Searching Rudolf Steiner Lectures by GA number (GA0306)
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- Title: Child's Changing Consciousness: Lecture I
- learned at school, for these must flow together into the great
- balance time and again, it will eventually learn to acquire the
- they were children they learned to feel reverence quite
- that they learned how to pray, by which I mean praying in its
- the form of a picture. Those who have not learned to fold their
- We learn a great deal about the child when we recognize how
- Title: Child's Changing Consciousness: Lecture II
- theoretical knowledge and then to think: What I have learned in
- said: “The human being learns more for the whole of life
- 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
- of the movements of right and left leg, we learn to relate
- being developed when the child is learning to speak. Outwardly,
- to the surrounding world through learning to speak.
- the movement of the legs, the child learns to form correct
- become blurred. Likewise, if a child does not learn to move its
- this refers to the time when the child learns to walk and talk.
- children are encouraged to learn to walk first, that is, if one
- Maximum number of matches per file exceeded.
- Title: Child's Changing Consciousness: Lecture III
- in learning to walk, speak, and think — the three most
- us first look at what is very simply called “learning to
- hold of in learning how to walk, there lives yet something else
- way the child also learns to walk.
- 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
- want to exchange fundamental elements of learning with all
- Children at this particular stage in life who have not learned
- through first learning to speak, children dreamily follow
- now, once again, I have to say something that will make learned
- expected to learn and work with these apparently meaningless
- Of course they must learn this because, after all, we do not
- that all learning should be child's play. This is one of the
- Title: Child's Changing Consciousness: Lecture IV
- be able to do this one has to learn other things as well. In
- learning to read and write.
- withstand modern prejudices. Naturally, pupils will learn to
- 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,
- earlier, because they have learned it naturally and in a
- Thou shalt or Thou shalt not, and having learned
- Title: Child's Changing Consciousness: Lecture V
- they learn about — even if it is part of inorganic nature
- teachers learn to recognize the hidden interconnections that
- will not develop the necessary incentive while learning to read
- drawing-painting, the child will not learn to read as quickly.
- forgets some of what has already been learned, because
- that even the wisest is not beyond the capacity to learn, even
- question will help teachers learn how to teach. If teachers ask
- themselves want to learn from the way a child answers. They
- learn what even teachers do not know? Why are we made to know
- Title: Child's Changing Consciousness: Lecture VI
- of reaching the child's true nature — one must learn to
- pupils have to learn about the refraction and reflection of
- work so hard to learn what even they don't know?
- Title: Child's Changing Consciousness: Lecture VII
- again the necessary standards of learning that would enable
- it follows quite naturally that they should also learn to spin,
- possible to equip children under nine with sufficient learning
- required standards of learning for their transfer to a high
- make our young people learn Greek. I do not want to speak
- against it; to learn Greek is something beautiful. But it is
- things that proved possible, if I had not learned bookbinding
- this way, the different colleagues also learn how one
- Title: Child's Changing Consciousness: Lecture VIII:
- learned from each individual case, even if it does not always
- 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
- life. Today it is ordinarily felt that, if one wants to learn
- by saying, “Why should we learn from them? They are no
- to learn that it is not the externals that are important.
- have learned externally. It is only the beginning of the way
- learns to recognize that we have an extremely sensitive and
- One also learns to see how this delicate instrument dries up
- learn how the various larger and smaller muscles of the arm
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