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  • Title: Lecture: Three Epochs in the Religious Education of Man
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    • belong to the Earth no more. My earthly being will be changed and lo!
    • of soul and Spirit flowed upwards to the stars, was no longer there.
    • the Earth. In this epoch men can no longer see Christ as the Being
    • the age of the Mystery of Golgotha no longer find Christ as a Cosmic
    • longer recognise in Him Who passed through the Mystery of Golgotha,
  • Title: Education: Lecture I: Science, Art, Religion and Morality
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    • educational methods applied there can really no longer be described
    • to all educational questions. Pedagogy is, indeed, no longer an apt
    • the presence of girl-pupils in the schools is no longer unusual, although
    • developing separately and we no longer realize their common origin.
    • opens between knowledge and art, and man no longer finds any means of
    • indeed, for people will certainly say: “That is no longer
    • their origin back to it. Such faiths as will no longer recognize
    • longer merely from the observation of natural laws — may find
  • Title: Education: Lecture II: Principles of Greek Education
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    • being able to guide others along their path. What was the Greek ideal
    • To-day we no longer have any strong, historical consciousness of this
    • that it actually took place. The ideal of education was no longer the
    • who no longer handles the soul-nature in its bodily-working,
    • belonged by right to the Doctor, and the longing arose to educate
  • Title: Education: Lecture III: Greek Education and the Middle Ages
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    • progress consists in the fact that the primal wisdom no longer comes
    • development is no longer of a purely bodily nature but when the soul
    • practised hitherto was no longer possible.
    • which belong to the period when the fourteenth and fifteenth years
    • The concept of Faith only arose when the primeval wisdom no longer
    • It is ‘believed,’ it is no longer immediate and actual.
    • age have no longer any idea of the kind of memory that arose, even
    • place, the soul no longer wished to preserve the ‘child;’
    • brought it about that for a long period of human evolution education
    • stand on a memory foundation all his life long. Such is modern man,
    • educate in the Greek way, and in our times education can no longer be
    • of human evolution, however, is such that this is no longer
    • girl. We may no longer suppress this into a dreamlike obscurity as
    • if, later on, when the child has gone out into life, it can no longer
    • upon the path along which the spiritual world and spiritual life can
  • Title: Education: Lecture IV: The Connection of the Spirit with Bodily Organs
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    • child in a way that is no longer possible for us to-day. The
    • there arises precisely in respect of education the longing to make
    • ordinary man feels to-day. He longs for a new education, and
    • no longer has abstract intellectualistic thoughts but
    • The force of the teeth is no longer a physical force as it was in the
    • stage, as it were. Thinking, which now no longer takes place in the
    • the processes for which the teeth are no longer directly responsible,
    • itself with man, it goes into the man. Then we no longer see merely
    • that is no longer bound up with the physical body of man — then
  • Title: Education: Lecture V: The Emancipation of the Will in the Human Organism
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    • will really remains bound up with the organism longest of all. Until
    • however, the way in which the legs move, the capacity to prolong the
    • thinking, becomes independent. It no longer generates the
    • in the fact that no longer is it known how the development of man
    • reached a point where we do indeed long for the spirit but our speech
    • only an idol, no longer the spirit but an idol, no longer to hold
    • to look with his eyes at what is outside man. Education no longer
    • ‘word.’ Civilization as a whole can no longer
    • longing arises, with intense zeal but also with fearful tragedy, only
    • this longing appears in its most symptomatic form in Montaigne, John
    • our deep longing to bring the spirit once again to the human being
    • arose just when men could no longer believe in the spirit any more
  • Title: Education: Lecture VI: Walking, Speaking, Thinking
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    • For a long
    • psychology no longer need to remain shut off from each other as specialized
    • delay as long as possible the giving of mental concepts in a purely
    • in later life, the child must be allowed to remain as long as
  • Title: Education: Lecture VII: The Rhythmic System, Sleeping and Waking, Imitation
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    • be reckoned with by his teacher. The child longs for pictures,
    • longs for pictorial imagery and his rhythmic system
    • for the activities which belong to man's waking hours are carried
    • combustion which the human organism is no longer capable of
    • arranged — something that longs for expression in movements of
    • longs to pass from abstract words into the rhythms of poetry; the
    • the time of the change of teeth onwards, his inner nature longs to shape
    • A long time
    • and this fact intensifies the longing for its recognition. What does
  • Title: Education: Lecture VIII: Reading, Writing and Nature Study
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    • roots of the plant are intimately bound up with the earth and belong
    • the root belong to one another and that the blossom is drawn forth
    • earth substance no longer; it changes into something that lies
    • mineral substances and mineral forces. For the plants belong to the earth
    • curious about many things but we shall find that he is no longer
    • the world. He begins to understand that the plant-tapestry belongs to
    • differ from the ruminants in that the latter have a very long intestinal
    • continued right on into the head. The animal's head belongs
    • minutes or so must be developed stage by stage for a long period of time;
  • Title: Education: Lecture IX: Arithmetic, Geometry, History
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    • ourselves are then no longer within the physical and etheric bodies;
    • times 10=20, 3 times 10=30. Here we are no longer considering
    • The unconscious belongs to the being of man as well as the conscious.
    • goes into the classroom; if it is no longer necessary for him to
  • Title: Education: Lecture X: Physics, Chemistry, Handwork, Language, Religion
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    • belonging to the far past. On the other hand, we make a special point
    • it is as though they were sending back waves of the sea along the
    • people in connection with a certain business, although for a long
    • for this reason a large majority of the children belonged to no
    • particular religious body to which he belongs. If we rightly
    • something for which man thirsts and longs: a realization of the
  • Title: Education: Lecture XI: Memory, Temperaments, Bodily Culture and Art
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    • very long they do not want to leave the helping class because they



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