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Searching Rudolf Steiner Lectures by GA number (GA0307)

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    Query was: human

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  • Title: Lecture: Three Epochs in the Religious Education of Man
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    • — as a continuous education of the human race, as a process
    • In every epoch of human
    • the course of human evolution is revealed in a threefold light. We
    • everlasting impulse entered into human evolution; and so too, there
    • because the human race has passed through different conditions of
    • state, that the human soul could be thought of as having remained
    • realise that the constitution of the human soul in the first epoch of
    • consider the nature of the human soul in the ancient East, in an age
    • the human memory from them. What really constitutes the substance of
    • humanity, to give the answer to a definite riddle that arose in the
    • characterised a primal instinct in the human race, faded away into
    • unfold the spirituality of Nature to the human soul. The purely
    • the human soul. The instinctive knowledge, arising in man as his life
    • upon Himself in the human body of Jesus of Nazareth. It was given to
    • this passing of the Godhead through a human body — contained
    • stars, has descended into a human body and has vanquished death in a
    • human body. The Christ has now become an “extract” of the
    • despair of the human body in death. About six hundred years
    • human form on the Cross. And just as Buddha believed that in the
    • fragment of ancient thought, so now a humanity permeated with the
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  • Title: Education: Lecture I: Science, Art, Religion and Morality
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    • was very one-sided. One half of humanity was excluded from serious
    • seek understanding of the human being in his pure, undifferentiated
    • itself, it is able to institute a school on universal-human
    • forms assumed by our culture and civilization in the course of human
    • human powers, a divine creative activity. Again we have the religious
    • culture: knowledge, art, religion, morality. But the course of human
    • learn to understand the necessities of human progress.
    • There was an ancient period in human evolution when science, art, religion
    • human faculties man copied divine creation, giving visible form to
    • this is the reason. The moment we draw near to the human being with
    • science. If you try to understand the human being by the artistic
    • our science — we come to a halt before the human being. Only if
    • were, it is revealed as the force that builds up the human being from
    • humanity has abandoned can enter civilization once again. This unity
    • primitive and instinctive though it was in early humanity — was
    • picture, and as such it could lead human deeds to become, in the acts
    • Fata Morgana and must so remain! Yet the human being cannot endure
    • flows down from the inspirations of a spiritual world into human
    • human bearer of a Divine Being Who had descended from spiritual
    • deeply rooted in humanity, the path to super-sensible knowledge must
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  • Title: Education: Lecture II: Principles of Greek Education
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    • rather with the inner development of human civilization. It is
    • development revealed in human life itself — to ignore, for
    • fact of the general evolution of humanity. We do not take account of
    • the fact that centuries ago there lived a humanity very different
    • from the humanity of the Middle Ages or of the present time. We must
    • learn to know the nature of the inner forces of human beings if our
    • life for the human being in body, soul and spirit. For — as we
    • for by those who desired to rise to the highest stage of human
    • human aims and aspirations, and the question, “In what
    • way did the Greek seek to raise the human being to a certain stage of
    • of the human being.
    • stage of humanity not only for his own sake, but for the sake of his
    • so-called “spirituality” in the human being. He was only
    • 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
    • something that was considered more important in human nature
    • And from this “Romanized” human nature, as we may call
    • Gymnast was gradually superseded by another type of human being.
    • a quality of soul. How the human being can work through speech, as a
    • regarded as the highest expression of man, we see how humanity
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  • Title: Education: Lecture III: Greek Education and the Middle Ages
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    • of human life it is, of course, impossible to adopt the same
    • phenomenon characteristic of the seventh year of human life is the
    • is attached nowadays. For think of it, the nature of the human
    • the second teeth from the totality of force in the human
    • the course of human life as a whole, because it does not occur again.
    • enacted in the human being at about this seventh year of life Up to
    • the seventh year the human being grows and develops according to
    • seventh year. While the human being is developing his organs, his
    • the evolution of his soul and spirit. The human being is provided
    • opens up deep vistas into the whole evolution of the human being.
    • say, indeed, this departure from such eternal principles of human
    • physical human being in the first seven years of life is the vesture
    • how to pay true reverence to the Divine in the human being? What must
    • human faculties that have unfolded in the child up to the seventh
    • necessity to understand the Divine power in the human body and to
    • human insight, by human art. Further education must then proceed
    • ‘gymnastic’ because the divine education of the human
    • “child” in the human being was not lost till death
    • disappeared, but are merely slumbering within the human being and
    • human being in this second period of life what was there by nature in
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  • Title: Education: Lecture IV: The Connection of the Spirit with Bodily Organs
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    • you that they possessed an intimate knowledge of the whole human
    • knowledge of the whole human being possessed by the Greek was derived
    • entirely from the human body. The body of man was in a certain sense
    • educated the whole human being by taking the body as the
    • imparted to the human being comparatively late in life, indeed
    • human evolution are really due to the belief that ancient epochs,
    • which had to do with a totally different humanity, can be renewed.
    • attained to by human effort as the true essence of the human being.
    • the spirit possessed by modern humanity? You must not be shocked if I
    • way to understand human thinking in our age in its greatest scope is
    • humanity when we observe the attitude men have towards it, how they
    • And now a strong feeling for this civilization overwhelms the human
    • if you had no conception of a human being. If, however, you have a
    • conception of what a human being is, you know that the corpse is
    • you do not only infer the human being, buy you know also that the
    • human being was there. If you recognize the kind of thinking that is
    • thinking into truly ‘human’ thinking. In the first place,
    • thing lives, something follows from this life. The human being who
    • into the world. Then we shall have unified human beings, for we must
    • again educate unified human beings; we shall have human beings who
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  • Title: Education: Lecture V: The Emancipation of the Will in the Human Organism
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    • the human being. To-day I want to show how the will in the being of
    • The human
    • phenomenon in human life. The emancipation of feeling is less
    • human being are less striking. Feeling, therefore, becomes
    • externalities. In our time, in their own opinion, human beings are
    • importance for the understanding of the human being in so far
    • through the human organism from below upwards, a force which did not
    • as we do within the human and not in the animal kingdom, we have to
    • it that the human being cannot acquire what he needs in life merely
    • human being, for in the animal this interplay of thinking and willing
    • — comes about of itself. In the human being, the interplay of
    • process is natural; in the human being it must become a moral process.
    • established by human activity between thinking and willing. The
    • the human being when we bring the spirit into contact with the bodily
    • fingers, then we have again come back to the human being and we can
    • sixteenth century is that civilized humanity as a whole loses an
    • one harmonize thinking and willing in the human being? At most they
    • an insult to modern humanity and one is always reluctant to be
    • the human being. Therefore the first seminary course for the Waldorf
    • understands the human being the very best thing for the practice of
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  • Title: Education: Lecture VI: Walking, Speaking, Thinking
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    • education. My aim has been to speak to the human heart rather than to
    • living conception of the human being develops into pure will in
    • the human being should be available. But education is a social
    • a higher level. The human being is never an animal, not even in the
    • we coerce the impulses of human nature, if we do not know how to leave this
    • enacted by the human organism as it passes from the horizontal to the
    • balance. If with inner devotion we observe every expression of human
    • truly the mystery of human evolution: All that is of the nature of soul
    • arises from the entire motor-organism of the human being. How the
    • the mysterious processes of the human organism to the head, and
    • human organism. With every step that is taken, the body follows the
    • knowledge of man is absolutely necessary if humanity is to
    • has our “humane” age attempted to do away with a certain
    • all the qualities of the human form, in so far at any rate as the
    • no more about the human being than that he stands upright, that there
    • plastic, creative forces that arise in the human organism from the
    • content, in the whole feeling of the human being. Then, instead of
  • Title: Education: Lecture VII: The Rhythmic System, Sleeping and Waking, Imitation
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    • a tendency to sclerosis. The human being as such has no inner
    • little ‘demons’ so far as human nature is concerned, and
    • human being that every step, every gesture of the hand to be devoted
    • later to the service of humanity brings to the child an inner sense
    • is transformed into action by the human will sets up a certain organic
    • candle. In the human organization the processes of outer Nature are
    • human body, and even within the plant, the outer substances of nature
    • the human being is altogether different from the process of
    • grow up to be a civilized human being. As a rule movements which
    • combustion which the human organism is no longer capable of
    • place nevertheless in the finer and more delicate processes of the human
    • finer processes of the human organism, as to how, for example, an
    • activity itself. What are the movements demanded by the human
    • of view of the needs of the human organism, as they were in Greece,
    • because they hinder the development of the human being. It would be far
    • profound understanding of human nature is essential. If in this
    • before us in man? How can we best develop the human child entrusted
    • Education should rather be dictated by the needs of human nature
    • I said was that the humanitarian feelings of to-day would like
    • are true teachers if our observation of human nature is based upon a
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  • Title: Education: Lecture VIII: Reading, Writing and Nature Study
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    • the human organism, the child must be taught to write before he
    • expression of the inner life of the human soul.
    • blood and into the whole vascular system, indeed into the whole human
    • of education aiming at the living development of the human being, the
    • and so forth, has absolutely no meaning for human life, or at most
    • no meaning apart from the human head. Its meaning lies simply and
    • limb of the human body. A limb has to develop in earliest youth. If
    • no quality of growth. Now the human being must grow as his organism
    • certain sense, stages of a path to the human state. That the plants
    • chest, with its breathing and circulatory systems, that is, the human
    • the human head.
    • that these “half-way” animals are beings in whom the human
    • organization corresponding to the human head. In the animal species
    • human chest-organization, and the system comprising the limbs and
    • explains the animal head. In this way, the human being emerges as a
    • were, the animal kingdom as a human being spread out in diversity over
    • life in a harmonious unity. The human head and chest organizations
    • object of education is to enable the human being to find his way through
    • connection with the animals and of the human spirit that lifts
    • to impart sound wisdom and strength of will; to the human being. This
  • Title: Education: Lecture IX: Arithmetic, Geometry, History
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    • referred as the etheric body, or body of formative forces. The human
    • astral body and into the real Ego, the Self of the human being.
    • human being has been asleep the whole time. You will say: “Yes,
    • or even by counting deadens something in the human organism. To start
    • human being without interference.
    • education to appeal not only to the whole human being, but also to
    • add, and add, and add, we are leaving out the human being as a whole.
    • But we do appeal to the whole human being when we lay hold of Unity
    • of history is very open to the danger of our losing sight of the human
    • man. Whatever the subject-matter, the concrete human element must be
    • human being a living synthesis of the whole animal kingdom, he is
    • connection with the human being.
    • never be separated from the human being. The child must not think of it
    • ourselves merely to descriptions of human beings. We may, for
    • abstract; the teacher himself as a human being must be the vital factor.
  • Title: Education: Lecture X: Physics, Chemistry, Handwork, Language, Religion
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    • forth the plants, just as the living human head brings forth hair,
    • human being to the world.
    • human being in the sense of which I spoke yesterday. The teaching of
    • the actual nature of the human being; thus we include in the curriculum
    • the soul. Think for a moment of the sensitiveness of the human body
    • inventions and creations of the human mind with which they have no
    • point of view. The truth is that at puberty the human being opens out
    • Nature is to act in accordance with true principles of human
    • be made acquainted with the achievements of the human mind. This will
    • present but of the past. What wonder that human beings as a rule have
    • we try to realize that it is indeed possible to develop the human being
    • humanity.
    • practical life. To understand the purely human aspect of the teaching
    • man and bring the human element to expression in quite different
    • are less firmly implanted in the human being through the language
    • imagination. In short each different language is related to the human
    • if, that is to say, our aim is really a human and not a specialized, racial
    • particular branch of knowledge the human being is left at the stage
    • at the right age and in accordance with the laws of human development.
    • educational system, but in the human being himself. The Waldorf
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  • Title: Education: Lecture XI: Memory, Temperaments, Bodily Culture and Art
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    • from a true observation of the human being. If we adopt the methods
    • understanding of tendencies to health and disease in the human being.
    • the whole human being if we are thus able to handle his nature of soul
    • School, the child, the growing human being, is handled according to
    • demands an understanding of the human being that can only be acquired
    • know in detail how the human being is constituted, and not to speak
    • vaguely about human nature in general as one speaks about a house
    • that is why a true knowledge of the human being, by means of which
    • is concerned. For while for the normal human being they are artistic
    • use. Since the movements are derived from laws of the human organism
    • human being. If only a quarter or a half of what would make the child
    • satisfied. But the essential thing in all human action that is guided
    • the human being.
    • playing, we develop the element of will in the human being. This
    • qualities, but also his purely “human” qualities,
    • developed in the different epochs of human history, how this or that
    • elements which a human being needs for all-round development of his
    • an understanding of art, the relation of the human being to his
    • which at a later stage are metamorphosed in the human being into the
    • understanding of art then we are bringing the human element
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  • Title: Gegenwärtiges Geistesleben und Erziehung: Sechster Vortrag
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    • Unser humanes Zeitalter hat, mit Recht selbstverständlich,
  • Title: Gegenwärtiges Geistesleben und Erziehung: Siebenter Vortrag
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    • worden wäre. Ich sagte nur, die Humanität, die
    • humanitären Beziehungen in der Zivilisation wollen die
  • Title: Gegenwärtiges Geistesleben und Erziehung: Elfter Vortrag
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    • einem didaktisch-pädagogisch-humanen Prinzip heraus
  • Title: Gegenwärtiges Geistesleben und Erziehung: Zwölfter Vortrag
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    • wir in allen Unterricht das menschliche, das humane Prinzip
  • Title: Gegenwärtiges Geistesleben und Erziehung: Abschiedsansprache: Vierzehnter Vortrag
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    • humanistische Bewegung vom Süden nach diesem Norden
    • heraufgekommen. Wir sehen, daß diese humanistische
    • Dingen die humanistisch-klassische Bildung aufnehmen

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