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Searching Rudolf Steiner Lectures by GA number (GA0307)

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    Query was: develop

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  • Title: Lecture: Three Epochs in the Religious Education of Man
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    • lowlands breaking the heights of the ascending development of man
    • imparted to man by his natural development, intelligence, reason,
    • man's earthly development. They look back in history to the first
  • Title: Education: Lecture I: Science, Art, Religion and Morality
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    • line with recent developments.
    • said that a man could develop in the fullest sense of the term when educated
    • developing separately and we no longer realize their common origin.
    • developed its present abstract nature and when man could solve the
    • In his own being man must have developed the highest fruits of this
    • have spoken of the harmony between science and art. I will now develop
    • development of our present mode of knowledge was a necessity in the
  • Title: Education: Lecture II: Principles of Greek Education
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    • social life we must pay heed to the many new changes and developments
    • rather with the inner development of human civilization. It is
    • development revealed in human life itself — to ignore, for
    • development. But man has not yet accustomed himself to respect the
    • in three stages the development of the nature of education in
    • that is to say, for the man who desired to develop to the highest
    • as the ideal of highest development to be permeated with Greek
    • Greek himself was not primarily concerned with the development of
    • concerned to develop the human body in such a way that as a result of
    • we follow the continuous development of humanity, we see that a most
    • developed throughout the Middle Ages, an epoch when the qualities of
    • development which was a fruit of Roman civilization. It was in its
    • things of the intellect. A new educational ideal of human development
    • intellectual and spiritual development of man. He who knows
    • Thus bodily, gymnastic education develops into rhetorical,
    • soul-education, and this in turn develops into
    • if we would understand the present age, for a true development of
    • development on into our own times, unless we look at the course of
    • Oriental civilization. All that had developed in the evolution of
    • development. To one who stood by the cradle of the civilization out
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  • Title: Education: Lecture III: Greek Education and the Middle Ages
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    • developing slowly from birth onwards, and simply reaches its
    • the seventh year the human being grows and develops according to
    • seventh year. While the human being is developing his organs, his
    • nervous system and his blood circulation, this development betokens
    • develop. The body grows weaker, the soul stronger, as it were.
    • development of these forces. What must man do, then, when he knows
    • he do as regards education? He must develop to the highest extent the
    • itself in the body — this must be developed to the greatest
    • develop it in the body. The same healing, life-sustaining forces
    • forces of growth which have developed in the child up to the seventh year,
    • of the so-called mediaeval development of man which followed the
    • change of teeth in the seventh year, the development of man's
    • being is inwardly connected with the body. The development of the
    • development, a development of the individual. In this time, for
    • development is no longer of a purely bodily nature but when the soul
    • tradition. The concept of Faith as it developed during the Middle
    • to Greece. In Greece, faculties of soul developed as of themselves
    • as a result of the development of the habits of the body. We in our
    • the memory, by the proficiency of the body. The soul developed itself
    • out of this bodily proficiency. And because of this self-development
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  • Title: Education: Lecture IV: The Connection of the Spirit with Bodily Organs
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    • significance in the development of the child: the coming of the
    • the first lecture, it will dawn on you that the child develops teeth
    • develops teeth for the purpose of thinking. Modern science little
    • follow the further development of the child. At about the seventh
    • head at the place where the teeth lie and how thought develops from
    • bodily growth and development; but this is only the external aspect.
    • develops into a state of independence. In my books I have
    • task, namely to help the development to independence of this being of
    • lips to a functioning conditioned by the soul, this development of
    • us insight into man's development and how an otherwise merely
  • Title: Education: Lecture V: The Emancipation of the Will in the Human Organism
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    • sexual organs — their development in the case of the boy, the
    • development flowed downwards from the head. This downward stream of
    • itself during this period. If we rightly develop the feeling-nature
    • seventh year. We only acquire true reverence for the development of
    • our way through to this living thinking by self-development.
    • in the fact that no longer is it known how the development of man
    • an inner development of the human being. It will be observed
    • those times, there must develop for the sake of the present age
    • reality. For no education will develop from abstract principles or
    • programmes; it will only develop from reality. And because man
  • Title: Education: Lecture VI: Walking, Speaking, Thinking
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    • have seen, the art of education must develop from a deeper knowledge
    • living conception of the human being develops into pure will in
    • most important in the whole development of a man, for the child is
    • regards learning to walk. A child who is lovingly guided to walk develops
    • process of orientation in space there develops speech. Modern physiology
    • develops from speech. Just as in helping the child as he learns to
    • thinking is to develop in the child from out the forces of speech.
    • observe the faults in our children which develop in later life, we
    • organs develop after the models of love, truth and clarity in the
    • able to descend to the stage of the child's development in everything
    • intellectual faculties are developed before the fourth or fifth year bears
    • materialistic in later life. The brain can either develop in such a
    • organism to grow strong in this way, he will develop in later life
  • Title: Education: Lecture VII: The Rhythmic System, Sleeping and Waking, Imitation
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    • in the development of the vascular system, the circulation of the
    • dentition up to the age of adolescence, the development of the
    • the age of seven) all true education must develop from the foundation
    • because modern civilization is not conducive to the development of
    • lead the child out into life, to develop a sound faculty of judgment
    • rigidity is over-developed if intellectual thinking is forced. These
    • it is essential to develop by means of a true observation of the nature of
    • to develop from the artistic feeling, it will have the right intensity.
    • such methods we may achieve the degree of intellectual development
    • and more artistically conceived educational system so develops the
    • is beneficially affected if we develop the intellect from the basis of
    • school. Physical training is then a natural development from the
    • alike must develop from the artistic element. Thus especially so far
    • because they hinder the development of the human being. It would be far
    • before us in man? How can we best develop the human child entrusted
    • must be so if development is to be healthy and free and if the child
    • Only then has the child developed to a point at which the teacher is
    • injure him, we retard his development if we enter into “the why
    • it is not the intellect that develops goodness. A man who has over
  • Title: Education: Lecture VIII: Reading, Writing and Nature Study
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    • a system of education is to harmonize with the natural development of
    • education we must draw that which is to develop from the whole being
    • can develop nearly all the consonants. In the case of the vowels we
    • significance. The whole process of development is hindered if the
    • the child is prematurely involved in a process of development
    • incalculable benefit to the child if we develop this element of feeling
    • movements of the hand — by developing the letters in an artistic
    • play and the life of feeling develops at an age when it can best flow
    • of education aiming at the living development of the human being, the
    • of the plant, so is it the forces of the moon which develop the
    • example I wished, however, to show you how necessary it is to develop
    • Here we develop
    • geography, which can play a great part in the child's development if
    • limb of the human body. A limb has to develop in earliest youth. If
    • living in Nature. Then he will develop in a body which grows as
    • natural development, elements of soul-life that are dead and
    • true development.
    • development can best be induced by studying the life of plants in intimate
    • the lower animal raised to the very highest degree of development. The
    • species. Here the spinal column is especially developed and we explain
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  • Title: Education: Lecture IX: Arithmetic, Geometry, History
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    • tendency to bring to perfection and develop what has been brought to it.
    • forces to perfect and develop what it has previously received.
    • one which in my view should develop out of the other, and which is
  • Title: Education: Lecture X: Physics, Chemistry, Handwork, Language, Religion
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    • child's development at the successive stages of growth. I have
    • certain direction this is bound to injure the whole development of
    • development, but at the age of fourteen or fifteen the children must
    • we try to realize that it is indeed possible to develop the human being
    • to develop the child in such a way that he may later reveal the qualities
    • development of man. This is the reason why at the Waldorf School we
    • at the right age and in accordance with the laws of human development.
    • of ten, we can then proceed to develop a true sense and understanding
    • of duty. Premature development of the sense of duty by dint of
    • his development in time. Try for a moment to realize what a difference
    • develop the whole man and deepen him in a religious sense; this we
  • Title: Education: Lecture XI: Memory, Temperaments, Bodily Culture and Art
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    • development of the child's memory and here it must be realized that
    • itself, the forces underlying the development of memory. During these
    • years of life therefore the memory must be left to develop without
    • all-round development of the physical body the memory will be
    • nature of the child by the soul and spirit. An undue development of
    • foundation for the full development of memory is laid when the whole
    • golden rules for the development of memory: Concepts load the memory;
    • developing the memory.
    • affects the very roots of bodily development.
    • know, there are children who do not develop normally, who are in some
    • willing are under-developed and it has become very dear to our
    • course of teaching that is being developed by Dr. Schubert in this branch
    • playing, we develop the element of will in the human being. This
    • developed in the different epochs of human history, how this or that
    • elements which a human being needs for all-round development of his
    • we develop in the child helps him to understand the formations
    • if the ideas for its understanding are first implanted and developed
    • develops from out of a vital principle passes back into
    • if we realize that it develops, musically as it were, from organs

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