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    Query was: being
  

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: Lecture: Three Epochs in the Religious Education of Man
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    • experienced his own being in a kind of waking dream. He knew himself
    • inner being or is imparted to him in ordinary life by earthly
    • outer Nature. I am clothed in something that is foreign to my being.
    • inner sense of being.
    • the man of very ancient times, as he gazed into his innermost being,
    • he was clothed in a physical body so foreign to his real being. It
    • as well. Then he beholds the Spiritual not only in his inner being
    • Initiation Science speak to man: “Gazing into thine own being,
    • felt himself a being of Spirit and soul, transcending the
    • being — faded gradually into the background. He began more and
    • of soul and Spirit, he now felt and experienced his being in the
    • belong to the Earth no more. My earthly being will be changed and lo!
    • Earth, descended in His Substance as a Spiritual Being and took flesh
    • now teach men: The Being Who erstwhile dwelt in Eternity, in the
    • Being Who descended into Jesus of Nazareth, Who in the man Jesus of
    • communion with Christ Himself. Christ, the Divine Being, becomes your
    • the Earth. In this epoch men can no longer see Christ as the Being
    • Being, they find only the man — Jesus of Nazareth. The starry
    • the Being Whose “physical kingdom” is the whole cosmos,
    • can be deeply experienced in the inner being, there is a difference
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture I: Science, Art, Religion and Morality
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    • seek understanding of the human being in his pure, undifferentiated
    • inner being impulses which place us as moral beings in the civilized
    • this is the reason. The moment we draw near to the human being with
    • science. If you try to understand the human being by the artistic
    • our science — we come to a halt before the human being. Only if
    • of man's being.
    • outside, but a force living in the very being of man.
    • were, it is revealed as the force that builds up the human being from
    • In his own being man must have developed the highest fruits of this
    • spiritual world surges into his consciousness and being and he
    • disrupted the very being of man. To pass from the state of disruption
    • offered sacrifice to the Divine Being in ceremonial and ritual. And
    • into the being and processes of Nature. We take pride in eliminating
    • Fata Morgana and must so remain! Yet the human being cannot endure
    • man's innermost being. They rest on tradition, and are a heritage
    • human bearer of a Divine Being Who had descended from spiritual
    • my divine office, if I share in divine worship, my whole inner being
    • he can fill his innermost being with a morality that is at once human
  • Title: Education: Lecture II: Principles of Greek Education
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    • to-day is a very different being from the child of a recent past, and
    • we may reach the being of man as it lives in the child. It is
    • learn to know the nature of the inner forces of human beings if our
    • life for the human being in body, soul and spirit. For — as we
    • way did the Greek seek to raise the human being to a certain stage of
    • of the human being.
    • being able to guide others along their path. What was the Greek ideal
    • so-called “spirituality” in the human being. He was only
    • Gymnast was gradually superseded by another type of human being.
    • a quality of soul. How the human being can work through speech, as a
    • Professor. The Doctor becomes the ideal for the perfect human being.
    • but only that which reigns invisibly in the inner being, the man who
    • once again the whole human being, to add to the doctorial education,
    • which was even being crammed into the tiny child (for the Doctors
    • being after having literally maltreated (for “trained” is
    • in the human being, but centred, nevertheless, in the bodily
    • And he knew: To regard the soul and spirit here on earth as being
    • human being, to bear in mind before all else that within the body
    • when man is born, when he comes forth as a purely physical being,
    • being. It was the result of oriental influence. The particular
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture III: Greek Education and the Middle Ages
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    • an unprejudiced observation of other processes that are being
    • enacted in the human being at about this seventh year of life Up to
    • the seventh year the human being grows and develops according to
    • Nature-principles, as it were. The Nature-forces of growth, the being
    • seventh year. While the human being is developing his organs, his
    • the evolution of his soul and spirit. The human being is provided
    • inner being. Why is this? Now suppose new teeth were to appear every
    • is pre-eminently a being of body-soul-spirit in one, from the seventh
    • to the fourteenth years he is a being of body-soul with a separate
    • being, a physical being, a being of soul and a being of spirit.
    • opens up deep vistas into the whole evolution of the human being.
    • change of teeth? A being sent down to earth from spiritual heights!
    • He saw in man a being who had lived in a spiritual world before
    • is here enclosing a spiritual being who has descended. There was a
    • sheath, and not expressing a true spiritual being in its physical
    • physical human being in the first seven years of life is the vesture
    • of a divine-spiritual being.
    • how to pay true reverence to the Divine in the human being? What must
    • being was seen as a ‘gymnastic.’ Man must continue the
    • “child” in the human being was not lost till death
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  • Title: Education: Lecture IV: The Connection of the Spirit with Bodily Organs
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    • being, and from this intimate knowledge were able to educate the
    • knowledge of the whole human being possessed by the Greek was derived
    • educated the whole human being by taking the body as the
    • imparted to the human being comparatively late in life, indeed
    • attained to by human effort as the true essence of the human being.
    • time; this man had limits to his being; he was bounded by his skin.
    • of our own being should we have if this association of ideas were
    • being. If his feeling is healthy he should be able to feel himself
    • if you had no conception of a human being. If, however, you have a
    • conception of what a human being is, you know that the corpse is
    • you do not only infer the human being, buy you know also that the
    • human being was there. If you recognize the kind of thinking that is
    • cultivated to-day as being a thing dead, as being a corpse, you can
    • innermost being of man, in order to make dead thinking, colourless
    • thing lives, something follows from this life. The human being who
    • into the world. Then we shall have unified human beings, for we must
    • again educate unified human beings; we shall have human beings who
    • fatigues and strains the human being, perhaps even causes nervous
    • does not promote the other. We have two human beings in point of
    • it were, when we observe a human being, for there seems to be two in
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture V: The Emancipation of the Will in the Human Organism
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    • the human being. To-day I want to show how the will in the being of
    • human being are less striking. Feeling, therefore, becomes
    • externalities. In our time, in their own opinion, human beings are
    • being of man receives an upward impulse from below; an upward impulse
    • importance for the understanding of the human being in so far
    • work before. Man becomes a being complete in himself, one who has
    • it that the human being cannot acquire what he needs in life merely
    • human being, for in the animal this interplay of thinking and willing
    • — comes about of itself. In the human being, the interplay of
    • process is natural; in the human being it must become a moral process.
    • can become a moral being. The whole character of man, in so far as it
    • proceeds from the inner being, depends upon the true harmony being
    • the human being when we bring the spirit into contact with the bodily
    • fingers, then we have again come back to the human being and we can
    • one harmonize thinking and willing in the human being? At most they
    • willing, but we must envisage the whole being, in all its aspects.
    • the human being. Therefore the first seminary course for the Waldorf
    • School contained fundamental teaching concerning the being and
    • understands the real being of man.
    • understands the human being the very best thing for the practice of
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture VI: Walking, Speaking, Thinking
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    • of man's whole being.
    • living conception of the human being develops into pure will in
    • the human being should be available. But education is a social
    • not at all the same being as in later life. In his earliest years the
    • a higher level. The human being is never an animal, not even in the
    • mirrored in his inner being. He imitates his whole environment. And
    • important to perceive in the right way that the child is an imitative being,
    • arises from the entire motor-organism of the human being. How the
    • being in space. And the degree to which the child is able to control
    • no more about the human being than that he stands upright, that there
    • being, that he has a head and a pair of eyes. As for the mouth, you
    • over into his being and becomes there an inner formative power, a
    • and is perpetually at work as a kind of inner sculptor upon his own being.
    • formative forces are active in his being. In this respect our whole
    • lovingly and give them what their own being needs. We should not inflict
    • content, in the whole feeling of the human being. Then, instead of
    • a dreadful heritage into later life. He is being educated for
    • in later life. Soul and body alike suffer if the inner being of the
  • Title: Education: Lecture VII: The Rhythmic System, Sleeping and Waking, Imitation
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    • is organizing and moulding his whole being. All that has been present
    • blood and the processes of the breath, so that as a physical being
    • a tendency to sclerosis. The human being as such has no inner
    • the paper from his innermost being. Then, as the child's artistic
    • human being that every step, every gesture of the hand to be devoted
    • of joy and well-being. In training the intellect we free the soul
    • avoid it. No world would have come into being if the Gods had thought
    • alienate him from the world, but makes him a being whose soul and spirit
    • the human being is altogether different from the process of
    • grow up to be a civilized human being. As a rule movements which
    • because they hinder the development of the human being. It would be far
    • seventh year the child is through and through an imitative being, but from
    • growing human being a work of divine creation. There is no more
    • More and more the inner being expresses itself outwardly and the
    • being whom the Gods have sent down to earth becomes a revelation of
    • God Himself. The growing human being is indeed His most splendid
    • manifestation. If we learn to know this growing human being not
    • the human being tells us that something very remarkable happens between
  • Title: Education: Lecture VIII: Reading, Writing and Nature Study
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    • being is more active than is the case in reading. You will say: Yes,
    • being must lend themselves to this movement. In reading only the head
    • education we must draw that which is to develop from the whole being
    • man's inner being. ‘A’ (ah), for example, inevitably
    • whole being.
    • world. The child only begins to realize himself as a being apart from
    • we respond to the demands of his innermost being in these early
    • instead of something that engages the activities of his whole being.
    • of education aiming at the living development of the human being, the
    • aware of being forced to learn it, and those who teach botany to a child
    • an idea intelligible to the child; the whole earth as a living being of
    • mineral substances but can think of the earth as a living being, as a
    • Yet it is constantly being said that the ideas we give to children
    • no quality of growth. Now the human being must grow as his organism
    • taken together; they constitute the third member of man's being.
    • a threefold being.
    • that these “half-way” animals are beings in whom the human
    • rhythmic system has developed, the other members being stunted. In
    • explains the animal head. In this way, the human being emerges as a
    • were, the animal kingdom as a human being spread out in diversity over
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture IX: Arithmetic, Geometry, History
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    • Man is a being
    • higher member of man's being, a member to which I have already
    • being has, in the first place, his physical body. It is revealed to
    • astral body and into the real Ego, the Self of the human being.
    • super-sensible member of man's being never separates from the physical
    • history or the being of man works on his organization of soul and
    • their very nature they are allied to every part of man's being.
    • these members of our being, we make it less perfect. During sleep,
    • teaching accordingly, great vitality can be generated in the being of
    • human being has been asleep the whole time. You will say: “Yes,
    • that corresponds to the organic needs of the child's being. A
    • child is learning to count. As a rule we learn to count by being made
    • nor of what happens in the end. We are taught to count by being shown an
    • partition the 3 comes into being, but the unit always remains as the
    • working in the subconscious regions while another is being
    • human being without interference.
    • work. We must naturally reckon on being able to forget, for just
    • The unconscious belongs to the being of man as well as the conscious.
    • education to appeal not only to the whole human being, but also to
    • add, and add, and add, we are leaving out the human being as a whole.
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture X: Physics, Chemistry, Handwork, Language, Religion
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    • fantasy. We must make him feel as if his own being were speaking to
    • from this point of view. The earth becomes a living being who brings
    • world and with the whole earth is of great value to the well-being of
    • into a true relationship with other living beings standing below him
    • human being to the world.
    • human being in the sense of which I spoke yesterday. The teaching of
    • the actual nature of the human being; thus we include in the curriculum
    • point of view. The truth is that at puberty the human being opens out
    • present but of the past. What wonder that human beings as a rule have
    • we try to realize that it is indeed possible to develop the human being
    • the very depths of man's being. The mother-tongue is so deeply rooted
    • are less firmly implanted in the human being through the language
    • being in a particular way.
    • so, because we have not reached a point of being able to face the
    • years the child is pre-eminently an imitative being. He learns his
    • mother-tongue wholly by imitation. Without any claim whatever being
    • depths of his whole being.
    • will be absorbed by his whole being, not merely by the forces of soul
    • theorists. Those who flatter themselves on being practical men
    • particular branch of knowledge the human being is left at the stage
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  • Title: Education: Lecture XI: Memory, Temperaments, Bodily Culture and Art
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    • from a true observation of the human being. If we adopt the methods
    • on account of a deficient understanding of the being of man our
    • every little intimate effect that is being produced on the bodily
    • understanding of tendencies to health and disease in the human being.
    • the whole human being if we are thus able to handle his nature of soul
    • School, the child, the growing human being, is handled according to
    • demands an understanding of the human being that can only be acquired
    • know in detail how the human being is constituted, and not to speak
    • being weatherproof, comfortable and beautiful to look at.
    • of man's being, although of course in colloquial language and for the
    • Since however in earthly existence the being of soul and spirit can
    • hold of his being and he cannot get rid of them. If we observe such a
    • that is why a true knowledge of the human being, by means of which
    • is concerned. For while for the normal human being they are artistic
    • course of teaching that is being developed by Dr. Schubert in this branch
    • human being. If only a quarter or a half of what would make the child
    • life in his whole being. Quite instinctively he will carry over
    • the human being.
    • playing, we develop the element of will in the human being. This
    • elements which a human being needs for all-round development of his
    • Maximum number of matches per file exceeded.



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