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

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
    • 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.
  • Title: Education: Lecture II: Principles of Greek Education
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    • question in detail — what was the Greek ideal for the teacher,
  • Title: Education: Lecture III: Greek Education and the Middle Ages
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    • The Greek teacher thought: I must see to it that these forces between
    • 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.
    • independent. Thus there devolves upon the teacher a most significant
    • 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
    • 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
    • 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
    • by rhythm. The teacher must feel himself so inwardly living in this
    • is at first pictorial, non-intellectual; the relation of the teacher
    • 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
    • to observe petty rules, but have realized from the teacher's own
    • teacher himself loves it. Then we grow up, not bound hand and foot by
    • dogma, but filled with a spontaneous love for what the teacher
    • are true teachers if our observation of human nature is based upon a
    • becomes in us pure religion. Then as teachers we have a certain
    • reverence for the teacher has been a natural impulse within him, but at
    • this age he wants the teacher to prove himself worthy of this reverence
  • Title: Education: Lecture VIII: Reading, Writing and Nature Study
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  • 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
    • 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
    • If the teacher
    • if the teacher has thoroughly mastered his subject-matter before he
    • interest and diligence, but first and foremost of the teacher's
    • on the part of the teacher. Obviously, therefore, the organization of the
    • body of teachers must be such that every teacher is given ample time to
    • dreadful thing to see a teacher walking round the desks with a book in
    • The teacher himself doesn't know them, for he has to read from notes.
    • proceeding from the teacher's own being. When he is describing
    • historical figures for instance the teacher should not first of all
    • history. It must flow forth from the teacher himself. Nothing must be
    • abstract; the teacher himself as a human being must be the vital factor.
    • his intellect or his will, the question of the teacher's influence is
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture X: Physics, Chemistry, Handwork, Language, Religion
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    • teacher to read, not in a book and not according to the rules of some
    • School teacher must learn to read man — the most wonderful
    • activity of body, soul and spirit that is necessary in the teacher.
    • enabling the teacher ultimately to read the great book of the world.
    • over-enthusiasm or of honest conviction on the part of the teachers.
    • The conviction of course is there in the Waldorf teachers since they
    • The child must be taught by the natural authority of the teachers to
    • I have already said that the teacher must come to a point where all his
  • Title: Education: Lecture XI: Memory, Temperaments, Bodily Culture and Art
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    • of soul is involved. As teachers, we must always be on the alert for
    • necessary it is for the teacher and educationalist to have some
    • “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
    • 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
    • to come to the different teachers to obtain advice as to the most
    • among the staff of teachers arising round a child when it is found
    • entrusted has to face a regular onset! The teachers never like giving
    • to have to leave their normal class and the teacher whom they love to
    • teacher needs; if he has these qualities, speech itself will come to
    • teaching we give on the subject of art. If the teacher himself is
    • called into being by the teacher's own creative power, must set up a



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