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

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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    • has sensed the existence of a mighty riddle, deeply interwoven with
    • In this sense, then, let us
    • wholly given up to sense impressions, to all that the intellect can
    • derive from these sense impressions and the substance flowing into
    • am born in a physical sense but this physical birth is foreign to my
    • inner sense of being.
    • Nature. And it arose before him as he sensed the full inner
    • outer senses and of the intellect bound up with these outer senses.
    • in earlier times he had little sense of his body and a strong sense
    • they sensed their own existence) with death. “How do I live in
    • Christology in the truest sense (as well as an Art of Education, for
  • Title: Education: Lecture I: Science, Art, Religion and Morality
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    • explain principles that seek to approach, in a creative sense, the
    • broadest sense it must be admitted that for some time now there has
    • said that a man could develop in the fullest sense of the term when educated
    • only ‘anthroposophical’ in the sense that the man who started it
    • the spiritual foundations of the world of sense. And what his
    • short, his art mirrored before the senses all that his forces of
    • enchanted him could be made visible to his senses in the arts —
    • sense, you are not following the laws of observation and strict logic
    • use of the artistic sense — man is none the less an artistic
    • in an outwardly artistic sense, but taking the true path, we can allow
    • thinking and knowing he sensed divine life within him, he felt that
  • Title: Education: Lecture II: Principles of Greek Education
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    • — are, therefore, in no sense revolutionary. In Waldorf School
    • say, to-day, of course merely in a preliminary sense, that it is a
    • seemed the purest nonsense to imagine that the highest development of
    • purest nonsense to imagine that anyone could become a perfected human
    • the sense of oriental wisdom it is absolutely correct) in the form of
    • used in its very highest sense — on the one hand
    • experienced through this orchestric was felt and sensed inwardly, and
    • you one aspect of the subject we are considering. In a wider sense,
  • Title: Education: Lecture III: Greek Education and the Middle Ages
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    • education in the true Greek sense. Greek civilization and Greek
    • through his own efforts. This is connected in an inner sense
    • this sense. From his education onwards until his death, all man's
    • culture of the Greeks. It would have been nonsense in those times.
    • very highest sense, that is to say, into a moral act? How can
  • Title: Education: Lecture IV: The Connection of the Spirit with Bodily Organs
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    • entirely from the human body. The body of man was in a certain sense
    • in the sense in which I showed that music proceeded from it, was
    • practical commonsense to reality. And if we understand this
    • merely a copy of mechanics. To those who have a full sense of
    • (not of course in the external, bodily sense) for it arises whenever
    • that is practical in the real sense of the word. From what I have
    • make the spirit human in the true sense, so that this nebulous spirit
    • sense as in the former case, but also with a religious sense. For the
    • religious sense alone can penetrate to the reality of the spirit.
    • be carried on in the truly human sense when it is carried on in an
    • not of course in a sentimental, but in a truly human sense. And so we
  • Title: Education: Lecture V: The Emancipation of the Will in the Human Organism
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    • independent of the physical constitution in a more inner sense.
    • limbs? If we would be educators in the true sense, we must have
    • need for a renewal of education, also sensed the loss of the inner
    • the full sense. And the teacher must be a ‘whole’ man,
    • does man tend? Towards the things of sense. Man was taught to hold
    • fast to all that the senses can perceive.
    • towards the things of sense becomes the strongest impulse in
    • following lectures, but which is now understood in the sense of
    • object of the senses, to bring as much of the sense-world as possible
    • sense-perceptions. And thus the transition is accomplished; we see
    • accept the inner sense of “In the beginning was the
    • WORD,” and grapples on to outer facts of sense. The WORD, the
    • to educate by means of sense-perception, because the
    • ‘word’ is felt to be an idol in the Baconian sense. And
  • Title: Education: Lecture VI: Walking, Speaking, Thinking
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    • child, and this he can only do in the truest sense if he has a real
    • concern in the widest sense for it begins immediately after
    • child is one great sense-organ. The scope of this truth is not
    • palate. The sense of taste is, as it were, localized in the head. But
    • as it were, in this sense of taste. There is a strong element of
    • that is localized in the several senses of the adult is spread out
    • the child is a most delicately balanced organ of sense, he is not only
    • nevertheless, sense all that those in his environment are thinking.
    • our thought and feeling, for the child senses our moods and absorbs
    • be understood in a delicate and not in a crude sense. The processes
    • is one great sense organ and his inner physical functions are also a
    • everyone has in a certain sense to train children from birth up to
    • everything about a chauffeur makes an immediate sense-impression. It
    • on the senses; it simply passes unnoticed by the child. Everything
    • quite apart from its purpose (and it is the æsthetic sense
    • not mere inventions. A sense of tragedy will often arise in one
  • Title: Education: Lecture VII: The Rhythmic System, Sleeping and Waking, Imitation
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    • the teacher in an organic bodily sense. And so a pictorial,
    • the child a fine sense of the degree to which we may call with safety
    • sense is aroused, one always feels — and feeling is here the
    • later to the service of humanity brings to the child an inner sense
    • our organism that sleep alone can rectify. In a certain sense we should
    • understood in a subtle sense and not in the crude sense of Natural
    • for, as we have seen, the excessive richness of the artistic sense
    • more the plastic sense is alive in him the better will he be able to
    • and love feels it to be true. Our sense of beauty grows in the right
    • sense, into a profound reverence for God's creation. We then have a
    • of far-reaching significance for if this sense of insecurity remains
  • Title: Education: Lecture VIII: Reading, Writing and Nature Study
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    • organism. If we educate in this sense, the child's life of feeling
    • certain sense, stages of a path to the human state. That the plants
    • understand, in however simple a sense, that man has a threefold
  • Title: Education: Lecture IX: Arithmetic, Geometry, History
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    • ordinary physical sense-perception. Besides this physical body,
    • child a strong sense of symmetry for instance.
    • little foundation for this pride. We count up to 10 because we sense
    • the child, and we must call forth the sense of number by a transition
    • history. We may teach history very skilfully in the ordinary sense,
    • the full sense of the word, that is to say, not one who teaches and
  • Title: Education: Lecture X: Physics, Chemistry, Handwork, Language, Religion
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    • is in his life of thought and feeling no sense of separation between
    • this sense related to stone and mineral. Earlier teaching about the
    • human being in the sense of which I spoke yesterday. The teaching of
    • instinctively, but to apply rational rules in speech. It is nonsense,
    • Waldorf School education in that this school does not in any sense
    • certain ritual is connected with it — is not in any sense an attempt
    • sense, parents who wish their children to be educated in a Christian
    • first of all a sense of gratitude for everything that happens in the
    • into the right path. To unfold the child's sense of gratitude is of
    • deepen our whole life of feeling in a religious sense. Love for all
    • this again will deepen perception of the world in a religious sense.
    • of ten, we can then proceed to develop a true sense and understanding
    • of duty. Premature development of the sense of duty by dint of
    • commands and injunctions will never lead to a deeply religious sense.
    • educate in the sense of true Christianity must realize that before the age
    • conditions permit to-day. In no sense do we work towards a
    • develop the whole man and deepen him in a religious sense; this we
  • Title: Education: Lecture XI: Memory, Temperaments, Bodily Culture and Art
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    • spirit is in a certain sense released from the body, systematic training
    • imagine in a materialistic sense that the body does everything, for
    • nonsense to speak of abnormalities or disease of the spiritual part
    • grows from a sense of inner responsibility. This power will increase
    • ready for a deepening of his being in the religious sense. There is



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