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    Query was: child
  

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: Education: Lecture I: Science, Art, Religion and Morality
    Matching lines:
    • The spiritual values inherent in the education of children is the main
    • first idea was the education of children whose parents were working
    • School arose as a general school for the workers' children. It was
    • childhood. Before this can be understood, an inner, plastic force
  • Title: Education: Lecture II: Principles of Greek Education
    Matching lines:
    • The spiritual values inherent in the education of children is the main
    • only a short time ago was rarely present — that the child of
    • 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
    • of a child. In the case of Nature we respect this fact of
    • treatment of children at the present time is to be practical and not
    • child, in the boy — this was the Gymnast, the man by whom Greek
    • children was brought into line with what was held to be
    • manner in which language and speech are taught to children, are a
    • ideal which is again reflected in the education of the child. Our own
    • education of children, even in this age of materialism, has remained
    • it was the Gymnasts in Greece who also educated the children. It was
    • the Rhetoricians, later on, who educated the children. Finally, in
    • civilization as a whole, it was the Doctor who educated the children.
    • which was even being crammed into the tiny child (for the Doctors
    • of the little child in a most wonderful way. For the Oriental knew
  • Title: Education: Lecture III: Greek Education and the Middle Ages
    Matching lines:
    • The spiritual values inherent in the education of children is the main
    • seventh year of life, the Greek child was brought up at home. Public
    • education was not concerned with children under the age of seven.
    • childhood.
    • another in the child's organization; they form a unity up to the
    • children as we are up to the seventh year. We should not unfold the
    • the education of children. For unless we realise the far-reaching
    • value on such truths, for the child is usually required to go to
    • the Greek see in the little child from birth to the time of the
    • earthly life. And as he observed the child he tried to discover
    • child up to the seventh year he should recognize that a physical body
    • thus kill the child who was instinctively believed to be only a
    • the child passes its seventh year — and this, too, was known in
    • seven years the child is released from the heavens, still bearing its
    • out of the child. The child was thought to bear its earthly
    • Divine in the little child, hence there is no need to concern myself
    • human faculties that have unfolded in the child up to the seventh
    • which the child possesses from pre-earthly existence, and which have
    • more or less the attitude of the Greek to the child. He said to himself:
    • forces of growth which have developed in the child up to the seventh year,
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture IV: The Connection of the Spirit with Bodily Organs
    Matching lines:
    • The spiritual values inherent in the education of children is the main
    • civilization has to offer, that can be passed on to the child in its
    • child in a way that is no longer possible for us to-day. The
    • They must not only be received by the child who sits passively, but
    • significance in the development of the child: the coming of the
    • which the child was given over to public education. And now let us
    • the first lecture, it will dawn on you that the child develops teeth
    • different purpose as well. Strange as it sounds to-day, the child
    • For the child, up to the time of the second dentition, these teeth
    • the child in its interplay with its environment, as the life of
    • childhood, this whole process is bound up with what is happening in
    • childhood. With the same degree of intensity as it teethes, the child
    • does the child learn to think? It learns to think because it is an
    • in the child, in exactly the same measure do the teeth emerge. In
    • follow the further development of the child. At about the seventh
    • year, the child undergoes the change of teeth. He gets his second
    • and second teeth has been present in the whole organism of the child
    • out from the organism of the child do not work again as physical
    • of the human soul. Thus, when we observe the child between the
    • in the child's thinking, worked up to the seventh year upon the
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture V: The Emancipation of the Will in the Human Organism
    Matching lines:
    • The spiritual values inherent in the education of children is the main
    • said that everything of the nature of will in the child, even
    • including “children” between the ages of fifteen and
    • able to notice that a child has a strong will or the predisposition
    • forces is strongest of all in the little child up to the seventh year
    • the child's freedom? This is a question that is practically never
    • with the child to stand in front of him and want to educate him. Why
    • should the child put up with it? We regard it as our obvious business
    • to educate our children — but not their subconscious life. And
    • so we talk a great deal about the children's naughtiness and it never
    • clear consciousness — we must appear very comic to the children
    • be unsympathetic to children into something sympathetic? Now the
    • downward-flowing forces so strongly as it did in the child up to the
    • forces. It comes to no less than this, that between the child's
    • they could not yet know — namely, how children ought to be
    • that people know a great deal nowadays about how children ought to be
  • Title: Education: Lecture VI: Walking, Speaking, Thinking
    Matching lines:
    • The spiritual values inherent in the education of children is the main
    • certain rules and theories as to the treatment of the child. This,
    • practical answers to the eager questions of the child he has to
    • child, and this he can only do in the truest sense if he has a real
    • us by a knowledge of the child's nature before the change of teeth at
    • most important in the whole development of a man, for the child is
    • child is one great sense-organ. The scope of this truth is not
    • with the child, and especially so during these early years, this is
    • child tastes its mother's milk and first food right down into its
    • tongue, extend over the whole organism in the young child who lives,
    • animality here, but we must never compare this element in the child
    • with the ordinary animal nature. The animality of the child exists on
    • child experiences the functions of its bodily organism. All these
    • and ear, also extend over the whole organism of the child. Think of
    • over the whole organism in the child. In the child there is no
    • conditioning the whole of life, are acquired by the child during his
    • say that the child learns to walk because this is the most evident feature
    • into a right equilibrium in the world of space. The child strives for
    • important to perceive in the right way that the child is an imitative being,
    • nature of the child and is brought about by the impulses of the
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture VII: The Rhythmic System, Sleeping and Waking, Imitation
    Matching lines:
    • The spiritual values inherent in the education of children is the main
    • from early childhood to the school age is marked by the change of teeth at
    • remembered that up to the seventh year the child is working, as it
    • imitative period of his childhood from birth up to the time of the
    • heritage we can endow the child on his path of life if we are able to
    • then, must understand that when the child has passed his seventh year and
    • be reckoned with by his teacher. The child longs for pictures,
    • functions, is all-important. The soul of the child during that period
    • imaginative element must dominate all that the child is given to do;
    • rhythmic system that predominates in the child's organic nature during
    • system in the child. Such lessons actually make the child's breathing
    • lead the child out into life, to develop a sound faculty of judgment
    • the child to have a healthy body in later life, in so far as his
    • with the child.
    • child we must be especially watchful to guard against over-fatigue.
    • quality, for then we call upon the child's rhythmic system where he
    • happen if we make too great a demand on the intellect, urging the child
    • but if we make undue claims upon the intellect, if we force the child
    • the child a fine sense of the degree to which we may call with safety
    • stake. If I allow the child to think, if I teach him to write, for
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture VIII: Reading, Writing and Nature Study
    Matching lines:
    • The spiritual values inherent in the education of children is the main
    • lectures I have shown that when the child reaches the usual school age
    • child's sentient life, the foundation from which all teaching must
    • the human organism, the child must be taught to write before he
    • of the child.
    • that we have been able to give the child some idea of flowing water; he has
    • child's attention to the initial sound, the initial letter of the
    • child from the drawing of this line over to the sign W derived from it.
    • The child is thus introduced to the form of the letter ‘W’
    • the child is given a mental picture which can lead over to the letter which
    • he then learns to write. Or we may let the child draw the form of the
    • I gave you another example. The child draws the form of a fish; when the
    • differently. Suppose, for instance, we give the child an imaginative
    • but this particular way is the best for very young children. We
    • picture to the child the raging of the wind and then we allow the
    • child to imitate and to arrive at this form: —
    • child's attention to definite contours, to movements, or even to actual
    • elements contained in painting and drawing. We succeed in making the child
    • to reading, our efforts must simply be in the direction of making the child
    • because it is recognized in the child's mind as an activity in which
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture IX: Arithmetic, Geometry, History
    Matching lines:
    • The spiritual values inherent in the education of children is the main
    • of the child, if the teacher fully realizes the consequences of his
    • child by the treatment he receives in school, or anywhere else.
    • works upon the child's conceptual and imaginative faculties, anything that
    • physical and etheric bodies which are affected when the child is taught
    • we are teaching the child plant-lore or writing, the effects are preserved
    • child have the tendency to become more and more perfect during sleep.
    • On the other hand, everything we tell the child on the subject of
    • whole period of childhood, though naturally in a form suited to the
    • the child. We must, however, make it possible for the body of formative
    • child a strong sense of symmetry for instance.
    • children we can begin to do this. For example: we draw some figure on
    • Then we try to make the child realize that the figure is not
    • awaken an inner, active urge in the child to complete something as
    • blackboard, and then he tries to awaken in the child an inner
    • and the child gradually learns to draw an inner form corresponding to
    • various points. Then we should explain to the child that for the sake
    • thing. Briefly, by working in this way, we give the child an idea of
    • and perfects what has been absorbed during the day. Then the child
    • that corresponds to the organic needs of the child's being. A
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture X: Physics, Chemistry, Handwork, Language, Religion
    Matching lines:
    • The spiritual values inherent in the education of children is the main
    • have said as to the way. in which we should teach the child about Nature,
    • child's development at the successive stages of growth. I have
    • ninth and tenth years. Only now does the child begin to realize
    • on in the language of fairy-tales, appealing above all to the child's
    • child into a true relationship with the world around him. He learns to
    • the child in body and soul. If we teach him to see man as a synthesis
    • age when for the first time we may draw the child's attention to processes
    • mineral kingdom in any other form than this injures the child's
    • We should only begin to deal with the mineral kingdom when the child
    • for a child to begin his school life is when he gets his second teeth,
    • the place for him. If we have to take a child before this age, all kinds
    • principles When the child first comes to school, we teach him in such
    • that the child is able to form a rational, intellectual
    • child before he has reached the age of eleven or twelve. If we
    • be introduced until the child is between eleven and twelve years of
    • we are constantly speaking of causality to a younger child, dead
    • all that answers to the needs of the child at each of the different
    • life-periods. On the other hand, we strive to enable the child to
    • work when the child has reached the fourteenth and fifteenth years. In the
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture XI: Memory, Temperaments, Bodily Culture and Art
    Matching lines:
    • The spiritual values inherent in the education of children is the main
    • the subject-matter of the lessons and the other with the child whose
    • development of the child's memory and here it must be realized that
    • predecessors have been prone to burden the memories of children and,
    • ordinary way the child is sent to school. I have already said that
    • child works out by imitation everything he unconsciously observes
    • dealing with children, it is not enough to notice how in illness an element
    • nature of the child by the soul and spirit. An undue development of
    • memory will injure the child for the whole of life, will even injure
    • a living nature, plastic ideas conveyed to the child in his art lessons on
    • stimulate the child to self-activity in art, if as he paints, writes or
    • benefit to the child.
    • understanding of things. But when the children thoroughly understand
    • is not more right to overload the child with too many concrete
    • unfolding in the case of each individual child. Here we see how
    • profession and besides looking after the children's health, he is
    • with the bodily health of the children can proceed in fullest harmony
    • with health and sickness in the child. To give an example: a teacher
    • notices a child growing paler and paler. Another child may lose his
    • teacher will find, if he observes accurately, that the latter child
    • Maximum number of matches per file exceeded.
  • Title: Gegenwärtiges Geistesleben und Erziehung: Erster Vortrag
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    • schildern im vorigen Jahre in dem alten Kultur- und
    • Schilderung von Prinzipien handelt, die an den Menschen selbst,
    • können wir uns würdig machen durch den geschilderten
    • Eine Erkenntnis, die in dieser geschilderten Weise das
    • werden, sondern geschildert werden. Im historischen
  • Title: Gegenwärtiges Geistesleben und Erziehung: Zweiter Vortrag
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    • geschildert habe, schon einseitig war beim Judentum, so
    • habe zunächst durch eine einleitende Schilderung des alten
  • Title: Gegenwärtiges Geistesleben und Erziehung: Dritter Vortrag
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    • geschildert habe, geschah eigentlich alles, um die Erziehung in
  • Title: Gegenwärtiges Geistesleben und Erziehung: Vierter Vortrag
    Matching lines:
    • in der geschilderten Weise sich angeeignet hat, wie sie hier
  • Title: Gegenwärtiges Geistesleben und Erziehung: Fünfter Vortrag
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    • verstehen, wie der Wille des Menschen durch die geschilderten
  • Title: Gegenwärtiges Geistesleben und Erziehung: Siebenter Vortrag
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    • gymnastisch unterwiesen, wie ich das geschildert habe, im Tanz,
  • Title: Gegenwärtiges Geistesleben und Erziehung: Neunter Vortrag
    Matching lines:
    • wie es geschildert worden ist. Da wird das Kind, wenn auch in
    • Anschaulich kann man da schildern, wie beim Tiere die
  • Title: Gegenwärtiges Geistesleben und Erziehung: Zehnter Vortrag
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    • Epoche nach der anderen schildern und immer darstellen, wie das
    • hervorgeht. Wir können schön schildern in der
    • dastehen; aber diese Gestalten sollen nicht kalt geschildert
    • lebendige Schilderung der geschichtlichen Gestalten, der
    • den geschichtlichen Gestalten, auch zu der Schilderung der
    • denken. Man kann zum Beispiel schildern, wie es, sagen wir, in
    • dasjenige, was man da schildert, das muß in Gefühl
  • Title: Gegenwärtiges Geistesleben und Erziehung: Elfter Vortrag
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    • Unterrichtsgegenständen geschildert habe, dem Lebensalter
    • so führt, wie ich es geschildert habe, in einer
  • Title: Gegenwärtiges Geistesleben und Erziehung: Zwölfter Vortrag
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    • geschildert habe, plastisch-malerische Anschauungen, die wir im
  • Title: Gegenwärtiges Geistesleben und Erziehung: Dreizehnter Vortrag
    Matching lines:
    • erzogen werden, wie es geschildert worden ist, die fangen mit
    • dem Organismus, wie ich ihn geschildert habe, den eine Schule



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