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Searching Rudolf Steiner Lectures by GA number (GA0306)

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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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    • the subject, one cannot help feeling a certain trepidation,
    • were given in the evening, and his subject was English. I am
    • for the Earth to become subject to heat death, and so on.
    • that some are more gifted in one or another subject than
    • shows an equal aptitude for two different subjects. (Such a
    • subjects that are mutually incompatible, the correlation
    • child will be introduced to many different subjects, such as geometry.
    • to say on the subject. Those who are ready to listen will not
  • Title: Child's Changing Consciousness: Lecture II
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    • study general scientific subjects today (not in its present
  • Title: Child's Changing Consciousness: Lecture III
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    • they can enter the new subject very well. They will also be
    • the human systems; it would have to be subjected to gross
    • the teacher knows how to teach the various subjects in harmony
  • Title: Child's Changing Consciousness: Lecture IV
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    • their subjects, because then they will also love what they have
    • that a tendency to introduce this subject just as it is in the
    • describe it in regard to other subjects tomorrow. The question
    • our subject in images, thus preparing the ground for what in
    • lessons — that is, by presenting our subject pictorially
    • just as we do the lessons in the other subjects. They must all
    • introduce a religious element into every subject, even into
    • pervades every subject, even mathematics. This fundamental
    • regarding these lessons. We consider all the other subjects as
    • would enable us to open this subject to all our children. It
  • Title: Child's Changing Consciousness: Lecture V
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    • teacher tries to explain the subjects during the first school
    • subject matter, one forms the content into a story, if words
    • Those two subjects in particular must be presented pictorially
    • imaginative approach in every subject, certainly until the
    • subject before students have had an intensive experience of
    • being dies.” This is one way to approach the subject.
    • subject, the child does not know it; now I will ask my
  • Title: Child's Changing Consciousness: Lecture VI
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    • subjects must never be allowed to become sour. So often, just
    • three-quarters, to fourteen or fifteen, work in these subjects
    • the various subjects, provided they were handled with just the
    • at home in their subjects to the degree that they were entirely
    • just special training for their various subjects; most of all
    • experience in the subjects for which they are given their
    • the subject completely at their fingertips. It must live
  • Title: Child's Changing Consciousness: Lecture VII
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    • writing. They may be considered far ahead in artistic subjects,
    • chosen entirely arbitrarily. The subject matter to be covered
    • another particular subject, that knowledge of the Egyptian
    • many lessons to this subject on the schedule at a time when
    • allocated to the subject, and that, consequently, the
    • writing — hardly capable of teaching this subject in the
    • results in their main subject. But not everyone can do that.
    • particular subject, taught by one of the teachers, affects a
    • completely different subject taught by another teacher. Just
  • Title: Child's Changing Consciousness: Lecture VIII:
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    • situations. The child who is subject to illness at this
    • one wants to treat a certain subject in a living way, the
    • of teaching various subjects. Something like lifeblood will
    • different subjects by using different sources. But there is
    • subjects may appear very different. This inner correspondence
    • way, its subject is affected by mutual interconnections, so
    • longer than the ordinary lessons, which allow one subject to be
    • happens because of too many subject changes. For example,
    • 8:45 A.M., followed by an entirely different subject, such as
    • on the other hand, are structured so that the same subject is
    • the type of subject) during the first half of the morning
    • serious way. When the same subject is taken up again during one
    • the previous block period. In this way, the subject matter
    • much deeper immersion in the subjects, so that they are equal
    • other subjects not taught in main lesson periods. Two foreign
  • Title: Child's Changing Consciousness: Introduction to a Eurythmy Performance
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    • art history and other related subjects, but these were not the
    • subjects for which he was originally engaged. In fact, he began
    • this subject waned to the extent that it eventually appeared
    • subject is touched on, one is almost met with incredulity.

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