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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
    Matching lines:
    • achievements of the last three to four centuries and, above
    • some three hundred years ago, and what it would look like some
    • three hundred years from now. Technically speaking, this method
    • heart did not exist three hundred years ago, nor will it be
    • there three hundred years from now. Though mathematically
    • ages can be divided into three groups: the period from birth to
    • about what happens in children during these three periods.
    • Science, having scrutinized so minutely the three kingdoms of
    • three-dimensional space, to choose a very simple example. One
    • imagines: three lines at right angles to one another hovering
    • inwardly experienced. And yet, three-dimensional space wants to
    • have a case of actual experience of three-dimensional space.
    • This is not merely a question of drawing three lines in space,
    • because one of these three dimensions is identical with the
    • reality these three dimensions are experienced concretely as
  • Title: Child's Changing Consciousness: Lecture II
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    • creatures depending on which of these three stages they are
    • in entirely different ways during each of the first three
    • we shall find that there are three things with which they have
    • to come to terms, three activities that become a decisive
    • during the first three years than he does during his three
    • must now enter a bit more deeply into these three important
    • human being during the first three years of life is given over
    • find our relationship during these three years to statics and
    • the first three years it adapts itself to earthly conditions of
    • three “nonacademic” years. During that time, to a
    • essential to recognize all three constituent parts: body, soul,
  • Title: Child's Changing Consciousness: Lecture III
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    • Lecture Three
    • in learning to walk, speak, and think — the three most
    • three members are working in the physical body.
    • meet in the child's threefold activity of walking, speaking,
  • Title: Child's Changing Consciousness: Lecture IV
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    • — even three or four would be brainy enough — to
    • things become fads. The ideas that underlie all three methods
    • crystal again after three years; it is by the power of
    • considered as one rather than as three separate things. Thus,
  • Title: Child's Changing Consciousness: Lecture VI
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    • Here we need to consider three human virtues —
    • general. They are three fundamental virtues. The first concerns
    • Fundamentally, these are the three principal human virtues
    • three-quarters, to fourteen or fifteen, work in these subjects
    • fortunate enough, among the pupils there might be three or four
  • Title: Child's Changing Consciousness: Lecture VII
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    • gave three courses to the teachers of the first Waldorf school,
    • first three years the students in our school are to be
    • three years, the students of the Waldorf school should be able
    • retrospect, one could say that during the first three grades
    • with this compromise during the first three years. Admittedly,
  • Title: Child's Changing Consciousness: Lecture VIII:
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    • in the head. But when speaking about the three main organic
    • into three separate spatial regions. It can only be said that
    • these three systems interpenetrate one another, that they work
    • of this means that, although the three systems work naturally
    • the three systems of the human being. It definitely allows one
    • taught every day for about three or four weeks (depending on
    • be studied for perhaps three or four weeks — not severely



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