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  • Title: Lecture: Three Epochs in the Religious Education of Man
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    • can arise in our vision a third epoch, an epoch in which we stand
    • times, when we must learn to understand this Mystery of Golgotha if
    • great misunderstanding, to the Vedas and the Vedanta. If we look at
    • reality of soul and Spirit and then felt the need to understand why
    • lead only to inner knowledge, he can know and understand outer Nature
    • learn to understand aright. So in the education of the human race
    • first and second epochs stand clearly before us when we look back
    • merely stands within external Natural Science. This Natural Science
    • mankind has fallen, stands before those who live in the third epoch
    • sleep of existence. This third great riddle must stand more and more
    • Astro-Physics and Astro-Chemistry, and stand face to face with the
    • that will awaken the Spirit in heart and soul: In the understanding
  • Title: Education: Lecture I: Science, Art, Religion and Morality
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    • since taken from us by fire — was still standing. The
    • is not, after all, so very difficult to find understanding that
    • seek understanding of the human being in his pure, undifferentiated
    • though standing in a measure side by side, are yet separated from one
    • learn to understand the necessities of human progress.
    • science. If you try to understand the human being by the artistic
    • effect that this way of artistic understanding is thoroughly
    • follow the plot, and also the spoken word, in order to understand it.
    • is raised into Imagination. We stand in a world of Imagination,
    • can be no understanding of the Christ. If Christianity is again to be
  • Title: Education: Lecture II: Principles of Greek Education
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    • understanding with youth than was the case in earlier times.
    • education, therefore, there must be an understanding of the social
    • of man. But there is a total misunderstanding of what was meant in
    • and activity of earthly man. Our understanding of Greek civilization,
    • stands as the ideal of the highest stage of education. This, however,
    • if we would understand the present age, for a true development of
    • cannot understand the essential nature of the education which had its
    • is impossible to understand the essential nature of Greek education
    • as to how much he knows. We do not understand the development
    • understand why it was that the Greeks, who brought the conviction of
    • “I cannot understand these insane practices of yours! First you
    • from suffocating. I simply do not understand such a display and it
    • only ridicule for the barbarian who did not understand how the body
    • modern impulses, afford us a true basis for understanding what is
    • the zither, inspiring speech and word to become song. To understand
    • palæstra — which the barbarian prince could not understand
    • of study, therefore, must be the outcome of a true understanding of
  • Title: Education: Lecture III: Greek Education and the Middle Ages
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    • necessity to understand the Divine power in the human body and to
    • to understand it. The second point — the position of women in
    • Greece — is easier to understand, for we know from a
    • is very far from understanding it.) It was one of the mighty truths
    • that flowed through ancient spiritual life. And we stand in wonder
    • stand on a memory foundation all his life long. Such is modern man,
    • his task to understand these forces out of his spiritual wisdom and
    • have some understanding of the form which education must assume. They
  • Title: Education: Lecture IV: The Connection of the Spirit with Bodily Organs
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    • practical commonsense to reality. And if we understand this
    • direct their whole education from the standpoint of the body, so must
    • we direct our education from the standpoint of the spirit. What we
    • way to understand human thinking in our age in its greatest scope is
    • an outstanding symptom, in reality dominates every sphere, and is the
    • we ask to-day: How do men come to understand the spirit from which
    • indeed our spirit? We stand in the world; now the ideas begin to
    • from the standpoint of general civilization. No indication of what
    • imparting an understanding in the soul of how to bring back all that
    • understand this real man as the Greek understood him. We squint, as
    • from out of the spirit, we can begin to understand the human being
    • truly spiritual understanding of the human being shows us something
    • thought is still apparent. When we understand how the dental sounds
    • very grotesque — how we come to understand the human being from
    • understand the teeth, thought that is otherwise abstract and nebulous
    • understand man in his real being. Man is only an abstraction in our
    • real man. He stands there, but there is an abyss between us. We stand
    • standpoint of living thought, we must soar into the realm of art. If
  • Title: Education: Lecture V: The Emancipation of the Will in the Human Organism
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    • is quite understandable in an age that is directed to the
    • importance for the understanding of the human being in so far
    • as this understanding has to be revealed in education. From the
    • Standing
    • with the child to stand in front of him and want to educate him. Why
    • so we must understand how in the twenty-first year, the will of man
    • understanding of the relation between thinking and willing. Since the
    • yet have no regard for the weightiest problems of the understanding
    • of man. They do not understand man and they want to educate him. This
    • corpse of a living thinking and when we understand that we must work
    • understands the real being of man.
    • that from an understanding of the true nature of man they would
    • understands the human being the very best thing for the practice of
    • very much, about education from the standpoint of a kind of
    • hand and other external phenomena of this kind. People try to understand
    • lost is expressed above all in the fact that understanding of what
    • in its gradual loss of understanding of such writing as the Gospel of
    • when people, seeking to understand the Gospel of St. John, realize
    • understanding of the spirit. For it is the spirit to which the Gospel
    • teacher must again have an understanding of the ‘word.’
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture VI: Walking, Speaking, Thinking
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    • instruct. The first essential is that he himself shall understand the
    • raise this process one stage higher, we can understand how the
    • but urge him to walk or to stand, we do the child an injury which
    • able to understand these things realizes that children who shuffle their
    • that the teacher's work will come to include an understanding of the
    • the seventh year, a social task stands before us, inasmuch as a true
    • learning to walk after learning to stand upright and then we were to
    • the top with two ink-spots for eyes. The child can understand and,
    • no more about the human being than that he stands upright, that there
    • All that the child cannot as yet understand works upon the brain like
    • inner life and give him such toys as he can himself inwardly understand.
  • Title: Education: Lecture VII: The Rhythmic System, Sleeping and Waking, Imitation
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    • then, must understand that when the child has passed his seventh year and
    • child's life of sleep. If we wish really to understand the form that
    • men are not ancient Greeks, and they do not understand the part played
    • the Olympic Games, people made some attempt to understand the inner
    • profound understanding of human nature is essential. If in this
    • way if we are able to accept the teacher's standard of the beautiful
    • of school life we have learnt to adopt his standard of truth, beauty
    • true understanding of man. True observation of man sees in the
    • with understanding of how the soul and spirit stream down into the
    • body, then as we stand with pure and holy reverence before that which
    • we must understand how the spirit works in matter and hence upon the
    • everything is now only able to understand the concepts itself
    • But as a matter of fact materialism does not even understand matter, but
    • indeed! For materialism understands nothing of matter and
    • education must be to give man an understanding of the spirit in
    • matter and a spiritual understanding of the material world. We
    • find the spirit if we truly understand the material world, and if we
  • Title: Education: Lecture VIII: Reading, Writing and Nature Study
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    • understanding of an outer world in which he must of necessity learn
    • the world. He begins to understand that the plant-tapestry belongs to
    • understand, in however simple a sense, that man has a threefold
    • do our utmost to give the child a concrete, artistic understanding of
    • begin to understand the higher animals by studying the plastic
    • then understand that because man bears the spirit within him, he is
    • that he stands rightly in the world through wisdom. A living intelligence
    • nature of the child. A true understanding of the life of plants
  • Title: Education: Lecture IX: Arithmetic, Geometry, History
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    • during sleep. In this connection it is important to understand certain
    • they are standing on their heads and must be reversed. Try, for
    • thought we stand in the midst of life, whereas with the opposite form
    • begin to teach the child history, we must understand that at the age when
    • has no understanding for the working of cause and effect, a principle
    • 1850. Now imagine that you are standing here and stretching your arm
    • will be possible to arrange some sixty children standing in a line,
    • stands within its stream.
    • of pictures. Figures, real forms must stand there and they must never be
  • Title: Education: Lecture X: Physics, Chemistry, Handwork, Language, Religion
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    • into a true relationship with other living beings standing below him
    • begin to awaken a living understanding through a knowledge of the
    • intelligent understanding of practical life. It is good for boys and
    • learnt in some measure to understand them.
    • understanding them. At the Waldorf School therefore when the
    • 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.
    • for our age to understand the reason that induced the Greeks, whose
    • so little understanding of how to live in the world of the present.
    • with other lessons. An outstanding feature of the Waldorf School,
    • practical life. To understand the purely human aspect of the teaching
    • of ten, we can then proceed to develop a true sense and understanding
    • understanding of what the Mystery of Golgotha brought into the world
    • such infinite importance to understand the being of man from the aspect of
    • understand die task of humanity in days to come, we shall realize
    • understanding of the Christ Impulse in the evolution of
  • Title: Education: Lecture XI: Memory, Temperaments, Bodily Culture and Art
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    • on account of a deficient understanding of the being of man our
    • understanding of things. But when the children thoroughly understand
    • understanding of tendencies to health and disease in the human being.
    • impossible that they could understand medicine to the extent
    • is necessary: our teachers must learn to understand matters connected
    • it depends on the amount of understanding possessed by the parents.
    • demands an understanding of the human being that can only be acquired
    • condition of the child's soul. We should, for example, understand too
    • learn, if we are to stand rightly in the world. And if the child is
    • song, but we must pass on as soon as possible to an understanding of
    • to teach him to understand art. In the principles of education which
    • importance for the child to acquire some understanding of art
    • given cases, we must promote an understanding of art as a necessary
    • an understanding of art, the relation of the human being to his
    • understanding. For what is the essence of the understanding of the
    • understanding of the affairs of the world.
    • we develop in the child helps him to understand the formations
    • if the ideas for its understanding are first implanted and developed
    • as enable us to understand the forces building up the animal
    • the animal. It is only possible to understand the form of an animal
    • Maximum number of matches per file exceeded.
  • Title: Gegenwärtiges Geistesleben und Erziehung: Erster Vortrag
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    • Gegenstandes von diesem Gesichtspunkte aus anwesend sind.
    • entstanden zu sein — ich freute mich, als Miß
    • Anthroposophie heraus einrichten. So entstand die
    • eben nicht eine Standesschule, eine Weltanschauungsschule
    • hingebungsvollen Weise an dem Zustandekommen dieses
    • üben, die Sache ist eine Notwendigkeit, aber verstanden
    • Menschen standen die mächtigen Bilder, die dann in
    • und mehr ein Bestandteil unserer Zivilisation in dieser
    • entstanden ist, man müsse den geistigen Dingen
    • zwischen Kunst und Religion, entstand die Religion, die
    • primitive Mensch drinnenstand, wenn er in einer Kultushandlung
  • Title: Gegenwärtiges Geistesleben und Erziehung: Zweiter Vortrag
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    • hat. Derjenige, der imstande war, die göttliche
    • Körpers zur Offenbarung zu bringen, und der verstand,
    • Leicht ist es, von einem gewissen modernen Standpunkte aus, man
    • Ideal vor der mittelalterlichen Erziehung stand.
    • Respektierung des intellektualistischen Wesens. Es entstand ein
    • das Griechenideal war: es entstand dasjenige Ideal, das vor
    • Pädagogik das3 was verstanden werden sollte,
    • Zivilisation gestanden hat, aus welcher die Veden und die
    • Geist noch voll in dem Körperlichen zu schauen verstand.
    • Barbaren, der nicht verstand, wie man den Körper
  • Title: Gegenwärtiges Geistesleben und Erziehung: Dritter Vortrag
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    • Grieche stand dem Kinde ungefähr in der Art
    • entwickelt hatte, stand sie gegenüber dem, was wie durch
    • Art labiler Zustand in seinem Menschenwesen. Das Seelische
  • Title: Gegenwärtiges Geistesleben und Erziehung: Vierter Vortrag
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    • heutigen Bestand mit dem griechischen Bestand vergleicht,
    • imstande 1st, ein innerlich ganz künstlerischer, ein
  • Title: Gegenwärtiges Geistesleben und Erziehung: Fünfter Vortrag
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    • Sie verlor sich nach und nach, aber nur langsam; sie bestand
    • diese Dinge werden erst richtig verstanden, wenn man den ganzen
    • so etwas verstand, wie es noch lebt durch das
    • 16., 17. Jahrhundert der Ruf entstand, man solle in anderer
  • Title: Gegenwärtiges Geistesleben und Erziehung: Sechster Vortrag
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    • Verstände, in einem Schattenbilde des Verstandes, das
    • entstanden; kurz, es sind Spielzeuge in die Spielweisen
  • Title: Gegenwärtiges Geistesleben und Erziehung: Siebenter Vortrag
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    • reich ist als Mensch. Durch den Verstand verarmt man
    • seelisch, durch den Verstand wird man innerlich öde; durch
    • wäre keine Welt entstanden, wenn die Götter so
    • Götterseite her die Welt zustande gekommen. Und wenn
  • Title: Gegenwärtiges Geistesleben und Erziehung: Achter Vortrag
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    • Sinn und Verstand, Wollen und Fühlen wie von selbst und
    • die Sinneseindrücke, auf dasjenige, was der Verstand aus
    • der alten Zeit vor der Seele stand, war nicht eine Seelenfrage,
    • Naturrätsel stand vor seiner Seele. Und in dem «Ex
    • Fortgang in der Menschheitsentwickelung bestand dann darin,
    • bedienen und desjenigen Verstandes, der an die
    • die menschliche Seele hinrücken müssen, so stand
    • — entstand jetzt das zweite große Rätsel: Wie
    • den alten Menschen klar vor der Seele stand, es war jetzt aus
    • Christentum verstanden, die Hauptsache.
    • bringen, sie will den in Verstandes-, in intellektualistischen
  • Title: Gegenwärtiges Geistesleben und Erziehung: Neunter Vortrag
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    • Bringt man das zustande, versteht das Kind die Tierwelt als den
  • Title: Gegenwärtiges Geistesleben und Erziehung: Zehnter Vortrag
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    • Schlafzustande läßt der Mensch seinen Äther-
    • ganzen Weben und Wesen des Menschen zustande. Wir müssen
    • die Zwei entstanden. Nun geht man weiter, es entsteht durch
    • entstand die Frage, ob denn dadurch nicht zu viel vergessen
    • Gegenstand gegeben wird, der frühere Gegenstand in den
  • Title: Gegenwärtiges Geistesleben und Erziehung: Elfter Vortrag
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    • erreicht, führen wir es zu demjenigen, was zum Verstand,
    • aber zum beweglichen, zum lebendigen Verstand gehört:
    • können. Und so ist das Prinzip entstanden, überhaupt
    • Proletarierstande herausgebildet hat — sie war die
    • können wir nur erreichen, wenn wir imstande sind, für
  • Title: Gegenwärtiges Geistesleben und Erziehung: Zwölfter Vortrag
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    • Extrem entstanden. Man will das Gedächtnis im neueren
    • drinnen stand. Ich versuchte, ihm den ganzen Geist, aus dem in
    • Schule eben nötig ist, den Gegenstand jeder
    • begreift, Widerstand entgegensetzt den Verbindungen von
    • Normalzustand hinüberbringen könnte, dann sind
    • abstrakten, durch den Verstand zu begreifenden
    • unmöglich, alles durch Logik, durch Verstand, durch
    • Verstand begreifbar. Wenn wir im rechten Momente wissen,
    • Raffael gestanden haben, in dieser Weise mit der Farbe verfuhr,
  • Title: Gegenwärtiges Geistesleben und Erziehung: Dreizehnter Vortrag
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    • diese Weise aber bekommt man bei dem Kinde zustande, daß
    • Gefühle zu haben. Sein Verstand, sein Intellekt, seine
    • herrschend sind, mißverstanden werden, wenn man nicht
    • entstanden, die Eurythmie ist aus gewissen
    • Schicksalsfügungen um das Jahr 1912 entstanden, aber
    • entstanden aus künstlerischen Intentionen, als
    • Eurythmie als Kunst ist eben um 1912 herum entstanden,
    • wiederum verstandesmäßig Ausgedachtes. Und
    • Gegenstand der Einleitungen bei den Aufführungen
    • Diese Figuren sind auf Anregung Miss Maryons entstanden,
    • wie Prosa. Dasjenige, was sie zustandebringt, daß
    • einzelnen Laute in der Eurythmie gerade zustande. Was kommt
    • zustande, wenn Sie Ihre Kraft in die Glieder hineingießen?
    • einzelne Erfahrung, die er in der Schule macht, ein Gegenstand
    • etwas beigetragen haben zum Zustandekommen dieser Konferenz,
  • Title: Gegenwärtiges Geistesleben und Erziehung: Abschiedsansprache: Vierzehnter Vortrag
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    • Sprache bestand in Dialekten, die nicht den Übergang
    • bezeichnen als den Übergang von der Verstandes- oder
    • Übergang stattfindet von der Verstandes- oder
    • gehalten werden, die nicht auf diesem Standpunkte stehen.



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