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    Query was: teach
  

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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    • education. It fell to the old Initiates, the teachers of that ancient
    • was the task of Initiation Science to teach man how he could direct
    • Initiation Science was to give man this sublime teaching: “Know
    • now teach men: The Being Who erstwhile dwelt in Eternity, in the
    • the Initiates could teach man how he can be united with the Divine
    • directed by the great Divine Teachers of the world, there was added
  • Title: Education: Lecture I: Science, Art, Religion and Morality
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    • teacher of boys. This shows us at once that in ancient Greece education
    • pedagogue was a teacher of boys, concerned only with that sex.
    • Another feature at the Waldorf School is that in the teaching staff
    • been no real knowledge of man in regard to education and teaching.
    • spirit and method of its teaching upon Anthroposophy. It was not a
  • Title: Education: Lecture II: Principles of Greek Education
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    • question in detail — what was the Greek ideal for the teacher,
    • wrote the text books, thought out the methods of teaching), to add to
    • teaching and education (which really date from earlier times) laugh
  • Title: Education: Lecture III: Greek Education and the Middle Ages
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    • teach, for the seventh year of life marks an all-important stage of
    • The Greek teacher thought: I must see to it that these forces between
    • methods of teaching, different paths had to be struck from those of
    • to receive the words in which the mediaeval priest-teacher inculcated
    • would become true educators, true teachers. For the essential thing
    • must arise teachers with intuition, teachers who enter once again
    • life with satisfaction. The Greek teacher was a preserver. He said:
    • teachers in schools, this is what we must realize: We must offer to
  • Title: Education: Lecture IV: The Connection of the Spirit with Bodily Organs
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    • education by the teacher. When I was speaking of the Greeks, I told
    • undervalue perceptions with which a teacher can set out and, indeed,
    • must set out. The teachers at the Waldorf
    • then, thoughts must begin really to live in the teacher.
    • ordinary physical knowledge teaches us of the physical body of man,
    • teach us of the etheric body that is always striving to get away from
    • independent. Thus there devolves upon the teacher a most significant
    • the child to teach between the ages of seven and fourteen. And then,
    • And as teachers and educationalists it is our task, a task that
    • which the teacher can take part and thereby a most wonderful
    • fifteen. As teachers we help to bring the soul and spirit to birth.
    • the pupil, but on that of the teacher as well when we realize that
    • knowledge that the teacher can only be a true educator of youth when
  • Title: Education: Lecture V: The Emancipation of the Will in the Human Organism
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    • organism play over into movement. The teacher especially must cherish
    • the age of twenty-one they set up as reformers, as teachers, and
    • through observation and imitation? Why has a teacher to intervene in
    • can only become a true teacher when one ceases to take this question
    • when we teach them something from outside. They are quite justified
    • School contained fundamental teaching concerning the being and
    • nature of man, in order that the teachers might gradually learn what
    • thing that was imparted to the teachers of the Waldorf School in the
    • the full sense. And the teacher must be a ‘whole’ man,
    • teacher must again have an understanding of the ‘word.’
  • Title: Education: Lecture VI: Walking, Speaking, Thinking
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    • the intellect. This is most essential for the teacher because, as we
    • or that method should be used in teaching. Very frequently the
    • training of teachers consists in little besides the assimilation of
    • however, will never make the teacher fully aware of the greatness of
    • the teacher when, from hour to hour, he has learned to give really
    • As parents or teachers we must not only refrain from actions that are
    • child whose teachers are filled with inner truthfulness will, as he
    • thinking on the part of the teachers about the beginning of the century.
    • branches of knowledge, so that to-day the teacher must call in the
    • that the teacher's work will come to include an understanding of the
  • Title: Education: Lecture VII: The Rhythmic System, Sleeping and Waking, Imitation
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    • The teacher,
    • be reckoned with by his teacher. The child longs for pictures,
    • the teacher in an organic bodily sense. And so a pictorial,
    • I might even say, must pervade the relationship between teacher and
    • principle of the teaching, and this element demands that the teacher
    • this first period of school life, and the entire teaching must be pervaded
    • by rhythm. The teacher must feel himself so inwardly living in this
    • imbue our whole teaching with artistic quality, we influence the rhythmic
    • for later life, and so during this age we must teach him to use his
    • all-important early school years our teaching has a basic artistic
    • stake. If I allow the child to think, if I teach him to write, for
    • intellectual training at the beginning of school life. The teaching
    • is at first pictorial, non-intellectual; the relation of the teacher
    • methods of teaching that are right for this age of life, and there is
    • teacher himself should be an artist through and through. The more joy
    • the teacher can experience in beautiful forms, in music, the more he
    • Only then has the child developed to a point at which the teacher is
    • for this — but because we feel that the teacher whom we revere
    • way if we are able to accept the teacher's standard of the beautiful
    • — the teacher to whom we give a spontaneous, and not a forced
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  • Title: Education: Lecture VIII: Reading, Writing and Nature Study
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    • (after the change of teeth) all teaching should be given in an artistic,
    • child's sentient life, the foundation from which all teaching must
    • teaching up to the age of about nine-and-a-half; picture, rhythm,
    • measure, these qualities must pervade all our teaching. Everything
    • teaching shall make a direct appeal to the element of feeling. The child
    • of the organism, if we teach him to write mechanically, making him
    • aware of being forced to learn it, and those who teach botany to a child
    • forces also. In teaching children about a plant therefore, we must
    • If the teacher
    • teaches us nothing! Rather must we give the child an idea of what is
    • the living earth. On the other hand, however, we teach him to realize
    • then, we make this threefold division of man. If our teaching is pervaded
    • of educational work must be net merely to teach facts about the plants
  • Title: Education: Lecture IX: Arithmetic, Geometry, History
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    • rise to a real interplay between the soul of the teacher and the soul
    • of the child, if the teacher fully realizes the consequences of his
    • spirit. The teacher, then, must always be aware of what is taking
    • we are teaching the child plant-lore or writing, the effects are preserved
    • sleep. In teaching therefore, we have necessarily to consider whether
    • shall speak about the teaching of history later on.) On the other
    • teaching accordingly, great vitality can be generated in the being of
    • conception of something that is a reality. The teacher, of
    • thing. Above all else the teacher must have mobile, inventive thought.
    • of course, only be achieved when the teacher has some knowledge of
    • A true teacher
    • physics and mathematics written by Dr. von Baravalle (a teacher at the
    • essence, it is a splendid guide for teaching mathematics in a way
    • teaching mathematics and physics from earliest childhood up to the
    • different methods of teaching children to count, but very little
    • tail foremost, so in the teaching of arithmetic we must have the right
    • Your teaching
    • and attention, especially into our teaching of arithmetic and geometry.
    • teaching means that one lesson shall not perpetually encroach upon
    • than to allow the results of the teaching given during a period of
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  • Title: Education: Lecture X: Physics, Chemistry, Handwork, Language, Religion
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    • have said as to the way. in which we should teach the child about Nature,
    • zoology, you will realize that the aim of the teaching is to bring the
    • the child in body and soul. If we teach him to see man as a synthesis
    • and twelfth years, and not until then, we may begin to teach about the
    • this sense related to stone and mineral. Earlier teaching about the
    • human being in the sense of which I spoke yesterday. The teaching of
    • principles When the child first comes to school, we teach him in such
    • incomprehensible to many people to-day because the teaching they
    • mother-tongue is concerned, of course, the teaching is adapted to the age
    • however, is that we begin to teach the child two foreign languages,
    • practical life. To understand the purely human aspect of the teaching
    • begin teaching foreign languages at this early age, because up to the
    • comes to school after the time of the change of teeth, the teaching of
    • enable us to mould the teaching of a language in such a way that it
    • purely educational principles we begin to teach foreign languages in
    • say that the teaching of languages is closely adapted to the different ages.
    • practical life. And so, especially in education and teaching, they
    • when the old method of teaching languages, especially Latin and
    • is that they now work on the principle of teaching no grammar at all.
    • age when we can begin gradually of course to teach the rules of grammar
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  • Title: Education: Lecture XI: Memory, Temperaments, Bodily Culture and Art
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    • sides to be considered in teaching and education. One is connected with
    • described in these lectures, our teaching will always appeal to the
    • of soul is involved. As teachers, we must always be on the alert for
    • teaching during the Elementary School period is informed with artistic
    • teach nature-study and history in the way I have been indicating
    • necessary it is for the teacher and educationalist to have some
    • underlying the teaching there. After a little while he said:
    • “Yes, but if you work on those lines the teachers will have to
    • teachers. Questions concerning health ought not to be left
    • staff of the College of Teachers. Dr. Eugen Kolisko is a doctor by
    • also a member of the teaching staff. In this way everything connected
    • is necessary: our teachers must learn to understand matters connected
    • with health and sickness in the child. To give an example: a teacher
    • teacher will find, if he observes accurately, that the latter child
    • between the teaching staff and the parents of the children. A really
    • to come to the different teachers to obtain advice as to the most
    • role of the body is to be a suitable instrument. Just as one cannot teach
    • teaching and how education ought to proceed. Yet true education
    • kind of teaching that is suited to his years. In the Waldorf School,
    • among the staff of teachers arising round a child when it is found
    • Maximum number of matches per file exceeded.



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