angle, and religion
    • forward to a religious renewal. I consider it a certain success
  • Title: Child's Changing Consciousness: Lecture V
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    • authority of the teacher says. Similarly, what is considered
    • considers false. This also applies to what is seen as beautiful
    • especially in modern spiritual life. You only need to consider
    • but laugh. This is very understandable. But considering the
    • backward in time. This will be clearer to us if we consider an
    • considers the true nature of the human being; pedagogical
    • this time, and then we may consider a newly emerging
    • right or wrong is concurrent with what the teacher considers to
  • Title: Child's Changing Consciousness: Lecture VI
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    • when we consider the relationship between growing children and
    • their surroundings. We will consider these two issues today
    • Here we need to consider three human virtues —
    • children into the first grade, we must also consider the kinds
    • consider something I would like to call the
    • including healing. The process of educating was considered
    • ages, one could even say teaching was considered a means of
    • — and I always considered him to be my best teacher
    • come into play, and I can only touch on them. Just consider
  • Title: Child's Changing Consciousness: Lecture VII
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    • have noticed already that what is considered here to be both
    • considers this right or wrong. It must always be remembered
    • educational aims without considering whether or not one might
    • what is considered relevant to their inner needs. At the same
    • writing. They may be considered far ahead in artistic subjects,
    • not generally considered to be very important.
    • nineteenth century), and which was considered by natural
    • it is interesting to consider the biography of Gregor Mendel.
    • which meant that he was considered incapable of becoming a high
    • however, he was considered to be a second-rate staff member by
    • form of education is being implemented that considers fully the
    • consider anyone to be a good professor in the full meaning of
    • not be considered right or beneficial. Anyone who inspects our
    • other practical activities as well. I would consider it a sin
    • heights that anyone would be tempted to seriously consider
  • Title: Child's Changing Consciousness: Lecture VIII:
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    • that equal consideration be given to everything pertaining to
    • considers taking an active role in Waldorf education must live
    • liver, bladder, or stomach — people who consider dreams
    • which appears so often these days, and is considered
    • achievements and, indeed, considering oneself very clever. If
    • by no means considered to be less important, but is dealt with
    • because they consider an urban environment unsuitable for
  • Title: Child's Changing Consciousness: Introduction to a Eurythmy Performance
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    • considerable while. If the meaning of the spoken word is
    • primary consideration. At least, since the 1890s a strong
    • is considered to be most important. And yet, the essentials in
    • context it is helpful to consider what happened when Schiller
    • spread by a considerably famous person will hardly raise an

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