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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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    • given at Ilkley, Yorkshire, on Sunday, August 12th, 1923. The
    • to-day and which, by a new Initiation Science, we have to bring to a
    • philosophy. Everywhere to-day men are turning back, and often with
    • nature from the souls of men living to-day. The souls of men in those
    • the soul of man to-day, did not bear the same form in the souls of
    • the inner life of soul and Spirit. What we to-day would speak of as
    • of modern man. To-day man feels that he is deeply linked with his
    • What we to-day call “Nature” appeared before men as an
    • In the days when man had
    • spiritually in the living, instinctive existence of days of
    • mankind to-day.
    • — spoke as the Spirit. In days of yore man lived a life
  • Title: Education: Lecture I: Science, Art, Religion and Morality
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    • unfamiliar to the spiritual life of to-day and in face of such strong
    • term to-day, for it is an a priori expression of the
    • to-day to find boys and girls educated together, in the same classes
    • in accord with the needs of the present day, we had first of all to
    • according to the old principles? Certainly not! To-day we must first
    • summer holidays will inspire all our winter work. I cannot adequately
    • holidays to the study of ideas for the good of the future. Just as
    • proceed from what Miss McMillan said so impressively yesterday in words that
    • the great need that exists to-day for moral and spiritual impulses in
    • To-day,
    • position to-day? As a result of all that intellectual abstractions have
    • to-day, you will find wonderful answers to the problems of outer
    • This ‘Imaginative Knowledge’ — to-day
    • positive activity. The difficulty of speaking of these things to-day
    • increasing tendency to-day to give oneself up to the mere,
    • words. Yet nowadays it will frequently happen that many of the
    • But to-day the drama is deserted for the cinema, where one need not
    • still possible with our present-day mode of knowledge? The ancient
    • “know” the world to-day? Once more, to describe is better
    • history of mankind. To-day I am merely placing certain suggestive
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture II: Principles of Greek Education
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    • the present day is not to be questioned. It is everywhere apparent.
    • differentiates it from the reforms generally demanded to-day.
    • general feeling nowadays that the conditions of civilization are in
    • to-day is a very different being from the child of a recent past, and
    • that it is much more difficult nowadays for age to come to an
    • example nearest to hand — the day. Our relation to the
    • day. We should also think it absurd not to pay due heed to the
    • which hold sway in this present day.
    • cultural influence even at the present time. Nobody, to-day, will
    • and, to the extent that was thought necessary in those days, all the
    • admire Greek civilization and culture to-day, if we still regard it
    • our devotion to Greek culture to-day we must not forget that the
    • To-day we no longer have any strong, historical consciousness of this
    • this the education of the “universal human.” And to-day,
    • inner reasons the problem of education to-day has become a problem of
    • say, to-day, of course merely in a preliminary sense, that it is a
    • human evolution from the days of Greek civilization to our own in the
    • cult of the body, one-sided though this would appear to-day, to
    • which we to-day think of as so sublime, was regarded in those times
    • within himself at the barbarian that has developed since the days of
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture III: Greek Education and the Middle Ages
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    • is attached nowadays. For think of it, the nature of the human
    • do well to remind ourselves of it to-day. Later on, in the Middle
    • I described yesterday was carried out in order to ground education
    • must be awakened from day to day. To waken the slumbering forces
    • present-day civilization, we look with some astonishment at the
    • wisdom to spiritual life. None of the three exist to-day nor would
    • applies fundamentally to the greater part of humanity to-day.
    • extraordinary difficulties. To-day we are living at a time when, as a
    • however much certain portions of our humanity to-day would like to
    • of the methods of education that are necessary at the present day.
    • to-day, human beings believe themselves to have reached this
    • consideration the earliest Nature-life of the child. We in our day
    • have implanted within its being. We educate in the wrong way to-day
    • schooldays, but afterwards too, finding this love for us
    • great problem before us to-day, and it must be solved if the most
  • Title: Education: Lecture IV: The Connection of the Spirit with Bodily Organs
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    • child in a way that is no longer possible for us to-day. The
    • We to-day
    • ‘spirit’ is, we have to-day only reached the stage of
    • we ask to-day: How do men come to understand the spirit from which
    • us think for a moment of the idea people have to-day when they speak
    • think of the kind of thought we have about the spirit to-day. Where
    • what a man experiences to-day when he tries to think in a practical
    • ordinary man feels to-day. He longs for a new education, and
    • cultivated to-day as being a thing dead, as being a corpse, you can
    • first thing needful when we think about reform in education to-day is
    • given them in the schoolroom. People do not think like this nowadays.
    • follows physical training. And so to-day we have two separate
    • theoretical maxims of education in existence to-day to an education
    • preliminary to-day, let me give an example which will explain how,
    • different purpose as well. Strange as it sounds to-day, the child
    • that is common to-day does not lead to this other kind of knowledge.
    • thinking to-day.
    • before all else show how we can cross it. All we know of man to-day
    • crude science of to-day — if I may call it so — concerns
    • twenty-one years old in the third period of life. It is enough to-day
  • Title: Education: Lecture V: The Emancipation of the Will in the Human Organism
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    • yesterday's lecture I tried to show how thinking and feeling become
    • the human being. To-day I want to show how the will in the being of
    • spoke yesterday.
    • indeed, is not known to-day but it is a fact of fundamental
    • deal is known to-day about positive and negative magnetism: a great
    • a truth of which people to-day are wholly unconscious. And yet all
    • nature of man, as we showed yesterday with regard to thinking and
    • feel and realize nowadays that alteration must be made in education.
    • accustomed when we speak of spirit to-day: it is only possible to do
    • insulting. It is a peculiarity of present-day civilization that
    • who observes human life as expressed in present-day civilization in
    • that people know a great deal nowadays about how children ought to be
    • human being with knowledge as it is mostly natural nowadays to speak with
    • ignorance. Some day it will be known, even in general civilization,
    • grow. Some day people will be able to observe how the inner force of
    • and this they do not see to-day, in spite of microscope and telescope
    • Attempts are made to-day to ‘read’ the lines of the
    • and must still be regarded as such to-day, to make the word once
    • become creative in every movement. But in those days he knew still
    • supposed to be creative? Our present-day intellectualistic word has,
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  • Title: Education: Lecture VI: Walking, Speaking, Thinking
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    • many people ‘nerves’ to-day? Simply because in childhood there
    • Many diseases of the nerves to-day are really due to confused thinking,
    • branches of knowledge, so that to-day the teacher must call in the
    • educational measure very frequently applied in earlier days, I mean
    • educational methods of to-day, when all eyes are so concentrated on
    • of the playthings given to the child to-day.
    • the table and strikes it in anger. We say to-day that the child
    • the intellectuality needed in the world to-day.
  • Title: Education: Lecture VII: The Rhythmic System, Sleeping and Waking, Imitation
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    • and other matters of which I spoke yesterday, will come to light as the
    • reason why education in our day leaves so much to be desired is
    • like wooden machines. It is really a characteristic of our day that
    • for artistic expression. But alas! our civilization to-day would like
    • better to-day if, instead of trying to find out from books how to revive
    • that what I said yesterday in this connection seemed to suggest that this
    • I said was that the humanitarian feelings of to-day would like
    • or using any form of inner punishment such as I mentioned yesterday
    • of the tragedies of our day. A materialism which intellectualizes
  • Title: Education: Lecture VIII: Reading, Writing and Nature Study
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    • pictorial form. To-day, I propose to carry further the ideas already
    • usual in our own school days. To give the child a plant or flower and
    • materialistic days.
    • cannot be roused if we only give the child what is nowadays called
  • Title: Education: Lecture IX: Arithmetic, Geometry, History
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    • writing, or again, botany taught in the way indicated yesterday, all
    • a study of the animal kingdom as I spoke of in yesterday's lecture
    • of which I spoke yesterday affect the physical and etheric bodies. (I
    • and perfects what has been absorbed during the day. Then the child
    • attention is paid nowadays to the principle of starting from the
    • nations to-day the concept of number that is clearly held in the mind's
    • reverse the other simple forms of calculation. To-day, one might say,
    • of quibbling to-day about the nature of perception, but the whole
  • Title: Education: Lecture X: Physics, Chemistry, Handwork, Language, Religion
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    • human being in the sense of which I spoke yesterday. The teaching of
    • incomprehensible to many people to-day because the teaching they
    • many people nowadays get into a train without having the least idea of
    • every day and have absolutely no notion of the machinery of an
    • of adolescence is nowadays regarded from a very limited, one-sided
    • years ago, the so-called “Social Movement” of to-day
    • In our days men's thinking, so far as realities are concerned, has
    • compromise demanded by the times and in the early days to confine our
    • is usually the case nowadays. Also the ages of the children must
    • form of ritual. A service is held every Sunday for the children who are
    • School, for in religious matters to-day people are least of all
    • understand die task of humanity in days to come, we shall realize
    • conditions permit to-day. In no sense do we work towards a
  • Title: Education: Lecture XI: Memory, Temperaments, Bodily Culture and Art
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    • as I said yesterday in another connection, there has been a reaction
    • impaired in some way. Indeed it is well known to-day that any injury
    • making themselves felt to-day.
    • purposes of everyday life there is no need to be fanatical and
    • age, as I told you yesterday, the child must be led on from the plant-
    • physiologists to-day know whence the form of an animal is derived!



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