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Searching Rudolf Steiner Lectures by GA number (GA0307)
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    Query was: memory
  

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:
    • the human memory from them. What really constitutes the substance of
  • Title: Education: Lecture III: Greek Education and the Middle Ages
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    • Without being cultivated, a marvellous memory evolved in the Greeks
    • age have no longer any idea of the kind of memory that arose, even
    • habits formed, and then the memory arose from the body itself. A
    • marvellous memory was the outcome of a right culture of the body.
    • proof of the fact that we have no conception of the kind of memory
    • possessed by the Greeks, a memory which made it so easy for the
    • the memory, by the proficiency of the body. The soul developed itself
    • cultivate the memory. The memory absorbed what had been preserved by
    • historical tradition outwardly and remembrance and memory inwardly,
    • had to be cultivated by education. Memory was the first soul quality
    • And those who know what importance was attached to the memory
    • this cultivation of the memory — which was the result of an
    • soul. And to cultivate the memory, without doing violence to another
    • tradition and memory. Between the seventh and the fourteenth years
    • tradition and memory had to be cultivated, there were
    • stand on a memory foundation all his life long. Such is modern man,
    • who now desires to be inwardly free of tradition and of memory. And
    • based on tradition and memory. We have to educate in accordance with
  • Title: Education: Lecture IX: Arithmetic, Geometry, History
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    • works on the basis of mechanical memory or mechanical knowledge, but
  • Title: Education: Lecture XI: Memory, Temperaments, Bodily Culture and Art
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    • development of the child's memory and here it must be realized that
    • modern systems of education is to eliminate memory almost entirely.
    • Now both methods are wrong. The point really is that the memory ought
    • itself, the forces underlying the development of memory. During these
    • years of life therefore the memory must be left to develop without
    • of the memory is of the greatest importance. Through the whole of a man's
    • life the memory makes claims on his physical body. Unless there is an
    • all-round development of the physical body the memory will be
    • to the brain at once results in defective memory.
    • memory will injure the child for the whole of life, will even injure
    • we rightly unfold the faculty of memory? Above all we must realize that
    • a load on the memory in the period of life between the change of teeth
    • the physical body and allow the memory to unfold in the right way.
    • foundation for the full development of memory is laid when the whole
    • soul and come to the aid of memory in the physical body. In
    • elimination or an insufficient feeding of memory can ever be of
    • golden rules for the development of memory: Concepts load the memory;
    • say, we need not be afraid of working upon the memory afterwards. It
    • memory, for concepts carried too far into complexity have the same
    • effect. We must therefore carefully observe how the memory is
    • Maximum number of matches per file exceeded.



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