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Searching Rudolf Steiner Lectures by GA number (GA0306)

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  • Title: Child's Changing Consciousness: Lecture I
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    • Dear Friends,
    • months earlier, I would have welcomed you in the building we
    • befell us on New Year's night and inflicted such grievous pain
    • nurture the spirit — without its proper earthly home
    • change, a renewal. And yet, when hearing the various ideas on
    • compensations. When one hears nearly everyone call for a
    • few days ago a book appeared on the market that, in itself, did
    • early school days. I am referring to the memoirs of
    • of one's early school days — however wonderful these may
    • learned at school, for these must flow together into the great
    • teachers we had? It is a blessing if, in later years, one can
    • sure that even an angel would have appeared to a Bengali boy
    • methods, and this will become poignantly clear to us when we
    • focus on education. One could say that whereas in earlier times
    • ossicles of the human middle ear to the square-bone
    • have been entirely disregarded by modern research.
    • Earth and planetary system. In their calculations, some of
    • scientist spoke of some twenty million years, soon enough he
    • two hundred million years. Then other scientists began to
    • on Earth today. This is a perfectly correct thing to do,
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  • Title: Child's Changing Consciousness: Lecture II
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    • nature of the growing human being, bearing in mind the later
    • through anthroposophical research — as outlined briefly
    • modern science and other research. The knowledge of the human
    • method of observation does not lead to a clear perception and
    • theoretical knowledge and then to think: What I have learned in
    • Let's look now at young children as they grow into earthly
    • said: “The human being learns more for the whole of life
    • during the first three years than he does during his three
    • years at university.”
    • are learning how to walk, speak, and think.
    • What does it actually mean when we say the child is learning to
    • learning to walk; there is an inner orientation of the young
    • because the child stands within it. While learning to walk,
    • commonly called “learning to walk,” as everyone can
    • find out. The expression “learning to walk”
    • learn to walk is to learn to experience the principles of
    • that a child gradually learns to control these forces is not
    • Better still, to learn to walk is
    • is what learning to walk is all about. But through the fact
    • development. Thus, the child who is learning to walk adapts
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  • Title: Child's Changing Consciousness: Lecture III
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    • in learning to walk, speak, and think — the three most
    • important activities of early childhood — than is
    • us first look at what is very simply called “learning to
    • hold of in learning how to walk, there lives yet something else
    • must always bear in mind that, pre-eminently during the first
    • way the child also learns to walk.
    • yearning to become imbued with feelings found in later life
    • child's earliest years, and it continues, gradually declining,
    • important aspect of the child's early years. Later on we will
    • methods used appear very crude, to say the least. To illustrate
    • a whole series of previous steps, that now make it appear as if
    • circle. In learning the mother tongue, this circle embraces all
    • dynamic forces. One could say that, in learning to speak, the
    • When the child learns to think — well, with thinking we
    • here today. It is the entire Earth realm that we adapt
    • destiny during earthly life.
    • early childhood? It is, as I have described it just now, the
    • the baby teeth, which is followed by years of developing a
    • certain soulspiritual constitution, particularly in the years
    • reappear transformed as thought. The young child cannot in any
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  • Title: Child's Changing Consciousness: Lecture IV
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    • impulses already implanted during the first seven years. They
    • kindergarten, because every year we also have to open a new
    • direction.] So far we have started with an eight-year course in
    • somewhat lighthearted view of these things may be of the
    • to be added every year.
    • be able to do this one has to learn other things as well. In
    • methods, and this just during the early years of childhood up
    • re-enacted in deep earnestness by the child in its play, as I
    • during those middle years from seven to fourteen.
    • that a head appears above and two legs below, and you have made
    • learning to read and write.
    • formative forces — which up to its seventh year have been
    • withstand modern prejudices. Naturally, pupils will learn to
    • change schools they appear less capable than the other students
    • concerning what an eight-year-old child should know? The real
    • to learn to read too early. By doing so, something is being
    • blocked for life. If children learn to read too early, they are
    • opposition toward what must be learned. It should be our aim to
    • to learn. But this will happen only if their inner forces
    • pupils learn to identify separate letters, such as P,
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  • Title: Child's Changing Consciousness: Lecture V
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    • the ninth year, and especially during the seventh to ninth
    • years. This relationship should be preserved even longer, but
    • between the ninth and tenth years it will necessarily change
    • and the ninth year, this predominant will element in the child
    • years, the children will react by becoming blunted and dull.
    • They would reject it; indeed, they could simply not bear it.
    • they learn about — even if it is part of inorganic nature
    • about the twelfth year. From the ninth to the twelfth year we
    • Earth, and we can introduce animal study by showing how in
    • year do they experience a dim longing to gather together the
    • years.
    • Until the seventh year, soul forces are working in all of the
    • insight one can see it clearly in children between seven and
    • result. Because of this lack of ability to see clearly through
    • cannot avoid the need to be clear about how the growing human
    • Thus, we find that between the ninth and twelfth years children
    • about the ninth year they want to participate in the formation
    • ninth and tenth years, the children develop a new sense for a
    • of teeth. During these early years the etheric body and all the
    • born only after the twentieth year of life. Although it may be
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  • Title: Child's Changing Consciousness: Lecture VI
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    • of reaching the child's true nature — one must learn to
    • should have a fairly clear picture of how the present situation
    • have already seen that, in the years between the child's change
    • years. At first love begins to stir when sympathy is aroused
    • for whatever is taught during the early days at school. If we
    • dream, although this appears to happen all too often!) This
    • ninth and tenth years — and especially in the time
    • leading up to the twelfth year — love of nature awakens
    • not joking, but speak very earnestly — the teacher must
    • pupils have to learn about the refraction and reflection of
    • necessary to search for it. At best, teachers who have prepared
    • environment during the subsequent years, between the change of
    • teeth and puberty — especially not during the early
    • classroom, even if it might appear, in itself, very comic. For
    • example, from my thirteenth to eighteenth year I had a teacher
    • work so hard to learn what even they don't know?
    • referred to as Geschmier, a “smear on the
    • evolve now must appear with the young person's full inner
    • intervening stages, the child's early play has become
    • spiritual investigation of repeated Earth lives. Every
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  • Title: Child's Changing Consciousness: Lecture VII
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    • curricular and educational tasks for each year (as you will
    • have discovered already from what you have heard so far). To
    • from the children themselves; and not only for each year, but
    • that are alien to its nature. They may appear within some
    • first three years the students in our school are to be
    • three years, the students of the Waldorf school should be able
    • their twelfth year — that is, when our pupils are in the
    • in their fourteenth year, our students should have reached
    • again the necessary standards of learning that would enable
    • it is still workable until the students' twelfth year. However,
    • the real difficulties begin during the following years, for out
    • completion of the sixth year, which is always a little
    • completed their sixth year, the police or bailiff, or whatever
    • with this compromise during the first three years. Admittedly,
    • more is expected of an eight-year-old child today (if
    • Returning to our point, after the twelfth year it becomes
    • of teaching. Until the twelfth year it is just possible to do
    • in any one year is chosen entirely autocratically, and one
    • the years to come. On the other hand, when one instead moves
    • — although in certain places on Earth there is a custom
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  • Title: Child's Changing Consciousness: Lecture VIII:
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    • What has to emerge clearly from the spirit of this education is
    • see this clearly, one has to be able to look at the child's
    • into each other during the child's early years until the change
    • until almost the ninth year. If a teacher happens to become
    • early years — that is, from the polarity of the
    • years between the change of teeth and puberty, strangely enough
    • child's healthiest years, although this is not really
    • illness that occur during these years are due to outer
    • During the years after the Waldorf school founding, shorter
    • appear in proper perspective. You may already have seen,
    • had seven hundred pupils last year, which necessitated opening
    • investigations in this direction. And it soon became clear that
    • to realize that much of what may appear unnecessary in a human
    • learned from each individual case, even if it does not always
    • appear to be immediately useful.
    • learned to find a way into this kind of thinking. If you were
    • Even if you may think, “What is the good of learning all
    • from the Gospel of Saint Luke. (To modern ears such a statement
    • life. Today it is ordinarily felt that, if one wants to learn
    • individuality here on Earth. To livingly comprehend the world
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  • Title: Child's Changing Consciousness: Introduction to a Eurythmy Performance
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    • presented for outwardly expressing, clearly and visibly, what
    • earthly incarnation. But, being restricted to the medium and
    • expression through the medium of eurythmy. Hearing the
    • aspirations. And if some of its gestures appear close to mime,
    • state very clearly: Eurythmy is neither a form of mime, which
    • eurythmy should appear both pleasing and beautiful in the eye
    • proper impression of what eurythmy is. Soon you will hear
    • be tolerant. During its earlier stages only one side of
    • years.
    • like a musical conductor, used a baton when rehearsing his
    • this subject waned to the extent that it eventually appeared
    • who has done it for years, not only in regard to movement
    • inborn artistic gift will also be clearly perceptible, even
    • years when it was standing, the Goetheanum gradually came to be
    • working in medicine on the basis of anthroposophical research,
    • I, nor anyone else, has any say in the matter except our dear
    • need to hear more about their feelings and attitudes about this
    • [This remark led to an exchange of views. As early as
    • school was finally opened in 1926, about a year after Rudolf
    • course, not everyone is in a position to perceive clearly the
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