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Searching Rudolf Steiner Lectures by GA number (GA0306)

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    Query was: feel

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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    • the subject, one cannot help feeling a certain trepidation,
    • only from these or similar feelings, it merely serves to
    • teachers call forth such feelings in their pupils; this also
    • consciously realized this, but at the bottom of my feelings it
    • very nicely. Sometimes one cannot help but feel amazed at the
    • me feel obliged to die at the age of fifty-seven, simply
    • experience something similar to the feelings Tagore expressed
    • jaws, but encompasses the entire human being. You will feel
    • they were children they learned to feel reverence quite
    • their time, from the universal nature of human feelings and
    • to the degree where there is a general feeling that children
    • that their hearts and feelings should also be educated. This is
  • Title: Child's Changing Consciousness: Lecture II
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    • of the spirit, as we shall see later — for a good feeling
    • first, the child only links feelings to the sounds coming
  • Title: Child's Changing Consciousness: Lecture III
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    • an arm, the child will immediately feel an impulse to make a
    • yearning to become imbued with feelings found in later life
    • child's feelings, will fail to have any impact, at least until
    • age, they feel indifferent toward intellectual accomplishment.
    • can also feel the link between the pictorial element that the
    • remarkable begins to occur; the child feels a greater
    • child sees a combination of colors, feelings are immediately
    • the child can feel only opposition.
    • Egyptian hieroglyphs expressed more of a feeling approach. The
    • When children are losing their baby teeth, they feel least
    • children feel out of touch?
    • take from contemporary life and teach because we feel it is
  • Title: Child's Changing Consciousness: Lecture IV
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    • feel stimulated to imitate whatever their teachers do.
    • phonetic and the whole-word method carry the day. One feels
    • develop a feeling for the quality of sounds. No longer do young
    • represents more of a feeling into the materiality of things,
    • imitate external things at all, but express human feelings of
    • sympathy and antipathy. Feelings of joy or curiosity are
    • Vowels reveal directly feelings of sympathy and antipathy. Far
    • threatening bark, human beings — if their feelings are
    • be considered a pure insult! At that age they feel fully mature
    • child feel at one with the surroundings.
    • not exist for the child. The child feels alive, and
    • of object to be studied. The child has an instinctive feeling
    • Children, however, still have this feeling by instinct. If you
    • experience a strange feeling, which can follow them into later
    • feeling realm. Only after the fourteenth year is the adolescent
    • child's feeling life. This is why we should lead the child into
    • experience feelings of sympathy and antipathy. This means that
    • that feelings of sympathy are induced for what the child is
    • fills them with feelings of sympathy in a heightened sense, as
    • feelings of antipathy toward what they are not meant to do.
    • Maximum number of matches per file exceeded.
  • Title: Child's Changing Consciousness: Lecture V
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    • students' evolving life of feeling. It is really very important
    • always feel secure in looking up with total confidence to the
    • if the teachers who introduce the world by appealing to feeling
    • separate entity, the children would feel inwardly resentful.
    • sense of responsibility. It is this feeling of responsibility,
    • safeguarding their inborn feeling for authority — so that
    • such feeling can become a vehicle for love and sympathy —
    • primarily in the realm of feeling; before the change of teeth,
    • appeal, above all, to the students' feelings. This can be
    • child's soul, not as a concept or idea, but as a feeling.
    • students feel that, until now, their teacher has not yet shown
    • students' feeling that their teacher can grow beyond even the
    • ten. They may well feel tempted, therefore, to prove everything
    • they can feel: Wherever I move my hand, there the color follows
    • such feelings can be drawn out in children's souls, one enables
    • that is, color perspective. A child will feel that the
    • in the child's mental imagery, suppleness in feelings, and
    • musical judgment takes the place of a previous feeling for
    • feeling, the voice will sound differently from that of a young
    • work toward a balanced musical feeling and understanding is
    • Maximum number of matches per file exceeded.
  • Title: Child's Changing Consciousness: Lecture VI
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    • elders feel as they receive what is freely given by their
    • feeling grateful by allowing the child to imitate what is done
    • feeling life, so that, at the end of a strenuous day, one can
    • meadow full of flowers. Such a subconscious feeling of
    • right touch during this particular age. If teachers could feel
    • the lessons adequately; one will feel deprived of ideas because
    • radical changes. And yet, one feels tempted to add that it is
    • question in the proper light. If teachers can feel moral
    • of these meaningful gestures the feeling of gratitude develops,
    • depths of the feeling life that also play a part. For example,
    • feel in full command of the classroom situation, and they will
    • with the feeling that all of one's students should become
  • Title: Child's Changing Consciousness: Lecture VII
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    • I feel justified in expressing appreciation for how much the
    • and who feel the need for firm roots in life's realities,
    • life, the soul life of the child must also experience feelings
    • so must adolescents feel this new sense of duty arising freely
    • experienced the inherent feelings and thought processes that go
    • feeling approach, both comprehensive and in touch with reality,
    • develop inner certainty. This is why we feel it necessary to
    • reason there is no need to feel thoroughly alarmed about the
    • extremely small. This is the very reason one feels so happy
  • Title: Child's Changing Consciousness: Lecture VIII:
    Matching lines:
    • head in the way children use their tousled heads, they feel
    • spoke when the brain was young. Young people feel this fact.
    • knowledge, rather than feeling satisfied with one's
    • out of feelings of gratitude and inner satisfaction, of hope
    • light that shines for those who feel it their duty to care for
  • Title: Child's Changing Consciousness: Introduction to a Eurythmy Performance
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    • first babbling sounds of a baby, which express only feelings
    • lend clarity, emphasis, or feeling to the spoken word, toward a
    • qualities, such as passionate feelings, emotions, and, in the
    • feeling for the artistic element in speech has declined
    • feeling of doing this with the larynx but of speaking with the
    • interests in this country. For my part, I feel convinced that,
    • Swiss friends and visitors. And because of this we feel a great
    • need to hear more about their feelings and attitudes about this
    • are moments when one cannot help feeling amazed at the lack of
    • audience here in Switzerland was mentioned. If now one feels it

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