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Searching Rudolf Steiner Lectures by GA number (GA0307)

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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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    • times, when we must learn to understand this Mystery of Golgotha if
    • years before the Mystery of Golgotha, men learnt to make use of their
    • learn to understand aright. So in the education of the human race
  • Title: Education: Lecture I: Science, Art, Religion and Morality
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    • by the word ‘Pedagogy’ a treasured word which the Greeks learnt
    • another. In the first place we have all that man can learn of the
    • learn to understand the necessities of human progress.
  • 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
    • perfection. The learning and instruction that has become the
    • complicated form. The boys learned to move in a definite form in
    • people do not learn of these things from history, for they have been
  • Title: Education: Lecture III: Greek Education and the Middle Ages
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    • all-embracing truth in regard to education can be learned from the
    • before this spiritual life when we learn to know what wisdom, what
  • Title: Education: Lecture IV: The Connection of the Spirit with Bodily Organs
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    • must learn in the first place to perceive all that is not living, but
    • front of us. We must again learn to ‘see straight,’ to
    • by means of which we observe men, shall become human. We must learn
    • learns to think.
    • does the child learn to think? It learns to think because it is an
    • earthly gravity. And just as we gradually learn to relate the
    • physical body to its environment, so do we also learn to relate the
    • knowledge brings us near to the unity of the being of man. We learn
    • into his whole being, and this we must learn to do. We must learn how
    • learned how to clothe him externally, so that the spirit is treated
  • Title: Education: Lecture V: The Emancipation of the Will in the Human Organism
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    • instead of applying themselves to what they can learn from their
    • nature of man, in order that the teachers might gradually learn what
    • Our civilization must therefore learn to speak about the
    • if we would learn from ancient times something for our present age.
  • Title: Education: Lecture VI: Walking, Speaking, Thinking
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    • the teacher when, from hour to hour, he has learned to give really
    • School. It is not a thing that can be ‘learnt’ or
    • years of life man learns more than in all his subsequent student
    • say that the child learns to walk because this is the most evident feature
    • of the process. But this learning to walk is in reality the bringing of man
    • arms and hands. The whole organism finds its orientation. Learning to
    • for during the first years of life everything must be learnt from
    • of orientation and learning to walk?’ Here it must be remembered
    • regards learning to walk. A child who is lovingly guided to walk develops
    • into a healthy man, and to apply this love in the process of learning
    • child learns to walk, to orientate himself in space, to transform the
    • loving help while he is learning to walk.
    • learning to speak. First there are the outer movements, the movements of
    • element of love should pervade the help we give to the child as he learns
    • the time when a child is learning to speak, for in those years the
    • imitates his environment, so learn to speak that the subtle activity
    • learning to speak determines whether, in the more subtle functions of
    • having learnt to speak in a wrong way.
    • develops from speech. Just as in helping the child as he learns to
    • they were learning to think after having learned to speak. The
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  • Title: Education: Lecture VII: The Rhythmic System, Sleeping and Waking, Imitation
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    • letters and you must learn them,’ I am overstraining the mental
    • the child should be encouraged to learn some kind of musical
    • for the modem study of them is all book-learning, based on documents
    • of school life we have learnt to adopt his standard of truth, beauty
    • learnt in childhood to feel sympathy with goodness and antipathy to
    • manifestation. If we learn to know this growing human being not
  • Title: Education: Lecture VIII: Reading, Writing and Nature Study
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    • learns to read. The reason for this is that in writing the whole
    • learnt to form a mental picture of waves and flowing water. We now call the
    • he then learns to write. Or we may let the child draw the form of the
    • must learn to feel the forms of the various letters. This is very
    • understanding of an outer world in which he must of necessity learn
    • we can then introduce something he can learn in the best possible way
    • then make him learn its name, the number of its stamens, the petals
    • aware of being forced to learn it, and those who teach botany to a child
    • children ought always to be learning them. But nothing is more
    • we learnt at ten years of age. It ought to have changed its form,
    • learn to think of it as the offspring of a living earth-organism, so
    • foundations have already been laid. The child will learn to
  • Title: Education: Lecture IX: Arithmetic, Geometry, History
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    • hand, all that is learnt of man's relation to the animal kingdom
    • and the child gradually learns to draw an inner form corresponding to
    • child is learning to count. As a rule we learn to count by being made
    • rooted in his organism: “Why should I learn all these things?
    • I can do that too, later on, so there is no need for me to learn them
    • what the child ought to learn and whether we are primarily concerned with
  • Title: Education: Lecture X: Physics, Chemistry, Handwork, Language, Religion
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    • child into a true relationship with the world around him. He learns to
    • learnt in some measure to understand them.
    • life, not to spend all their time learning Egyptian, a language
    • learns to speak. Another language in civilized Europe is rooted
    • years the child is pre-eminently an imitative being. He learns his
    • him, and learns at the same time not only the outer sounds and tones
    • School teacher must learn to read man — the most wonderful
    • is nevertheless profoundly true that human beings should learn to
    • must learn to love. Love for every flower, for sunshine, for rain
  • Title: Education: Lecture XI: Memory, Temperaments, Bodily Culture and Art
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    • faculties it is our task to unfold in accordance with what we learn
    • is necessary: our teachers must learn to understand matters connected
    • into his practical teaching, what he has learnt from observation of
    • child and he learns of cause and effect in nature, it is essential to
    • and events of their environment. Learning to see is what we must
    • learn, if we are to stand rightly in the world. And if the child is
    • to learn to observe aright, it is a very good thing for him to begin
    • instrumental music in order that the child may learn to distinguish
    • when he must learn in physics the link between cause and effect in

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