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  • Title: Lecture: Three Epochs in the Religious Education of Man
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    • fourteen lectures on Education will shortly be published in book form
    • his destiny. And always this riddle has assumed a different form
    • the soul of man to-day, did not bear the same form in the souls of
    • moving through his body, forming part of his true manhood, but in
    • the soul in this form: Through conception and birth I pass into
    • assumed the form of Nature-religions because man felt the need for a
    • this second riddle of death, even as he had formerly solved the
    • human form on the Cross. And just as Buddha believed that in the
    • in a human form, he himself as man, will conquer death.
    • became a powerful argument (which formerly had not been
    • plants has spread abroad in the form of a pure science of Nature. It
  • Title: Education: Lecture I: Science, Art, Religion and Morality
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    • These lectures form one of the most comprehensive introductions to the
    • would also thank them for having arranged performances of Eurhythmy
    • forms assumed by our culture and civilization in the course of human
    • traditional forms of myth and saga have since come down to us.
    • rapture the fruits of his knowledge in outer material forms. With his
    • human faculties man copied divine creation, giving visible form to
    • knowledge had first assimilated. In weakened form we find this
    • arose in the forms of ideas before his soul and when the beauty that
    • In a performance of “Hamlet,” for instance, one must
    • that transforms abstract thought into pictures must come into play.
    • form of divine worship. Artistic creation was sanctified in the
    • religions have sprung from Inspiration. True, the early form of
    • re-created in a new form, and a morality truly corresponding with
    • to-day must take on a new form and lead us through Inspiration and
    • and to transform it into will in social existence. Only when we see
  • Title: Education: Lecture II: Principles of Greek Education
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    • These lectures form one of the most comprehensive introductions to the
    • differentiates it from the reforms generally demanded to-day.
    • the sense of oriental wisdom it is absolutely correct) in the form of
    • complicated form. The boys learned to move in a definite form in
    • simultaneously expressed in the form of a very beautiful
    • thus it was transformed from a physical, bodily process into
    • and musical development, this was the form taken by education in the
    • were born from the outer bodily movements of the dances performed in
    • — one finds that all the forms of movement, all the movements
    • ask, that was studied in those forms, in which, for instance,
    • expressed itself in a later form.
    • discover, in these depths, the right way to formulate the questions
  • Title: Education: Lecture III: Greek Education and the Middle Ages
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    • These lectures form one of the most comprehensive introductions to the
    • another in the child's organization; they form a unity up to the
    • the seventh year, if this unity formed of body, soul and spirit were
    • be preserved in written form, living from generation to generation as
    • habits formed, and then the memory arose from the body itself. A
    • in schools only a short while ago can form an opinion of how rigidly
    • innumerable efforts towards educational reform in our time. It is out
    • the many efforts for educational reform indicates that a great
    • have some understanding of the form which education must assume. They
    • transform education for the free human being into a free act in the
    • praiseworthy efforts towards educational reform are to be rightly
  • Title: Education: Lecture IV: The Connection of the Spirit with Bodily Organs
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    • These lectures form one of the most comprehensive introductions to the
    • in any given epoch is naturally dependent on the general form of
    • civilization prevailing at the time. What the general form of
    • particular point in space and time, with some particular form.
    • is the spirit, what is its form? It is all indefinite, there is never
    • a ‘how’ or ‘when;’ never any definite form,
    • can he turn? He can only turn to the general form of civilization and
    • definite form and boundary, does not merely think; he also feels and
    • first thing needful when we think about reform in education to-day is
    • are quite familiar with the form of a tiny animal germ when they look
    • the lips and palate, and that certain consonants have to be formed by
    • — only it shows itself in the strongest form in the head. The
    • looks at things and forms mental images of what one sees. But
    • 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
    • sounds, the particular task performed by the teeth.
    • assumes definite picture-form. We see how thought is working in the
    • definite form. A real image of the spirit begins to arise in Nature
    • only the most external symptom of a complete transformation that
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture V: The Emancipation of the Will in the Human Organism
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    • These lectures form one of the most comprehensive introductions to the
    • feet, arms and hands when man moves and transforms it into a
    • corresponding transformation in the girl — the change of voice
    • the age of twenty-one they set up as reformers, as teachers, and
    • On all sides educational unions and leagues for educational reform
    • principle of all educational reform. I must ask your forbearance if I
    • unions for educational reform. People know quite well that education
    • fundamentally reformed, they themselves have suffered from it and
    • formations, the forces lying in the growth of plants and all natural
    • its significance. Hence the clamour for educational reform.
    • earlier times. Then we shall understand how education in its old form
    • there exists the problem of education in the form we have to-day
    • LOGOS, is only accepted at all because it forms part of tradition.
    • this longing appears in its most symptomatic form in Montaigne, John
  • Title: Education: Lecture VI: Walking, Speaking, Thinking
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    • These lectures form one of the most comprehensive introductions to the
    • previous lectures have indeed in no way attempted to formulate new
    • hold of what the eye forms in so wonderful a way and makes of it a
    • reappear later in the form of bodily diseases.
    • child learns to walk, to orientate himself in space, to transform the
    • ail gesture and gesture is inwardly transformed into speech.
    • plastic form of the words. In short, outer movements are transformed
    • in the right way. This process consists in a complete transformation
    • dear friends, one terrible form of punishment has crept into the
    • soul and spirit. I am here referring to a form of punishment that is
    • constitute a form of cruel punishment to the child's inner nature.
    • all the qualities of the human form, in so far at any rate as the
    • over into his being and becomes there an inner formative power, a
    • formative forces are active in his being. In this respect our whole
    • the aesthetic quality of form and movement in the plough, for
    • Kindergarten such various forms of handiwork as have been ingeniously
    • intellectual form. Although it is highly necessary, in view of the
    • lectures I have tried to indicate how false forms of spirituality must
  • Title: Education: Lecture VII: The Rhythmic System, Sleeping and Waking, Imitation
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    • These lectures form one of the most comprehensive introductions to the
    • comes then to actual school age, these plastic forces are transformed into
    • formation of bone, cartilage and sinew, in all those parts of the
    • attenuated form of concepts and ideas, and must in a measure be
    • to divine intention, he must choose a form of education that does not
    • child's life of sleep. If we wish really to understand the form that
    • is transformed into action by the human will sets up a certain organic
    • hand we can give cur educational methods an artistic form (and remember,
    • the teacher can experience in beautiful forms, in music, the more he
    • inartistic forms of physical culture are contrary to all true education,
    • excessive process of combustion. The result of performing such
    • of the salts that have formed within him, and on the other hand is
    • between these two processes of combustion and salt-formation. Only
    • form of punishment had been entirely superseded. As a matter of fact, what
    • flows from divine depths into the physical form our knowledge
    • or using any form of inner punishment such as I mentioned yesterday
    • and tenth years; he cannot formulate this question mentally, he
    • this particular form, but none the less expressed in the character,
    • lazy to approach them in a super-sensible form.
  • Title: Education: Lecture VIII: Reading, Writing and Nature Study
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    • These lectures form one of the most comprehensive introductions to the
    • pictorial form. To-day, I propose to carry further the ideas already
    • learnt to form a mental picture of waves and flowing water. We now call the
    • The child is thus introduced to the form of the letter ‘W’
    • 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
    • fundamental form is firmly in his mind, we pass on to the
    • child to imitate and to arrive at this form: —
    • will unfold itself organically and naturally in a form suited to the
    • must learn to feel the forms of the various letters. This is very
    • now ready to form ideas about the plant world. But naturally, in any system
    • and here I must to some extent anticipate the future — in a form
    • brings forth the different forms of the plants, we give him living
    • grows. The child must be given mobile concepts, concepts whose form
    • we learnt at ten years of age. It ought to have changed its form,
    • formation of the skull which encloses the soft parts of the brain, we
    • with the necessary artistic feeling and is given in the form of pictures,
    • We begin with the lowest forms of animal life, with creatures whose
    • inner parts are soft and are surrounded by shell-like formations.
    • child how these lower creatures image in a primitive way the form of
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  • Title: Education: Lecture IX: Arithmetic, Geometry, History
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    • These lectures form one of the most comprehensive introductions to the
    • of body, soul and spirit; his bodily nature is formed and moulded by the
    • 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
    • whole period of childhood, though naturally in a form suited to the
    • all-important to remember that the body of formative forces, the etheric
    • however, our body of formative forces continues to calculate,
    • the child. We must, however, make it possible for the body of formative
    • intellectual formulae that are usually considered the right groundwork.
    • and the child gradually learns to draw an inner form corresponding to
    • draw something of this kind, where the figures together form a harmonious
    • whole. We vary this by leaving the forms incomplete, so that the
    • formative forces in his waking life that during sleep it elaborates
    • body, the body of formative forces, has continued its independent
    • starting-point has indeed been found for a reform in the method of
    • setting in vibration of the body of formative forces. This body needs
    • a living stimulus for its formative activity and once energised it
    • reverse the other simple forms of calculation. To-day, one might say,
    • must we take away from 7 to get 3? Beginning with this form of
    • thought we stand in the midst of life, whereas with the opposite form
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture X: Physics, Chemistry, Handwork, Language, Religion
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    • These lectures form one of the most comprehensive introductions to the
    • only of course the forms contained in the earth, the plants, have a
    • mineral kingdom in any other form than this injures the child's
    • that the child is able to form a rational, intellectual
    • we must pass on from physics and chemistry to various forms of practical
    • would have taken a quite different form in Europe and America.
    • of the child; it is given in the form I have already described in connection
    • child acquires an innately plastic, innately formative power as he
    • conceptions are therefore clothed in a form suitable for them. Simply
    • immanent in the world. When the rest of the teaching takes the form I
    • form a link with the knowledge of Nature conveyed to the child in the
    • form of fantasy and fairy-tales. Our aim in so doing is to awaken in him
    • in the child and continue through life in a rigid form instead of in
    • a living form pervaded through and through with feeling for the
    • form of ritual. A service is held every Sunday for the children who are
  • Title: Education: Lecture XI: Memory, Temperaments, Bodily Culture and Art
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    • These lectures form one of the most comprehensive introductions to the
    • teaching during the Elementary School period is informed with artistic
    • of medical instruction ought to form part of the training course for
    • imagine that reforms can be introduced into education by the reiteration
    • they can bring about reforms. If I want a house properly built, I
    • praiseworthy efforts in the direction of educational reform that are
    • these symptoms of course take an individual form in each child and
    • begins to model plastic forms and figures. So many people go through
    • we develop in the child helps him to understand the formations
    • physiologists to-day know whence the form of an animal is derived!
    • Indeed the origin of the animal form is the structure of organs
    • origin of the organic forms and structure of the animal. The animal
    • form-giving forces stream outwards, giving shape to the air-waves,
    • the form of
    • the animal. It is only possible to understand the form of an animal
  • Title: Gegenwärtiges Geistesleben und Erziehung: Erster Vortrag
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    • ergab, in äußerer Form ausgestaltete, es zum
    • Form brachte, gewissermaßen das göttliche Schaffen
    • Kraft, die den abstrakten Gedanken ins Bild umformt. Und gibt
    • einer modernen Form jene Intuition geschaffen, in welcher der
    • Religion und Sittlichkeit. Wir brauchen in einer neuen Form
  • Title: Gegenwärtiges Geistesleben und Erziehung: Zweiter Vortrag
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    • einseitig geworden ist, ja sogar in dieser Form, in der ich sie
    • Gestaltung, wo die Jungen lernten, sich in bestimmter Form nach
    • geformter Reigentanz für denjenigen sich offenbarte, der
    • unbekannte Sinn dieser geformten Bewegungen in einer
    • da alle Bewegungsformen eingerichtet, wunderbar sind die
    • besonderen Formen, wie der Ringkampf entwickelt wurde, so zeigt
  • Title: Gegenwärtiges Geistesleben und Erziehung: Dritter Vortrag
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    • erzieherischen Reformen in unserer Zeit.
    • Erziehungs-Reformbestrebungen zeigt an, daß die große
    • Erziehungs-Reformbestrebungen, die so löblich sind, in der
  • Title: Gegenwärtiges Geistesleben und Erziehung: Vierter Vortrag
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    • Zähne zu gewissen Konsonanten geformt werden
    • verwandelt sich, transformiert sich in seelisches Wirken.
  • Title: Gegenwärtiges Geistesleben und Erziehung: Fünfter Vortrag
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    • als Reformatoren, als Lehrer aufzutreten, und statt sich zu
    • Reformfragen im Erziehungswesen. Man fühlt, daß
    • Sache für alle Reform des Erziehungswesens jetzt in diesem
    • erzogen werden. Daher überall Reformvereine für
    • worden ist, daß man so gründlich reformieren
    • Erziehungsreformen schreien läßt. Und das richtige
    • Unmöglichkeit, in alter Form zu erziehen, bereits
  • Title: Gegenwärtiges Geistesleben und Erziehung: Sechster Vortrag
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    • das Farbige geformt von außen aufnimmt, innerlich ein Bild
    • dasjenige, was das Auge in wunderbarer Weise formt, mit dem
    • wir formen ja alle unsere Spielzeuge nach und nach aus unserer
    • eine Puppe, die man aus einem Taschentuch formt, oben den Kopf,
    • Puppe, die aus dem Taschentuch geformt und mit ein paar
    • Kind schaut sich dieses zur Puppe geformte Taschentuch an, und
    • schon in den Formen des Gehirns lebt und innerlich der Mensch
    • Geistige in seiner intellektualistischen Form so spät als
  • Title: Gegenwärtiges Geistesleben und Erziehung: Siebenter Vortrag
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    • allem Künstlerischen der Form, je mehr der Lehrer inneres
  • Title: Gegenwärtiges Geistesleben und Erziehung: Neunter Vortrag
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    • fließenden Wassers entlang, zum zeichnerischen Formen
    • aufzuzeichnen. Man bringt das Kind nun dahin, die Grundform
    • diese Weise diese Form. Kurz, es ist möglich dadurch,
    • Formen der Buchstaben in das Gefühl hineinbekommt.
    • Allerdings muß die Pflanzenkunde eine ganz andere Form
    • reifer und reifer wird, ihre Form fortwährend ändern.
    • zurückgehen bis in älteste Formationen, wo wir
  • Title: Gegenwärtiges Geistesleben und Erziehung: Zehnter Vortrag
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    • Geistigen gestaltet, geformt wird; so daß der Lehrer
    • weil dies fortlief, nun dieses besonders einwärts formen
    • Ausgangspunkt geschaffen für eine Reform des
    • drei bekommt? — Mit dieser Form des Denkens steht man im
    • Form in der Abstraktion drinnen steht. So daß man, wenn
    • selber drinnen formen in dem, wie es sich drinnen bewegt, wie
    • nicht erst zu lernen. — Das ist nicht ein in der Form dem
  • Title: Gegenwärtiges Geistesleben und Erziehung: Zwölfter Vortrag
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    • reformierend in das Unterrichtsund Erziehungswesen
    • reformieren.
    • Reformbestrebungen, die gerade auf dem Gebiete des Erziehungs-
    • Formen von plastischen Gestalten in der rechten Weise im
    • Ideen über in bildhafte Formen. Und alles, was wir an
    • Zentrum der Formbildung, der GeStaltbildung des Tieres.
    • derjenige erkennt erst die Tierform, der weiß, wie
    • gewissermaßen «musikalisch» diese Tierform
  • Title: Gegenwärtiges Geistesleben und Erziehung: Dreizehnter Vortrag
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    • gelernt haben — die plastische Formung des
    • Knochensystems, die Formung des Muskelsystems —, in
    • eingegangen ist, in ihren plastischen Formen wiederum zum
    • Formen aus der Seele des Kindes selbst heraus entstehen, je
    • plastische Form. Der Ideenzusammenhang wird zuletzt menschliche
    • im Leben drinnen steht, auf die erzieherischen Formen; so
    • Nun, wenn man solche Figuren formt, so hat man vielleicht schon
    • aber es ist just nicht die Aufgabe, an der Formung dieser
    • allem abgesehen, was nicht ausmacht die Bewegungsform
    • werden Sie die Formen dieser Gymnastik so ausgebildet sehen,
  • Title: Gegenwärtiges Geistesleben und Erziehung: Abschiedsansprache: Vierzehnter Vortrag
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    • gerade dem Namen nach geformt haben. Da denken sie: sie



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