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Searching Rudolf Steiner Lectures by GA number (GA0307)

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  • Title: Lecture: Three Epochs in the Religious Education of Man
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    • epochs has striven for something else. In each of these epochs man
    • outer Nature. I am clothed in something that is foreign to my being.
    • there was nothing on the Earth which could help him to solve this
    • Inasmuch as these things
    • whispering something that as yet they do not like to face, although
  • Title: Education: Lecture I: Science, Art, Religion and Morality
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    • has seen how, while fully reckoning with Hegel, something yet more
    • strictly dispassionate and objective; art is said to have nothing in
    • positive activity. The difficulty of speaking of these things to-day
    • things began with the demand for material proofs of spiritual matters. Take
    • are not following the subject actively. People like everything to be
    • been thus acquired. For to have nothing is not the same as to have
    • gained nothing. If he has made every effort to strengthen the Self by
  • Title: Education: Lecture II: Principles of Greek Education
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    • during the nineteenth century. There is no desire to cast everything
    • aside and imagine that the only possible thing is something radically
    • something that was considered more important in human nature
    • training of speech, that is to say, of something that is essentially
    • things of the intellect. A new educational ideal of human development
    • something — the Knower — now became the ideal. Whereas
    • throughout the whole of the Middle ages he who could do something, do
    • something with the powers of his soul, who could convince others,
    • soul, and attains his crown and his glory as the orator of the things
    • the very deepest principles of modern education for those things
    • education must tend to nothing less than a superseding of this
    • be lazy, an indefinite something that goes by the name of the
    • and rigorously systematic regulation of the breathing. When man
    • process is an unconscious one. He carries out the whole breathing
    • process unconsciously. The ancient oriental made this breathing
    • process, which is fundamentally a bodily function, into something
    • also come to a right valuation of things in our own time.
    • musical dance before the eyes of the spectators. The whole thing was
    • something that expressed itself outwardly, inspiring the hand to play
    • his own movement he experienced something that poured into his word,
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  • Title: Education: Lecture III: Greek Education and the Middle Ages
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    • teeth because everything in this period of life is still interwoven.
    • — and this is the amazing thing — knew of this truth. To
    • things, and, indeed, even takes pride in showing that it places no
    • trying now to express these things as they were conceived of by
    • looks back to Greece. The first thing to remember is the following:
    • Mediaeval tradition something that was only preserved through books,
    • Everything of a spiritual, super-sensible nature is tradition.
    • at times it is true that he does in fact experience these things. But
    • from the breathing and blood circulation, intellect from gymnastic.
    • imparted by the spirit has not yet come into being. Everything is of
    • fifteenth year. Then there appears in the human being something which
    • would become true educators, true teachers. For the essential thing
    • fourteenth years something which, when the consciousness
    • fourteenth years all those things to which it can look back in later
    • the child before us something to which it may be able to cry
  • Title: Education: Lecture IV: The Connection of the Spirit with Bodily Organs
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    • This is something that tradition has imparted and there is no actual
    • something — well — distilled, unsubstantial to the
    • able to make something of it, above all, he would like to make use of
    • dead thing. And if we saturate ourselves with the knowledge that our
    • the original. You would only think of a corpse as something in itself
    • something that has been left behind. From the nature of the corpse,
    • cultivated to-day as being a thing dead, as being a corpse, you can
    • relate it to something living. Moreover you then have the inner
    • impulse to make this thing living and so to re-vitalize the whole of
    • civilization. It will then be possible once more for something
    • practical to emerge from our modern civilization, something that can
    • thing lives, something follows from this life. The human being who
    • thing. The ideal of our modern thinking is to be what people call
    • first thing needful when we think about reform in education to-day is
    • intellectualism, something that it is necessary to give. But it
    • troubles. Something else must be added, so it is felt, and then
    • This is the most important thing of all in education.
    • These things will become more definite in the following lectures. Let
    • that is the most striking thing about them. It is known that they are
    • truly spiritual understanding of the human being shows us something
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  • Title: Education: Lecture V: The Emancipation of the Will in the Human Organism
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    • generated in particular by the way in which the breathing is carried
    • said that everything of the nature of will in the child, even
    • the power for unprejudiced observation of such things. He must be
    • elders, they begin to write pamphlets and things of that kind. This
    • does everything and only when thinking is set free with the change of
    • raised because these things are taken as a matter of course. But one
    • when we teach them something from outside. They are quite justified
    • be unsympathetic to children into something sympathetic? Now the
    • system of man, where breathing and circulation live and whence they
    • sixteenth century, and the most conspicuous thing about the
    • are springing up. People feel that education needs something but they
    • thing that was imparted to the teachers of the Waldorf School in the
    • understands the human being the very best thing for the practice of
    • If the Waldorf School method achieves something, it will achieve
    • human nature from symptoms. These things can only be rightly understood
    • if we would learn from ancient times something for our present age.
    • in the ordinary recital of ‘word’ there remains nothing
    • the line. He would mean something quite different. With us, the
    • these things.
    • does man tend? Towards the things of sense. Man was taught to hold
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  • Title: Education: Lecture VI: Walking, Speaking, Thinking
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    • School. It is not a thing that can be ‘learnt’ or
    • separation between spirit, soul and body. Everything from without is
    • walk’ is but the limited expression for something far, far greater. We
    • for during the first years of life everything must be learnt from
    • The environment, then, is the most important thing of all in the
    • between the fifties and sixties. If nothing else has intervened, we
    • he cannot throw off, from rheumatism, gout, and so on. Everything of
    • the vertical position, or to walk — everything comes to the
    • knows something of this, but not very much. It knows that the movements
    • able to understand these things realizes that children who shuffle their
    • constantly generated in the organism by the processes of in-breathing
    • and out-breathing will be strengthened. Naturally, these things must
    • breathing process. We receive oxygen from the cosmos, and give back
    • organs. And everything that we do spiritually for the child
    • the habit of caning. The last thing I wish to do is to speak in
    • think it desirable to give their little girl a beautiful doll as a plaything.
    • one thing it is so utterly inartistic, in spite of its
    • children have an intense antipathy to anything resembling the
    • unreasonableness, all this turmoil expresses itself in his breathing
    • rhythmic system of the breathing and blood circulation and build up
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  • Title: Education: Lecture VII: The Rhythmic System, Sleeping and Waking, Imitation
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    • breathing and the circulation of the blood and also the digestive
    • system in the child. Such lessons actually make the child's breathing
    • civilization, where all eyes are concentrated on outer, material things,
    • rhythmic system. Breathing and the action of the heart continue without
    • essential thing — how greatly man is enriched by this artistic
    • Everything that
    • burn up something in my organism, only this inner process of burning
    • generate this process of inner combustion, we bring about something in
    • children are often given to do. The idea is (everything is
    • These things
    • intellect. Nothing so easily induces a craving for bodily exercise as
    • arranged — something that longs for expression in movements of
    • as the body is concerned, nothing is more essential than that the
    • venal blood and in the rhythms of the breath, everything that goes on
    • by evil the breathing and the rhythmic system were adversely affected.
    • Many things in
    • the human being tells us that something very remarkable happens between
    • something specially contrived. We may perhaps be especially loving in
    • with its tendency to separate everything is guilty in regard to
    • spiritual by methods that are anything but scientific.
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  • Title: Education: Lecture VIII: Reading, Writing and Nature Study
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    • measure, these qualities must pervade all our teaching. Everything
    • reason utterly impossible before this age to convey anything to the child
    • first comes to school, we must make all outer things appear living.
    • that just as he himself can speak, so everything that surrounds him
    • into the processes of breathing and of the circulation of the
    • level, the level of the soul, exactly the same thing happens when we
    • instead of something that engages the activities of his whole being.
    • we can then introduce something he can learn in the best possible way
    • us. The hair by itself is nothing; it cannot grow of itself and has
    • a rough sketch here of something that can be illustrated in pictures in a
    • were willing to accept such things! We shall have to be somewhat
    • something that has no existence in itself. For in itself, without the
    • show the child something further. Here (drawing on the blackboard) is the
    • earth substance no longer; it changes into something that lies
    • curious about many things but we shall find that he is no longer
    • root in something partly earth, partly plant, that is, in the trunk
    • children ought always to be learning them. But nothing is more
    • forty years of age, it should not be a mere repetition of something
    • teaches us nothing! Rather must we give the child an idea of what is
    • I am now speaking, nothing in the way of mineralogy should be taught the
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  • Title: Education: Lecture IX: Arithmetic, Geometry, History
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    • Anything that
    • works upon the child's conceptual and imaginative faculties, anything that
    • On the other hand, everything we tell the child on the subject of
    • the remarkable thing is that arithmetic and geometry work upon both
    • awaken an inner, active urge in the child to complete something as
    • conception of something that is a reality. The teacher, of
    • thing. Above all else the teacher must have mobile, inventive thought.
    • draw something of this kind, where the figures together form a harmonious
    • thing. Briefly, by working in this way, we give the child an idea of
    • things that happen to us all now and again. For instance, we may have
    • This is proved by many things in life; for instance by the example
    • unconsciously during the night. These things are not fables;
    • is that everything conveyed in an external way to the child by arithmetic
    • or even by counting deadens something in the human organism. To start
    • from the single thing and add to it piece by piece is simply to
    • to observe purely external things — things of material,
    • all must be grasped as the whole and by the child as well. Anything
    • the mind the things that relate
    • the things themselves. We begin to calculate by using number itself,
    • whereas the more elementary concept requires the things themselves to
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  • Title: Education: Lecture X: Physics, Chemistry, Handwork, Language, Religion
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    • hand-spinning and weaving, for these things are an aid to an
    • continued as if nothing had happened. We have utterly neglected to
    • seven. By this means we endeavour to give our children something that
    • in the breathing system, the blood circulation, and in the
    • pictures things in its notation of sounds. Because this is so, the
    • truth of these things!
    • him something of the quality characteristic of the first period of
    • that something or other is right, without ever having tested it in
    • extreme when anything has been found wrong. It has been realized that
    • consistently. They see that something is wrong and fall into the
    • This again is irrational, for it means nothing else than that in some
    • these children were being taught nothing in the way of religion, and
    • theoretical Anthroposophy into the School. Such a thing would be
    • have described, the child is well able to conceive that all things have
    • first of all a sense of gratitude for everything that happens in the
    • child on to the age of nine or ten in the way described, nothing is
    • something for which man thirsts and longs: a realization of the
    • mankind. Our one and only aim is to give the human being something
  • Title: Education: Lecture XI: Memory, Temperaments, Bodily Culture and Art
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    • child works out by imitation everything he unconsciously observes
    • understanding of things. But when the children thoroughly understand
    • also a member of the teaching staff. In this way everything connected
    • to do. This child must be given things to memorize and then we must
    • imagine in a materialistic sense that the body does everything, for
    • these things is of no practical use. That is approximately as much as
    • to bear the weight upon them and so on. The essential thing is to
    • thing has to be done. It means that Dr. Karl Schubert to whom, on
    • that a child is slow of apprehension, that something hampers him from
    • satisfied. But the essential thing in all human action that is guided
    • to learn to observe aright, it is a very good thing for him to begin
    • distaste for the inartistic, but he will begin to observe those things
    • the pure element of music, rhythm, measure, melody from everything
    • impossible to grasp everything through logic, reason and intellect.
    • Nothing must
    • balance: in the one scale lie all those things that lead into prosaic

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