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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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    • neither of which is comforting. First, if one's education was
    • because in the first few chapters the author, an outstanding
    • Well, this was the first shock when the nature of the human
    • but because they belong to the theme of our conference. First,
    • from a scientific perspective? Our attention is drawn first to
    • this sort, the first requirement is certainly not to omit any
    • working in the physical body up to the end of the first
  • Title: Child's Changing Consciousness: Lecture II
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    • in entirely different ways during each of the first three
    • would surely not be proper for teachers to first acquire
    • practice. The first thing to be aimed for is a living
    • during the first three years than he does during his three
    • managing to stand up and take the first steps in order to
    • When raising themselves up, young children are first of all
    • children are encouraged to learn to walk first, that is, if one
    • first, the child only links feelings to the sounds coming
    • nature and its processes. Thus all of the child's first
    • key question needs to be answered first. In order to speak, the
    • human being during the first three years of life is given over
    • many things. But the most fundamental factor during the first
    • the first three years it adapts itself to earthly conditions of
    • first years (and more generally so between birth and the change
    • development later, it omits the first stages. In contrast, the
    • first years and not heredity as such. In their proper place,
    • notions about what is happening in the child during these first
    • soul and body, but a fact such as this, where during the first
    • what the child ought to learn first after entering earthly
    • establish in the first thirty pages of print, only to find that
    • Maximum number of matches per file exceeded.
  • Title: Child's Changing Consciousness: Lecture III
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    • us first look at what is very simply called “learning to
    • must always bear in mind that, pre-eminently during the first
    • happening there, so human beings during the first period of
    • circles. Whether a child first puts down the heel or the toes
    • the first time.
    • the human being's highest member, the I, is the first to
    • child's whole life. We can first observe it in a particular
    • see, what has been working physically during the first period
    • first before the change of teeth, but also continuing
    • first lecture, I am not at all against the more external forms
    • first period of life ending with the change of teeth, pictures
    • Just as during the first period of life children imitate all of
    • through first learning to speak, children dreamily follow
    • which were at first perceived in a dreamy way, are also
    • whereas during the first period of life these outer activities
    • ninth and tenth year. At first, until the ninth year, the
    • ready to appreciate simple geometric forms. In the first
    • with the knowledge that, during the first period of life until
    • already been put into words at the end of the first lecture.
  • Title: Child's Changing Consciousness: Lecture IV
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    • impulses already implanted during the first seven years. They
    • [The first kindergarten in the
    • as a preparatory step for our first grade. People who take a
    • these second teeth on the basis of the first baby teeth; what
    • the child to sound only the first letter, in this way obtaining
    • objects. According to this theory, when people first began to
    • according to certain accepted principles. First come the
    • at first in a physicalspiritual way, continues in a hidden
    • During the first life period, until the change of teeth, we
    • strength, what they first received through their soul life
    • morality later in life. Having first found pleasure or
    • During the first seven years the children have an inborn
    • religious element, and that during the first seven years the
  • Title: Child's Changing Consciousness: Lecture V
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    • authority from the day the child enters the first grade until
    • of a sense organ, first of all, is to expose itself, or the
    • teacher tries to explain the subjects during the first school
    • what I emphasized in our first meeting.
    • young people engaged in their first years of academic study, it
    • later life. At first there is only the child's etheric body.
    • first not with colored pencils but with liquid colors. Through
    • perspective without their first having inwardly absorbed
  • Title: Child's Changing Consciousness: Lecture VI
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    • general. They are three fundamental virtues. The first concerns
    • first period of life, as long as the child is treated properly.
    • toward us, especially during the first period of life. This
    • whole human being during the first period of life, will
    • But that first tender love, so deeply embodied in the inner
    • gratitude during the first period of the child's life, is the
    • first period of life, we create an atmosphere of gratitude
    • children into the first grade, we must also consider the kinds
    • when one awakes in the morning. At first there is a dim
    • awareness of vague notions; perhaps first sensations begin to
    • years. At first love begins to stir when sympathy is aroused
    • approach of puberty, begins. This is when what first developed
    • child's birth and the loss of the first teeth. At school, we
    • surroundings during the first period of life — that is,
    • do perceive are meaningful gestures. During this first period
    • Whether the word leaf is written in the first or second
    • nose first. Had he ever started his lesson without doing so, we
    • teachers can do for the child during the first and second life
  • Title: Child's Changing Consciousness: Lecture VII
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    • gave three courses to the teachers of the first Waldorf school,
    • first three years the students in our school are to be
    • be respected to the extent that, after completion of the first
    • sixth grade, counting upward from the first grade — they
    • retrospect, one could say that during the first three grades
    • school when they are losing their first teeth. Today people
    • with this compromise during the first three years. Admittedly,
    • language should first be acquired. They were very satisfied
    • one living and spirit-permeated organism. The first grade
    • kind of soul for the entire school organism. And so the first
    • we are about to open our first twelfth grade).
    • that obviously there would be two kinds of difficulties. First,
  • Title: Child's Changing Consciousness: Lecture VIII:
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    • benefit of those who had been chosen to become its first
    • would not work. First of all, new arrivals do not come neatly
    • figure in life! First, because such a person would have nothing
    • temperaments. First, one would give a description of these four
    • the published version of the first training course, given to
    • the first course; and because the later one is supposed to
    • the type of subject) during the first half of the morning
    • the first grade in a Waldorf school. Using our own methods, we
    • Similarly, right from the beginning in the first grade, all
    • when first given eurythmy exercises and then directed in doing
  • Title: Child's Changing Consciousness: Introduction to a Eurythmy Performance
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    • words first. I do not intend to explain the performance, which
    • first babbling sounds of a baby, which express only feelings
    • questioner had noticed that in the word greeting, the first and
    • places the main value on the first syllable or on both
    • School. But to move forward in this way, one would first have



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