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    Query was: idea
  

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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    • Christ. The first signs are already visible. The ideas of Divine
    • revealed to us merely in its outer aspect. Cosmic ideas are
  • Title: Education: Lecture I: Science, Art, Religion and Morality
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    • incorporating ethical, spiritual ideas and values in education is
    • proof of his ideas: the founding of the first Waldorf School in 1919.
    • interest. During the visit the idea of holding this Summer Course on
    • one-sidedness of its ideals, and those who visited the Waldorf School
    • first idea was the education of children whose parents were working
    • holidays to the study of ideas for the good of the future. Just as
    • arose in the forms of ideas before his soul and when the beauty that
    • finally end through a so-called extinction of warmth. All ideas
  • Title: Education: Lecture II: Principles of Greek Education
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    • incorporating ethical, spiritual ideas and values in education is
    • proof of his ideas: the founding of the first Waldorf School in 1919.
    • educational ideals of the different epochs — the ideals striven
    • question in detail — what was the Greek ideal for the teacher,
    • being able to guide others along their path. What was the Greek ideal
    • of education? The Greek ideal of education was the Gymnast,
    • as the ideal of highest development to be permeated with Greek
    • knowledge that the Gymnast was the ideal of Greek education.
    • bound up with the ideal of the Gymnast, gradually changed, in Roman
    • it, there arises another ideal of education. Early in the Middle Ages
    • there appears an educational ideal for the men of highest
    • that it actually took place. The ideal of education was no longer the
    • by the Greek Gymnast. Thus, in reviewing the ideals which have been
    • advances from the educational ideal of Gymnast to that of the
    • Rhetorician as educational ideal.
    • things of the intellect. A new educational ideal of human development
    • arose, an ideal which represents exactly the opposite of the Greek
    • ideal. It was an ideal which gave the highest place to the
    • something — the Knower — now became the ideal. Whereas
    • remained the ideal of
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture III: Greek Education and the Middle Ages
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    • incorporating ethical, spiritual ideas and values in education is
    • proof of his ideas: the founding of the first Waldorf School in 1919.
    • attempted to bring before you the Greek ideal of education, it was
    • with the object that this ideal should stimulate ideas which ought to
    • Greek ideal, and this we will now-consider.
    • ourselves: Can we imitate this ideal? We cannot, for it rests upon
    • age have no longer any idea of the kind of memory that arose, even
  • Title: Education: Lecture IV: The Connection of the Spirit with Bodily Organs
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    • incorporating ethical, spiritual ideas and values in education is
    • proof of his ideas: the founding of the first Waldorf School in 1919.
    • apprehending the spirit in ideas, in thinking. And perhaps the best
    • us think for a moment of the idea people have to-day when they speak
    • image, but let us look at John Stuart Mill's idea of imagery, for
    • instance. He said: When a man thinks, one idea is followed by a
    • second and a third. Man thinks indeed in ideas — which are the
    • inward images of words. He thinks in ideas and the ideas get
    • discovery: one idea leads to a second, fourth, and so on. The ideas
    • ways of associations of ideas as the real inner essence of spiritual
    • of our own being should we have if this association of ideas were
    • indeed our spirit? We stand in the world; now the ideas begin to
    • associated ideas. This leads to a consciousness of the self that is
    • according to mechanical law. Our idea of the spirit, therefore, is
    • ourselves as a bony spectre in associations of ideas.
    • ideas. And it is this that confuses him. He would like to think that
    • thing. The ideal of our modern thinking is to be what people call
    • from ideal man, but this ideal must not be merely theoretical; it
    • that we grow beyond abstract and theoretical ideals.
    • ceases to be an abstract drifting in associated ideas, but connects
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  • Title: Education: Lecture V: The Emancipation of the Will in the Human Organism
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    • incorporating ethical, spiritual ideas and values in education is
    • proof of his ideas: the founding of the first Waldorf School in 1919.
    • association of ideas, a skeleton spirit, but a living
    • This we cannot do with the associated ideas to which we are
    • even in the first line, that we must rise to ideas of quite a
    • different nature, to living ideas,
    • ideas which arise in us when we say ‘word’ would be very
    • words and ideas — these feeble ideas of the ‘word’
    • realize how feeble our ideas have become in modern civilization and
    • LOGOS, lived in the ideas that arose in man when he spoke these
    • the idea of the Divinity, which lies at the foundation of the
  • Title: Education: Lecture VI: Walking, Speaking, Thinking
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    • incorporating ethical, spiritual ideas and values in education is
    • proof of his ideas: the founding of the first Waldorf School in 1919.
    • ideas show that our civilization does not know how to approach the child.
  • Title: Education: Lecture VII: The Rhythmic System, Sleeping and Waking, Imitation
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    • incorporating ethical, spiritual ideas and values in education is
    • proof of his ideas: the founding of the first Waldorf School in 1919.
    • attenuated form of concepts and ideas, and must in a measure be
    • children are often given to do. The idea is (everything is
    • idea” in a materialistic age in spite of its belief that
    • ideal is that the child should grow up an exact copy of his elders,
    • strive too strenuously for spiritual ideals.
    • ideals and a revival of the ‘Olympic Games’ has become a
  • Title: Education: Lecture VIII: Reading, Writing and Nature Study
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    • incorporating ethical, spiritual ideas and values in education is
    • proof of his ideas: the founding of the first Waldorf School in 1919.
    • pictorial form. To-day, I propose to carry further the ideas already
    • that we have been able to give the child some idea of flowing water; he has
    • idea of the sound of the wind. Obviously the possibilities are many,
    • mental idea afterwards unfolded as a result of the activity. Reading
    • give the child dry, abstract ideas instead of living pictures,
    • now ready to form ideas about the plant world. But naturally, in any system
    • living ideas, ideas that are drawn from actual reality and not from
    • also gives an idea of the inner kinship between the earth and all
    • an idea intelligible to the child; the whole earth as a living being of
    • important that the child should not get into his head the false ideas
    • living idea of the plants as an integral part of the earth, drawn
    • been given living ideas of the growth of the plants, we can pass on
    • to give an idea of the face of the earth by connecting the forces at work
    • and not dead ideas, ideas which have the same characteristics as a
    • Yet it is constantly being said that the ideas we give to children
    • hurtful to the child than definitions and rigid ideas, for these have
    • a certain idea when we are
    • Living ideas
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  • Title: Education: Lecture IX: Arithmetic, Geometry, History
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    • incorporating ethical, spiritual ideas and values in education is
    • proof of his ideas: the founding of the first Waldorf School in 1919.
    • the idea that they should be bent inwards to regulate and complete
    • thing. Briefly, by working in this way, we give the child an idea of
    • Waldorf School) will give you an excellent idea of how to bring concreteness
    • unit by unit, and we have no idea whatever why the one follows the other,
    • Moreover, at the same time and by other means we can give an idea of
    • still unable to form any idea of so-called causal connections in
  • Title: Education: Lecture X: Physics, Chemistry, Handwork, Language, Religion
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    • incorporating ethical, spiritual ideas and values in education is
    • proof of his ideas: the founding of the first Waldorf School in 1919.
    • school life children ought to acquire really practical ideas of their
    • many people nowadays get into a train without having the least idea of
    • speaks of Anthroposophy to grown-up people, and its ideas and
    • for infinite harm is wrought if ideas and conceptions are conveyed
  • Title: Education: Lecture XI: Memory, Temperaments, Bodily Culture and Art
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    • incorporating ethical, spiritual ideas and values in education is
    • proof of his ideas: the founding of the first Waldorf School in 1919.
    • a living nature, plastic ideas conveyed to the child in his art lessons on
    • connecting concepts and ideas, we must always realize that there is some
    • difficult for a child to put together ideas. We shall achieve much by
    • separating ideas.
    • and again to one fixed idea. This tendency is obviously a great
    • or returning over and over again to the same ideas. They take a deep
    • of life when we are conveying the idea of causality to the
    • concepts and ideas have to pass into pictures. Any plastic skill that
    • if the ideas for its understanding are first implanted and developed
  • Title: Gegenwärtiges Geistesleben und Erziehung: Erster Vortrag
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    • Wärmetod. Alles dasjenige, was an Idealen die Menschheit
  • Title: Gegenwärtiges Geistesleben und Erziehung: Zweiter Vortrag
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    • Griechenideal vor Augen, das man für den Erzieher gehabt
    • war das Griechenideal der Erziehung?
    • Nun, das Griechenideal der Erziehung war der Gymnast, derjenige
    • Ideal an, uns zu durchdringen für eine höhere
    • der Grieche sein Erziehungsideal in dem Gymnasten gesehen
    • die in Griechenland nach dem Ideal des Gymnasten hinging, im
    • Erziehungsideal aus diesem romanisierten Menschheitswesen
    • als Erziehungsideal des höheren Menschen sich aufrichten,
    • auf das Menschenerziehungsideal vom Gymnasten zum Rhetor, zu
    • Erziehungsideal vorrücken von dem Gymnasien zu dem
    • Rhetor, wenn wir hinblicken, in welchen Idealen man die
    • gemäß war dem, was man als ein Menschheitsideal der
    • Ideal vor der mittelalterlichen Erziehung stand.
    • neues Ideal für die erzieherische Menschheitsentwickelung,
    • ein Ideal, das geradezu das Gegenteil vorstellt von dem, was
    • das Griechenideal war: es entstand dasjenige Ideal, das vor
    • weiß, wurde nun das Ideal. Während das ganze
    • Erziehungsideal war, wurde jetzt der Wissende das
    • Erziehungsideal.
    • man wird sehen, daß da noch nicht das Ideal gesehen wird
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  • Title: Gegenwärtiges Geistesleben und Erziehung: Dritter Vortrag
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    • Wenn ich Ihnen gestern das griechische Erziehungsideal vor die
    • geschehen, eben ein Ideal hinzustellen, um an diesem diejenigen
    • griechischen Erziehungsideal gelernt werden; und diese
    • Ideal nachahmen? Wir können es nicht. Denn auf drei
  • Title: Gegenwärtiges Geistesleben und Erziehung: Vierter Vortrag
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    • Unser Denken, das hat zum Ideal, möglichst, wie man es
    • er vor sich. Wir müssen von einem menschlichen Ideal
    • ausgehen, das fühlt jeder, aber dieses Ideal darf nicht
    • bloß gedacht sein, dieses Ideal muß leben, dieses
    • Ideal muß die Kraft des Fühlens und Wollens
    • gedachten Idealen kommen, bei denen es gar nicht anders
  • Title: Gegenwärtiges Geistesleben und Erziehung: Sechster Vortrag
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    • Und so muß es ein Ideal unserer Erziehung werden, vor
  • Title: Gegenwärtiges Geistesleben und Erziehung: Siebenter Vortrag
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    • Erwachsenen gewöhnt haben, und da man das Ideal hat,
    • bezug auf die geistigen Ideale nicht zu stark anstrengen. Ich
  • Title: Gegenwärtiges Geistesleben und Erziehung: Zehnter Vortrag
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    • möglichst ideal in Bildern hin. Figuren, Gestalten sollen
  • Title: Gegenwärtiges Geistesleben und Erziehung: Dreizehnter Vortrag
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    • dogmatisch Ideale, das Moralisch-Religiöse
    • jedes Erziehungsideal gerichtet sein. Daß ich über
    • ein solches Erziehungsideal sprechen durfte, dafür bin ich



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