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Searching Rudolf Steiner Lectures by GA number (GA0306)

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    Query was: sense

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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    • dreadful, so utterly lacking in sense to me, that I could not
    • geological changes and in this sense it would be correct.
    • would make sense only if it were assumed that, long, long ago,
    • human nature as it really is. In a certain sense this failure
    • widest sense, which includes a deep respect and admiration for
  • Title: Child's Changing Consciousness: Lecture II
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    • founded pedagogical sense and teaching practice. To achieve
    • perceptible to our senses. A deeper look at this phenomenon
    • right sense for modulation in speech.
    • intuitively to make sense of the sounds that it imitates,
    • to realize that the young child, in a certain sense, is really
    • just one great sense organ. Mainly this is so during the very
    • become localized in the sense organs on the periphery of the
    • prove them with regard to the most conspicuous of all our sense
    • a perfected sense organ, whereas the embryo remains behind in
    • entire soul and spiritual development, the child's senses are
    • certain way the child is entirely a sense organ and it
    • popular sense where such matters have undergone a certain
    • of language. And we know that the child is one great sense
  • Title: Child's Changing Consciousness: Lecture III
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    • child is one big sense organ. This is what makes children
    • just one particular sense organ — that a young child is
    • in a strangely sense-perceptible form by how a child begins to
    • working. Only when we come to human sense perception do we find
    • pictorial. Pictures work on the senses. Altogether, during the
    • Bohemian. I use it only in its generally accepted sense,
    • not, however, exclude a sense of discretion), people of a
    • to look up with a natural sense of surrender to the authority
    • kind of overstimulation of the nerve-sense system. This is true
    • irritation or overstimulation, particularly in the nervesense
    • overstimulation of the nerve-sense system and in the years
    • playful way — in the ordinary sense — but you will
    • previously radiated into the body from the nerve-sense system
    • everything living within the nerve-sense system on the one
    • finally into the nerve-sense process. These are the two
    • polarities in human nature. The nerve-sense system on the one
  • Title: Child's Changing Consciousness: Lecture IV
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    • we remember that young children are essentially ensouled sense
    • vicinity is suitable to be received through their senses,
    • aware that whenever the child perceives with the senses, at the
    • governed by a sense of purpose and has to fit into outer
    • sense-directed activities, moral and spiritual forces are
    • supposed to make sense of everything that is imposed on them by
    • attack a child's sense of truth and reality. But these days
    • rock crystal. But people today have lost the sense for such
    • give your pupils a lively description of animals in this sense,
    • — taken in an adult sense — belongs naturally to
    • fills them with feelings of sympathy in a heightened sense, as
    • well as in a religious sense. Likewise, we try to induce
    • Protestant teachers. In this sense, Waldorf teachers who give
    • an anthroposophical sense. Nevertheless, anthroposophical
  • Title: Child's Changing Consciousness: Lecture V
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    • senses everything happening in their surroundings; this
    • great multifaceted sense organ, but as a sense organ where will
    • expression “a sense organ where will forces are
    • functioning of every other sense organ: will-substance is
    • instrumental in creating the inner sense impressions. The task
    • of a sense organ, first of all, is to expose itself, or the
    • within every sense organ an inner activity also occurs that has
    • instinctive sense of color; and through the ensuing inner
    • music is not restricted to music in a narrow sense, but if they
    • ninth and tenth years, the children develop a new sense for a
    • differentiations as being nonsense — or at least,
    • the sense of touch. Physical matter exerts pressure.
    • negative matter, but in a qualitative sense and not from
    • sense of responsibility. It is this feeling of responsibility,
    • sense for cause and effect.
    • makes no sense to them until about the twelfth year.
    • students' minds (in the sense mentioned). Causal links between
    • appeal to a sense of causality in history as well.
    • In a certain sense, the child's soul now proceeds entirely from
    • the child's natural sense of authority resulted from the image
    • Maximum number of matches per file exceeded.
  • Title: Child's Changing Consciousness: Lecture VI
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    • universal sense of gratitude, provided it takes hold of the
    • of teeth and the coming of puberty, the development of a sense
    • also love in its fullest sense, love for everything in the
    • sense of humor that is always prepared to sparkle, both within
    • their natural sense of authority, which must prevail in
    • expression — but not in the sense of bad and careless
    • I use it here in the sense of
    • foundation for an individual sense of morality. If now the
  • Title: Child's Changing Consciousness: Lecture VII
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    • listen with inner clarity and a sense of psychology to what the
    • fundamental virtue develops, which is the sense of duty.
    • gratitude — in the sense described yesterday — and
    • developed properly, with sexual maturity the sense of duty will
    • so must adolescents feel this new sense of duty arising freely
    • everything, and how the sense of duty must be developed so that
    • play more and more into school life, in a higher sense, are
    • about matters pertaining to the sense-perceptible world will
    • Since we are being educated and taught in the sense of the true
  • Title: Child's Changing Consciousness: Lecture VIII:
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    • activities of the nerve-sense system. Every organic system
    • systems of the human being — the nerve-sense
    • nerve-sense system is, nevertheless, localized primarily in the
    • downward from the head, the center of the senses and the
    • nerve-sense system. That is why young children before their
    • Through the nerve-sense system, dishonesty and hypocrisy have
    • nerve-sense system — and because abnormal conditions can
    • nerve-sense systems, then one also knows that half of the human
    • pathological sense. Further, one will recognize that not to
    • this sense, the teaching faculty must become the spirit and
    • sense, they could not make anything of it. On the other hand,
    • nerves and senses with their functions on the one hand, and on
    • this sense, having to bring this course to its conclusion, I
  • Title: Child's Changing Consciousness: Introduction to a Eurythmy Performance
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    • them. In a certain sense they try to loosen thoughts from

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