Searching Rudolf Steiner Lectures by GA number (GA0307)
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- Title: Lecture: Three Epochs in the Religious Education of Man
- wholly given up to sense impressions, to all that the intellect can
- outer senses and of the intellect bound up with these outer senses.
- “dreams” of reason and intellectuality.
- Title: Education: Lecture I: Science, Art, Religion and Morality
- intellectualistic philosophy of Hegel, but from Anthroposophy, the
- fruitful for education can be drawn where intellectuality is led over
- the intellect alone. Then there is the sphere of art, where man tries
- and the moral life were one. It was an age when the intellect had not yet
- position to-day? As a result of all that intellectual abstractions have
- intellectuality must here be allowed to pass over into the domain of
- scientific intellectuality to flow over into what I have described as
- intellectual discussion about the nature of Christ will cease, for
- Title: Education: Lecture II: Principles of Greek Education
- intellectual, with all the honour and respect which it paid to the
- things of the intellect. A new educational ideal of human development
- intellectual and spiritual development of man. He who knows
- Title: Education: Lecture III: Greek Education and the Middle Ages
- age of rationalism and intellectualism has forgotten all these
- from the breathing and blood circulation, intellect from gymnastic.
- Title: Education: Lecture IV: The Connection of the Spirit with Bodily Organs
- permeated by this intellectualistic nature of modern thought and
- dead, in our intellectualistic culture — for the skeleton is a
- intellectualism, something that it is necessary to give. But it
- branches: intellectualistic education and bodily training. The one
- which we really only grasp intellectually, to the human being, how we
- Knowledge. The abstract intellectual knowledge of the human being
- intellectualistic thinking; with it everything remains external. One
- no longer has abstract intellectualistic thoughts but
- intellectual thoughts. At the first stage of exact clairvoyance, as I
- Title: Education: Lecture V: The Emancipation of the Will in the Human Organism
- say: “There is too much intellectualism; we must educate less
- intellectually, we must educate the will.” Now the will must
- supposed to be creative? Our present-day intellectualistic word has,
- against the “intellectualism” of the ‘word.’
- intellectualism. Man was taught to hold fast by the outer, sensible
- Title: Education: Lecture VI: Walking, Speaking, Thinking
- the intellect. This is most essential for the teacher because, as we
- from our conscious experience of life as a whole. The intellect takes
- play. We shall then realize that intellectuality, a quality so much
- intellectual leaves the child unaffected, he passes it by. What, then,
- with a certain purpose and have a certain intellectual quality. But
- really appeal to the child. We shall not aim at intellectual beauty
- has made us almost exclusively utilitarian, intellectualistic, and we offer
- intellectual quality. We must therefore not introduce into the
- not been realized that all intellectualism ought to be eliminated.
- intellectual faculties are developed before the fourth or fifth year bears
- materialism. To the extent that an intellectual education is
- this early age the child's brain is intellectually forced.
- intellectual form. Although it is highly necessary, in view of the
- the intellectuality needed in the world to-day.
- Title: Education: Lecture VII: The Rhythmic System, Sleeping and Waking, Imitation
- happen if we make too great a demand on the intellect, urging the child
- rigidity is over-developed if intellectual thinking is forced. These
- but if we make undue claims upon the intellect, if we force the child
- instance, in an intellectual way, saying: ‘Here are the
- activity. One feels that intellectuality impoverishes the soul, makes
- stimulated the child artistically, we then allow the intellectuality
- The intellect too will lay hold of the body in such a way as to bring
- intellectual powers in the child we arrest growth; but we liberate the
- forces of growth if we approach the intellect by way of art. For this reason
- intellectual training at the beginning of school life. The teaching
- is at first pictorial, non-intellectual; the relation of the teacher
- such methods we may achieve the degree of intellectual development
- of joy and well-being. In training the intellect we free the soul
- from the bodily activities, but if we over-intellectualize, man will
- is beneficially affected if we develop the intellect from the basis of
- intellect. Nothing so easily induces a craving for bodily exercise as
- occupation of the modern intellectual class; people study Greek
- one hand a false intellectual education inwardly so hardens the body that
- when we lead over artistic feeling into the intellectual element can
- underlying reason — indeed, our intellect is not mature enough
- Maximum number of matches per file exceeded.
- Title: Education: Lecture VIII: Reading, Writing and Nature Study
- and the intellect are engaged, and in a truly organic system of
- in writing and then allow a faint echo of the intellect to enter as he
- Then we unfold a living instead of a dead intellectual faculty in the
- Title: Education: Lecture IX: Arithmetic, Geometry, History
- intellectual formulae that are usually considered the right groundwork.
- intellectual element is already in evidence, we begin by conveying a
- It is an unconscious, intellectual conclusion, but it is deeply
- his intellect or his will, the question of the teacher's influence is
- Title: Education: Lecture X: Physics, Chemistry, Handwork, Language, Religion
- through the intellect, and then as a necessary counterbalance art
- that the child is able to form a rational, intellectual
- of feeling. Although in the course of time intellectualism has tinged
- this particular language; hence the elements of intellect and will
- intellect must be unfolded. Again, we have a language that emanates
- made on the intellect, the child imitates the language spoken around
- Title: Education: Lecture XI: Memory, Temperaments, Bodily Culture and Art
- abstract concepts, concepts built up by the rationalizing intellect, are
- on his conceptual faculties and intellect, but it is all-important
- impossible to grasp everything through logic, reason and intellect.
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