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   Query type: 
    Query was: life
  

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
    Matching lines:
    • has enabled to gaze with unbiased vision into the reality of life,
    • existence than the souls of modern men, who in their waking life are
    • the inner life of soul and Spirit. What we to-day would speak of as
    • Man experienced a weaving, moving inner life, the shadowy echoes of
    • which remain in our present dream-life. It was an inner life,
    • perception revealed to him this life of soul and Spirit, and, as a
    • bodily life as was the case in earlier times. He looks upon birth as
    • their contemplation of this life of soul. Birth and death were states
    • of growth, metamorphoses of life. They knew the reality of a
    • occurrences in an unceasing life.
    • inner being or is imparted to him in ordinary life by earthly
    • physical life and move upon Earth; I am clothed in my physical body
    • the same forces which enabled him to gaze into the life of soul and
    • in the whole life of Nature. Thou art clothed in an outer physical
    • his earthly existence hallowed, although in his waking life he still
    • express it as follows: The dreams of a life of soul and Spirit that
    • the human soul. The instinctive knowledge, arising in man as his life
    • Whose life had been divined by the ancients as they gazed upwards to
    • passed through earthly life and through death. For the death and
    • crucifix, and felt in this figure the heavenly guarantee of a life
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture I: Science, Art, Religion and Morality
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    • Education and Modern Spiritual Life,
    • mature, responsible, adult way of life. The negative results of not
    • also points to the practice and realizations in daily life of a living
    • relation of education to social life, may have induced a number of
    • unfamiliar to the spiritual life of to-day and in face of such strong
    • School education gets to grips with the deepest fibres of modern life. The
    • England, far away from the busy life of the winter months. You have
    • will play an important part in the life of the future and the time
    • problems in modern spiritual life — problems connected with the
    • the life of the universe. Lastly, we try to bring forth from our
    • life of the world. In effect we confront these four branches of
    • and the moral life were one. It was an age when the intellect had not yet
    • in this direct, inner life of imaginative vision man could perceive
    • Nature — but of Nature devoid of life. The wonderful
    • life of religion.
    • modern life and the present age, the unity of science and art which
    • also found the way, without any intervening cleft, into the life of
    • thinking and knowing he sensed divine life within him, he felt that
    • they cannot but admit that all religious and moral life is also a
    • from ages when the instinctive life of man was filled with
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture II: Principles of Greek Education
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    • Education and Modern Spiritual Life,
    • mature, responsible, adult way of life. The negative results of not
    • also points to the practice and realizations in daily life of a living
    • directly from spiritual life and spiritual perception, it is its
    • social life we must pay heed to the many new changes and developments
    • these differentiations into account in daily life. Take the
    • development revealed in human life itself — to ignore, for
    • life for the human being in body, soul and spirit. For — as we
    • always been a concern of social life, and still is so at the present
    • the Rhetorician for spreading the spiritual life as it was cultivated
    • attain to the crowning glory of human life, to the loftiest
    • then gives himself up to the life that is freely unfolding, the soul
    • which the Gods had given to man for his life on earth. And,
    • of life. What we find there naturally differs essentially from the
    • seventh year of life onwards, can, if it is rightly permeated with
    • with the purposes of life — this was one side of
  • Title: Education: Lecture III: Greek Education and the Middle Ages
    Matching lines:
    • Education and Modern Spiritual Life,
    • mature, responsible, adult way of life. The negative results of not
    • also points to the practice and realizations in daily life of a living
    • of human life it is, of course, impossible to adopt the same
    • seventh year of life, the Greek child was brought up at home. Public
    • apart from the ordinary pursuits of social life, which were an affair
    • teach, for the seventh year of life marks an all-important stage of
    • phenomenon characteristic of the seventh year of human life is the
    • culmination at about the seventh year of life. Then it brings forth
    • the course of human life as a whole, because it does not occur again.
    • act again within the entire course of earthly life. Now this fact
    • enacted in the human being at about this seventh year of life Up to
    • teeth because everything in this period of life is still interwoven.
    • to continue through the whole of life, new teeth would appear
    • replaced by new ones, but throughout our whole life we should remain
    • life of soul and spirit that is separated off from the Nature-life.
    • — makes it possible for the subtler forces of soul life to
    • course of the first three life-periods: up till the seventh year man
    • earthly life. And as he observed the child he tried to discover
    • whether its body was rightly expressing the divine life or
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture IV: The Connection of the Spirit with Bodily Organs
    Matching lines:
    • Education and Modern Spiritual Life,
    • mature, responsible, adult way of life. The negative results of not
    • also points to the practice and realizations in daily life of a living
    • imparted to the human being comparatively late in life, indeed
    • life. That which appears at the top merely symbolically, and within
    • the limits of the cultural life, rules, in reality, the whole of
    • life. Now suppose we were to ask: What kind of feeling and perception
    • thing lives, something follows from this life. The human being who
    • the child in its interplay with its environment, as the life of
    • thought rises from the dim sleeping and dreaming life of very early
    • thought to the surface from the dim, sleeping and dreaming life of
    • forces in the course of earthly life up till death. They become
    • seventh and fourteenth years of life, with particular regard to his
    • life of the child. Think of all that happens when the child is
    • teething is so intimately connected with the innermost life, with the
    • the period of life at about the seventh year is significant in
    • so, similarly, is there a point in the earthly life of man which on
    • account of the symptoms which then arise in life, is no less
    • puberty is reached. But puberty, the expression of the life of sex is
    • about the seventh year of life and becomes a function of soul, so we
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture V: The Emancipation of the Will in the Human Organism
    Matching lines:
    • Education and Modern Spiritual Life,
    • mature, responsible, adult way of life. The negative results of not
    • also points to the practice and realizations in daily life of a living
    • independent at about the seventh and fourteenth years of life
    • about the twentieth or twenty-first year of life, the will is very
    • phenomenon in human life. The emancipation of feeling is less
    • in the boy and the change of the inner life habits of the girl, and
    • externalities of life. The decisive change that takes place at about
    • twenty-first year of life, approximately of course, man is not a
    • of life. The whole process of bodily organization during this period
    • decades of life, is an anthroposophical truth of great significance,
    • it that the human being cannot acquire what he needs in life merely
    • to educate our children — but not their subconscious life. And
    • occurs to us that in their subconscious life — not in their
    • earliest years of life and allowing the arms and legs so to move in
    • who observes human life as expressed in present-day civilization in
    • educated. To one who has a deeper perception of human life, it is not
    • contrary, human life reveals to him that when in any age there is a
    • the most intimate expressions of his being, namely of his moral life.
    • show people, at any rate on the stage if not in ordinary life, that
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture VI: Walking, Speaking, Thinking
    Matching lines:
    • Education and Modern Spiritual Life,
    • mature, responsible, adult way of life. The negative results of not
    • also points to the practice and realizations in daily life of a living
    • years of life man learns more than in all his subsequent student
    • not at all the same being as in later life. In his earliest years the
    • very limbs. The processes that in later life are localized in the
    • moreover, the other processes that in later life are localized in eye
    • from our conscious experience of life as a whole. The intellect takes
    • conditioning the whole of life, are acquired by the child during his
    • for during the first years of life everything must be learnt from
    • of the child for the whole of its later earthly life. If we wrongly
    • through life from birth to death must be taken into account, for the
    • whole earthly life is already present from the first.
    • that the connections of life can be observed by a science that is
    • questionable methods remain for the whole of the earthly life, and
    • activities between the ages of fifty and sixty, a time of life when
    • and spirit at one stage of life becomes physical, manifests itself
    • physically in later life. Years later it makes itself evident in the
    • of speech is bound up with organic movement; life to begin with is
    • strongest tendencies to untruthfulness in after life are generated during
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture VII: The Rhythmic System, Sleeping and Waking, Imitation
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    • Education and Modern Spiritual Life,
    • mature, responsible, adult way of life. The negative results of not
    • also points to the practice and realizations in daily life of a living
    • man bears within him throughout his earthly life the results of the
    • heritage we can endow the child on his path of life if we are able to
    • age of seven by ourselves living a moral and spiritual life at his side.
    • this first period of school life, and the entire teaching must be pervaded
    • evident that during the early years of school life (that is to say after
    • lead the child out into life, to develop a sound faculty of judgment
    • for later life, and so during this age we must teach him to use his
    • the child to have a healthy body in later life, in so far as his
    • although man devotes to it one-third of his earthly life. This
    • all-important. True education can provide for a right life of sleep,
    • that all life's activities cause fatigue. But in the case of the
    • intellectual training at the beginning of school life. The teaching
    • go through life feeling that his body is “of the earth
    • may give himself up to a purely mystical life of soul and spirit,
    • that his highest life in every sphere is that which is directed according
    • stream down into the body throughout his whole life. A man who would deny
    • The waking life
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture VIII: Reading, Writing and Nature Study
    Matching lines:
    • Education and Modern Spiritual Life,
    • mature, responsible, adult way of life. The negative results of not
    • also points to the practice and realizations in daily life of a living
    • child's sentient life, the foundation from which all teaching must
    • expression of the inner life of the human soul.
    • sentient life of the soul.
    • years. They are years when the sentient life of the soul must flow
    • organism. If we educate in this sense, the child's life of feeling
    • play and the life of feeling develops at an age when it can best flow
    • and so forth, has absolutely no meaning for human life, or at most
    • on its surface with the varied plant-life we find in the different regions.
    • this conception of the weaving activity of the earth whose inner life
    • natural development, elements of soul-life that are dead and
    • development can best be induced by studying the life of plants in intimate
    • life of the earth and the life of the plants as a unity: knowledge of the
    • should first of all be shown how the lifeless mineral is a residue of life,
    • We begin with the lowest forms of animal life, with creatures whose
    • with the mammals or the apes, but with the lowest forms of animal life.
    • forms of animal life, and there we find creatures which are wholly a
    • digestion. In many forms of animal life, birds for instance, we find
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture IX: Arithmetic, Geometry, History
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    • Education and Modern Spiritual Life,
    • mature, responsible, adult way of life. The negative results of not
    • also points to the practice and realizations in daily life of a living
    • brought to bear on the life of spirit or soul.
    • changing characteristics of the different life-periods.
    • formative forces in his waking life that during sleep it elaborates
    • organically vibrant. He will be full of life and vitality. This can,
    • is not only concerned with the waking life but also with what takes place
    • waking life is not a perfecting but a disturbing process. It is necessary
    • This is proved by many things in life; for instance by the example
    • physical life.
    • must not pass on to addition in a lifeless, mechanical way merely adding
    • one item to another in series. Life comes into the thing when we take our
    • thought we stand in the midst of life, whereas with the opposite form
    • real aspect is given; moreover in life we want eventually to get at
    • immediately adapted to life and should we succeed in this, the result
    • we can only do so if we bring an intense life, an awakened interest
    • it is quite possible for him to realize the connection of plant-life with
    • history thus becomes an actual part of life at school when it is
    • inner life and soul, just as we did in the case of arithmetic and geometry,
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture X: Physics, Chemistry, Handwork, Language, Religion
    Matching lines:
    • Education and Modern Spiritual Life,
    • mature, responsible, adult way of life. The negative results of not
    • also points to the practice and realizations in daily life of a living
    • is in his life of thought and feeling no sense of separation between
    • much richer life and variety. Such a relationship with the plant
    • nearest to him, when in thought and feeling he has grasped the life
    • for a child to begin his school life is when he gets his second teeth,
    • life-periods. On the other hand, we strive to enable the child to
    • take his rightful part in the social life of the world.
    • intelligent understanding of practical life. It is good for boys and
    • school life children ought to acquire really practical ideas of their
    • environment. The affairs of ordinary life often remain quite
    • practical activities of life and of the world in general. In a
    • assimilate. In the social life of the world of course conditions are
    • not quite the same. In social life we are forced to put up with many
    • contact at all. It is the beginning of unsocial life simply to accept
    • instruction in matters that play a role in practical life. This age
    • now ready to understand his fellow-men and the social life of the
    • enable them to understand and find their right place in social life.
    • social life has entirely changed, yet our mode of education has
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture XI: Memory, Temperaments, Bodily Culture and Art
    Matching lines:
    • Education and Modern Spiritual Life,
    • mature, responsible, adult way of life. The negative results of not
    • also points to the practice and realizations in daily life of a living
    • life-periods. Very special attention, however, must be paid to the
    • during this period of life physical body, etheric body, astral body
    • years of life therefore the memory must be left to develop without
    • life the memory makes claims on his physical body. Unless there is an
    • memory will injure the child for the whole of life, will even injure
    • a load on the memory in the period of life between the change of teeth
    • gentleman whose whole life is concerned with education once
    • outer life penetrates deeply into the physical organism of man.
    • life, it must gradually become out of the question to leave a child
    • purposes of everyday life there is no need to be fanatical and
    • details of life the harmony between the child's spirit, soul and
    • life in his whole being. Quite instinctively he will carry over
    • of life when we are conveying the idea of causality to the
    • balance the inorganic, lifeless elements in nature-study by leading
    • life without even noticing what is most significant in the objects
    • building a bridge from play to life through art, we can begin,
    • the right age in life. Our civilization will never receive an impulse of
    • Maximum number of matches per file exceeded.



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