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    Query was: force
  

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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    • the same forces which enabled him to gaze into the life of soul and
    • stars, to the courses of Sun and Moon, the forces which otherwise
    • the Nature-forces in man from death. This was in the age of Ex Deo
    • to Earth and had awakened to new life the death-bringing forces in
    • the forces of death within him and awakens them to life. And
  • Title: Education: Lecture I: Science, Art, Religion and Morality
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    • into the spiritual forces of Anthroposophy.
    • short, his art mirrored before the senses all that his forces of
    • follow this path with all our inner forces of soul, not only observing
    • outside, but a force living in the very being of man.
    • force of thought. If we inwardly observe it, from the outer side as it
    • were, it is revealed as the force that builds up the human being from
    • childhood. Before this can be understood, an inner, plastic force
    • active thinking in pictures have been made, when all the forces of
    • realizes that spiritual forces of cognition are needed for knowledge
  • Title: Education: Lecture II: Principles of Greek Education
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    • learn to know the nature of the inner forces of human beings if our
    • merely theoretical. We must investigate from within those forces
    • new. The aim is rather to investigate the inner forces now ruling in
    • and spirit within the roots develop as do the inner forces of the
    • systems of breathing and blood circulation not to forces of decadence
    • stimulated by bodily movement, grew strong and forceful in two
    • the movement, as it were, where force must flow into the movement.
    • Skill on the one side, force on the other. The power to hold out
    • against and overcome the forces working in opposition and to go
    • cosmic forces which in turn flow to the human brain and then, from
  • Title: Education: Lecture III: Greek Education and the Middle Ages
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    • of the men. This in itself is the reinforcement of a truth of
    • inheritance, or, rather, it brings with it the force to produce these
    • to imagine that the force which pushes up the second teeth at about
    • the second teeth from the totality of force in the human
    • The forces present between birth and the seventh year reach their
    • Nature-principles, as it were. The Nature-forces of growth, the being
    • with the strong inner impulsive force which brings forth the second
    • With the coming of the second teeth, this impelling force weakens. It
    • clarity.) If the same organic forces which we bear within us up to
    • The fact that the physical force decreases in the seventh year and
    • — for the body now produces more delicate forces from itself
    • — makes it possible for the subtler forces of soul life to
    • revealed to the Greek what the forces of pre-earthly life had made
    • family in which the Gods have placed it. Supersensible forces
    • development of these forces. What must man do, then, when he knows
    • possible extent. Thus the Gymnast had perforce to be convinced of the
    • 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,
    • then I am educating in the very best way; I am enabling the forces which
    • The Greek teacher thought: I must see to it that these forces between
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture IV: The Connection of the Spirit with Bodily Organs
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    • experience. It contains no force; no impulse of feeling and of will
    • must live and it must contain the force of both feeling and will. The
    • the forces that are pressing outwards from the head. The forces that
    • press the teeth out from the jaw are the same forces that now bring
    • effect, the force that appears in the soul as thinking lies within
    • teeth. I have already said that the force which produces the first
    • second teeth only come once. The forces which drive the second teeth
    • forces in the course of earthly life up till death. They become
    • organs. It worked in the physical organism, forced out the teeth,
    • reached its culmination as physical force with the change of teeth
    • thinking can be inwardly re-enforced, it can be made active. Then one
    • have described it, one can perceive indeed how, besides the forces of
    • into cosmic spaces. It contains the forces that are opposed to
    • individual etheric body or body of formative forces in man to the
    • approach the etheric body or body of formative forces of man, this
    • body of formative forces is most intimately bound up with the
    • is the force which drives out the teeth. When the human being gets
    • teeth the inner etheric forces which have pressed the teeth out, are
    • freed and with these etheric forces we carry on the free thought that
    • The force of the teeth is no longer a physical force as it was in the
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture V: The Emancipation of the Will in the Human Organism
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    • functions of movement. It lays hold of the force arising in legs,
    • twenty-one, is dependent upon the manner in which the forces of the
    • gravity, to the earth's force of attraction. He struggles with
    • through the human organism from below upwards, a force which did not
    • paralysed the downward-working forces by forces which work from below
    • upwards, whereas before this age all the force of his growth and
    • forces is strongest of all in the little child up to the seventh year
    • streaming force.
    • fact that the forces streaming from the head to the feet and from the
    • downward-flowing forces so strongly as it did in the child up to the
    • independent in the organs of movement. The forces flowing from below
    • upwards, forces which have to become those of will, begin to work for
    • forces. It comes to no less than this, that between the child's
    • again calling into play in their gymnastics the stream of forces
    • how thinking is connected with the force which enables the teeth to
    • grow. Some day people will be able to observe how the inner force of
    • how the consolidation of the forces flowing from below upwards, which
    • forces work and, arrested by the gums, pass over into speech. If at
    • more. Words were to him expressions for the forces of cloud
    • formations, the forces lying in the growth of plants and all natural
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture VI: Walking, Speaking, Thinking
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    • Cosmos. It is as though cosmic forces were active in the digesting
    • imitation of the environment. Now it is evident that the forces of
    • force the child to walk by external methods, if we do not merely help
    • child who has been forced on to walk and to adjust himself in space by all
    • are exercising forces of the soul and spirit if we urge him to adopt
    • forces that have been called into play by the use of highly
    • health-bringing forces which can then re-appear as healthy metabolic
    • moves and makes gestures, forces pour into it; all this motive force
    • thinking is to develop in the child from out the forces of speech.
    • suggest to children that they ought to love such toys, the forces of
    • handkerchief with ink-spots for eyes. An inner, plastic force is at
    • plastic, creative forces that arise in the human organism from the
    • permeated with the forces of the soul and spirit. In the child's
    • elements are called upon and healthy forces are generated which then
    • then the plastic, brain-building forces that are generated in the
    • formative forces are active in his being. In this respect our whole
    • this will help to unfold the natural forces in the child.
    • this early age the child's brain is intellectually forced.
  • Title: Education: Lecture VII: The Rhythmic System, Sleeping and Waking, Imitation
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    • were, as an inner sculptor and with the creative forces of the head
    • much can be rectified in the body later by the exercise of moral forces
    • comes then to actual school age, these plastic forces are transformed into
    • to think for himself, forcing him to think? Certain organic forces that
    • tend inwardly to harden the body are brought into play. These forces are
    • rigidity is over-developed if intellectual thinking is forced. These
    • hardening forces are normally active during our waking consciousness,
    • but if we make undue claims upon the intellect, if we force the child
    • upon the different forces at work. A most vital principle is here at
    • If we force
    • forces of growth if we approach the intellect by way of art. For this reason
    • taken hold of by forces of the soul and spirit, so that within the
    • physical activity. The inner forces must be allowed to stream out
    • absent. Children who are forced to practise the wrong kind of
    • — the teacher to whom we give a spontaneous, and not a forced
    • for the good will also be a guide in later life if we have not been forced
    • Naturally authority must not be enforced for this is just the error
    • of those methods of education that attempt to enforce authority by
    • education authority must never be enforced and above all not by the
  • Title: Education: Lecture VIII: Reading, Writing and Nature Study
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    • is quite true, but fundamentally speaking, the forces of the whole
    • by the bodily forces as a whole. Reading is then grasped mentally,
    • exclusively concerned with the head instead of with the forces of his
    • the forces of bones and cartilage and sinew in relation to the rest
    • aware of being forced to learn it, and those who teach botany to a child
    • to the forces of the sun and, as I shall presently show, to other
    • forces also. In teaching children about a plant therefore, we must
    • of the plant, so is it the forces of the moon which develop the
    • seed-vessels. Seed is brought forth by the forces of the moon. In
    • this way we place the plant in a living setting of the forces of the
    • of the moon forces, for if the children were to say at home that they
    • this hillock is penetrated by the forces of air and sun. It remains
    • mineral substances and mineral forces. For the plants belong to the earth
    • of the living, weaving forces of the earth itself, we can lead on to a
    • to give an idea of the face of the earth by connecting the forces at work
  • Title: Education: Lecture IX: Arithmetic, Geometry, History
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    • referred as the etheric body, or body of formative forces. The human
    • death, this etheric body, this body of formative forces which is the first
    • all-important to remember that the body of formative forces, the etheric
    • and astral body. By virtue of its own inherent forces, it has ever the
    • however, our body of formative forces continues to calculate,
    • forces to perfect and develop what it has previously received.
    • formative forces in his waking life that during sleep it elaborates
    • body, the body of formative forces, has continued its independent
    • setting in vibration of the body of formative forces. This body needs
    • arithmetic lessons, will become a vivifying force, of especial
    • force. The lessons must pulsate with inner vitality and freshness
  • Title: Education: Lecture X: Physics, Chemistry, Handwork, Language, Religion
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    • not quite the same. In social life we are forced to put up with many
    • realize however that the forces of languages in the world permeate
    • will be absorbed by his whole being, not merely by the forces of soul
    • enthusiasm alone can generate the force and energy that bring life
  • Title: Education: Lecture XI: Memory, Temperaments, Bodily Culture and Art
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    • itself, the forces underlying the development of memory. During these
    • the other hand call forth those living forces which play down even into
    • spirit, we shall rightly unfold the forces that must proceed from the
    • and intimate qualities and forces of the bodily nature of man.
    • forces, teaches us a great deal when we come to deal with the
    • as enable us to understand the forces building up the animal
    • form-giving forces stream outwards, giving shape to the air-waves,



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