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Searching Rudolf Steiner Lectures by GA number (GA0307)

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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: Lecture: Three Epochs in the Religious Education of Man
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    • What we to-day call “Nature” appeared before men as an
    • stars — He Whom a later age called “Christ” and an
    • inasmuch as the mystery was revealed in the so-called Gnosis by the
  • Title: Education: Lecture I: Science, Art, Religion and Morality
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    • to which you must always adhere.” However emphatically it may
    • I have Called in my book, the beginning of meditation. At this point
    • of the spiritual world. Active picture-thinking may be called
    • finally end through a so-called extinction of warmth. All ideas
  • Title: Education: Lecture II: Principles of Greek Education
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    • principles of Waldorf School education — as it may be called
    • aside and imagine that the only possible thing is something radically
    • so-called “spirituality” in the human being. He was only
    • And from this “Romanized” human nature, as we may call
    • not considered to depend upon a specifically musical training but was
  • Title: Education: Lecture III: Greek Education and the Middle Ages
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    • of the so-called mediaeval development of man which followed the
    • a very intimate character, calling for piety and delicacy.
    • what we call the elementary school age, that is to say, between the
  • Title: Education: Lecture IV: The Connection of the Spirit with Bodily Organs
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    • life. That which appears at the top merely symbolically, and within
    • that can at most think philosophically. Compared with the full
    • thing. The ideal of our modern thinking is to be what people call
    • body I call the etheric body, which strives away from the earth out
    • called this third member the astral body according to an older
    • crude science of to-day — if I may call it so — concerns
  • Title: Education: Lecture V: The Emancipation of the Will in the Human Organism
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    • so; it expresses itself in the adjustment of the so-called secondary
    • practically unnoticed by an age like ours, which lives in
    • the child's freedom? This is a question that is practically never
    • again calling into play in their gymnastics the stream of forces
    • the Greeks it was still a call to the human will. When a syllable was
    • the whole human being, a call to the will, when he spoke of the WORD,
    • characteristically in the sixteenth and seventeenth centuries
    • men. The Logos disappears. What is called perception or observation,
  • Title: Education: Lecture VI: Walking, Speaking, Thinking
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    • forces that have been called into play by the use of highly
    • We cannot speak of a specifically physical training of the child, for
    • physically in later life. Years later it makes itself evident in the
    • connection between the movements of the right hand and the so-called
    • the many so-called nervous diseases prevalent in our modern civilization.
    • branches of knowledge, so that to-day the teacher must call in the
    • perception of the handkerchief-doll these plastically creative
    • elements are called upon and healthy forces are generated which then
    • contrary, we give the child one of the so-called ‘beautiful’
    • is something that calls for true insight into the nature of the child. If
  • Title: Education: Lecture VII: The Rhythmic System, Sleeping and Waking, Imitation
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    • quality, for then we call upon the child's rhythmic system where he
    • the child a fine sense of the degree to which we may call with safety
    • stimulated the child artistically, we then allow the intellectuality
    • and more artistically conceived educational system so develops the
    • importance in these physically active impulses of the will if
    • artistic activity. If the child has been occupied artistically for
    • of the inner organic processes called up by the artistic work in the
    • and over again been told dogmatically to do this, or net to do that,
  • Title: Education: Lecture VIII: Reading, Writing and Nature Study
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    • learnt to form a mental picture of waves and flowing water. We now call the
    • start from the feeling called up by a picture; he then becomes able
    • will unfold itself organically and naturally in a form suited to the
    • of the organism, if we teach him to write mechanically, making him
    • his bodily mechanism without calling upon the eye as well.
    • If we also call
    • Then we call
    • call forth flowers of plants like yellow dandelions, buttercups and
    • cannot be roused if we only give the child what is nowadays called
    • simple, very elementary way, we begin by calling the child's attention
  • Title: Education: Lecture IX: Arithmetic, Geometry, History
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    • are merely terms.) Inspiration gives insight into the so-called
    • organically vibrant. He will be full of life and vitality. This can,
    • the 1 — we call this Unity. Then 2, 3, 4, and so forth, are added,
    • our hands as members. We feel our two hands symmetrically with their
    • the child, and we must call forth the sense of number by a transition
    • down into the subconscious regions, that it can be duly recalled.
    • still unable to form any idea of so-called causal connections in
    • plastically before his soul. He must be so well prepared that the
  • Title: Education: Lecture X: Physics, Chemistry, Handwork, Language, Religion
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    • so-called causal connections in history and geography, in short, to
    • years ago, the so-called “Social Movement” of to-day
    • call forth in man to a greater extent the elements of feeling, music, or
    • so for their sake we have introduced a so-called “free
  • Title: Education: Lecture XI: Memory, Temperaments, Bodily Culture and Art
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    • the other hand call forth those living forces which play down even into
    • all necessary in the treatment of so-called abnormal children to know
    • if we realize that it develops, musically as it were, from organs
    • called into being by the teacher's own creative power, must set up a

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