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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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    • what will concern us during the next few days. Education is
    • change, a renewal. And yet, when hearing the various ideas on
    • education spring from?
    • theories during this conference, I want to approach our theme
    • early school days. I am referring to the memoirs of
    • this were so, because what affects children during lessons
    • bring to their pupils.
    • child brings certain needs to education. He points out in a
    • Considering the myriad impulses for educational reform, one
    • one has had the misfortune of suffering from a bad one? On the
    • springs from the deepest needs of our present culture.
    • and methods regarding this problem. I am referring to them here
    • the famous professor of esthetics, was lecturing in Munich.
    • When considering the question of aptitude for writing and
    • about what happens in children during these three periods.
    • child, working toward liberation during the change of teeth,
    • becoming freed and reappearing in a different guise as the
    • imagines: three lines at right angles to one another hovering
    • constructions, but only during the age when they are still
    • hands in prayer during childhood, cannot spread them in
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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
    • during a lifetime. Children are different beings depending on
    • in the care of the class teacher — or during the stage
    • in entirely different ways during each of the first three
    • during the first three years than he does during his three
    • is acquired for the whole of life during the time when children
    • quality of mirroring, or reflecting, outer nature and its
    • larynx with its neighboring organs, since these are used for
    • the animal's larynx and its neighboring organs. If, for
    • be shaped only by the larynx and its neighboring organs, but
    • organization. This is how the differing organizations of the
    • so we see how during the early period of childhood the human
    • essence by comparing it with animal development. If an animal
    • human being during the first three years of life is given over
    • find our relationship during these three years to statics and
    • many things. But the most fundamental factor during the first
    • unless this imbalance has been put right during the subsequent
    • previously, I was referring to the opposite, namely to a lack
    • stammering. If one finds a tendency toward stammering in
    • let us consider the entire human organism and see how during
    • Maximum number of matches per file exceeded.
  • Title: Child's Changing Consciousness: Lecture III
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    • between what is internal and what is external. When considering
    • must always bear in mind that, pre-eminently during the first
    • happening there, so human beings during the first period of
    • only in deeply religious devotion or during participation in a
    • religious ritual. This soul attitude is strongest during the
    • horse's mouth during his demonstrations. This ensured an
    • destiny during earthly life.
    • see, what has been working physically during the first period
    • experience of religious devotion. During this time of childhood
    • as a natural religious reverence during the years leading to
    • attitude of their parents is very low during the years spent in
    • pictorial. Pictures work on the senses. Altogether, during the
    • bring to the child through language.
    • children. People whose voices have a ring of tenderness, as if
    • through a voluntary surrender to authority during
    • Just as during the first period of life children imitate all of
    • the surrounding activities, so also during the second period of
    • language in their presence during the second period of
    • Everything we bring must speak to them, and if this does not
    • and thinking. Likewise, activities occurring around the child,
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  • Title: Child's Changing Consciousness: Lecture IV
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    • considerations during this conference. I have also told you
    • impulses already implanted during the first seven years. They
    • stirring within their pupils; for there is more here than meets
    • the eye in these life-stirrings when children enter school.
    • them to recognize what is inwardly stirring and moving in these
    • entailed in bringing up and educating children from birth until
    • bordering on the level of animal life.
    • methods, and this just during the early years of childhood up
    • during those middle years from seven to fourteen.
    • Particularly during the nineteenth century, programs for
    • Children bring formative forces with them, forces eager to flow
    • work together with what the child wants inwardly during and
    • most damaging effects, just during the age of seven to nine,
    • communicate likes and dislikes. When hearing a dog's
    • description, you will not achieve anything during the eighth to
    • for what is living and for what is truly real. If you bring
    • qualities. Imagine contemporary philosophers pondering the
    • bring something to children that is not a whole, they
    • folded together like a closed fan. This is how one can bring
    • prepared for during an earlier stage. And thus the question
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  • Title: Child's Changing Consciousness: Lecture V
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    • uncritical veneration. Of course I am not referring to any kind
    • the ninth year, and especially during the seventh to ninth
    • During the initial period of life — that is, from birth
    • after this event, with the result that, between entering school
    • teacher tries to explain the subjects during the first school
    • What children really want during this stage is for everything
    • — is more important than acquiring knowledge step by
    • during the change of teeth. I have compared this with a
    • spectators. During this time teachers have to work with their
    • This sharing in the world's creativity is just the thing our
    • but laugh. This is very understandable. But considering the
    • of teeth. During these early years the etheric body and all the
    • nature of the etheric has a quality all its own. During the
    • comprehend, but will gradually ripen during the coming years of
    • bring to their classes only what lies within their pupils'
    • everything a teacher brings has to be inwardly mobile and
    • established in the child's organism. This is why, during the
    • During this same time — roughly between the ninth and
    • dynamic impression; until a particular time during the Middle
    • to this new situation in the classroom, one has to bring about
    • Maximum number of matches per file exceeded.
  • Title: Child's Changing Consciousness: Lecture VI
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    • personally bring the social environment and its ethical
    • here briefly during the last few days. As always, much depends
    • on how one's material is brought to the students during
    • however, gratitude will develop very spontaneously during this
    • toward us, especially during the first period of life. This
    • experience gratitude, for example, when entering a beautiful
    • whole human being during the first period of life, will
    • love, reaching the physical level, is given only during the
    • gratitude during the first period of the child's life, is the
    • would like to return to what I said during one of the last few
    • is how it is when, during various stages of childhood, we bring
    • the right thing to children at the right time. If, during the
    • develops from the child's tender life-stirrings during the time
    • a kind of Moloch who devours his own offspring, inasmuch as, if
    • for whatever is taught during the early days at school. If we
    • sleeping-dreaming. (Here I am referring to the child's
    • during the ages from eleven and a half, or eleven and
    • the outbreath is what produces this acidity. I am referring to
    • the other hand, an in-breathing of soul brings an inherent
    • right touch during this particular age. If teachers could feel
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  • Title: Child's Changing Consciousness: Lecture VII
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    • educational aims without considering whether or not one might
    • be worked out. In it I made the following points: During the
    • to fulfill the necessary requirements for entering
    • period of development, as already described during a previous
    • retrospect, one could say that during the first three grades
    • the real difficulties begin during the following years, for out
    • Nevertheless, entering school at about six is still the result
    • arbitrarily establishing the age for entering school at the
    • with this compromise during the first three years. Admittedly,
    • another school during this time because of circumstance, one is
    • of the science of genetics.] a botanist who lived during the
    • stringent. Because of a shortage of teachers at the time, even
    • bring to maturity later on, one must nevertheless be ready to
    • to leave during the third grade, a student who has not yet
    • the good and hate the evil, then during the time of sexual
    • religiousness during the time before the change of teeth, which
    • provision in our curricula and schedules for preparing pupils
    • already becoming very difficult indeed to bring pupils to the
    • thoroughly another time. But what happened was that, during
    • on the other hand, is the offspring of true knowledge of the
    • Maximum number of matches per file exceeded.
  • Title: Child's Changing Consciousness: Lecture VIII:
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    • superficially outline during the last few days regarding
    • into each other during the child's early years until the change
    • referring to the psychopathic outburst of a psychopath, but to
    • organism, from the head downward, is so active during these
    • illness that occur during these years are due to outer
    • be part of whatever we do with our classes, particularly during
    • adherents do not realize that every soul and spiritual stirring
    • of this course was to bring the fundamental and comprehensive thought
    • been lost gradually during the nineteenth and twentieth
    • During the years after the Waldorf school founding, shorter
    • Mercury Press, Spring Valley, NY, 1990;
    • expressed during the meetings that is important, but that a
    • sharing such questions of common interest greatly contributed
    • the infinite number of herring eggs, distributed all over the
    • seas, with the number of herrings actually born, and you could
    • know of the powerful spiritual effects the dead herring eggs
    • have on the growing herrings. A certain number of eggs have to
    • religious or Christian. For instance, the main theme during a
    • impulses, which can be implanted only during childhood, are for
    • hardening. What one has absorbed through one's upbringing and
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  • Title: Child's Changing Consciousness: Introduction to a Eurythmy Performance
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    • During the course of life, a human being progresses from the
    • is involved with a kind of gesturing. This form of gesturing,
    • then soul and spirit are pouring into the individual's entire
    • approach is in the speaker's ability to bring out various
    • being poets want to give to the world what they bring down into
    • expression through the medium of eurythmy. Hearing the
    • must not confuse it with the neighboring arts of mime and
    • referring to the actual art of mime, but only to the odd
    • overpowering to the eurythmist or the onlooker. Through the
    • differentiate eurythmy from its neighboring arts. Seeing it on
    • be tolerant. During its earlier stages only one side of
    • of eurythmy will be improved in many ways during the coming
    • occupied at the University of Berlin. He has been lecturing on
    • unnecessary that he continue lecturing about it, and so he
    • the other hand, particular qualities are created by altering
    • permits a multiplicity of possibilities for bringing out an
    • During various discussions the question was raised about the
    • wider circles of anthroposophists in the world. During the
    • fourteen and older.] For whatever springs from the impulses of
    • institutions are certain to spring up from sheer necessity. And
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