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Searching Rudolf Steiner Lectures by GA number (GA0306)
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    Query was: learn
  

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
    Matching lines:
    • 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
    Matching lines:
    • 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
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    • 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
    Matching lines:
    • 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
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    • 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
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    • 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
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    • 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:
    Matching lines:
    • 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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