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

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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    • deeply into Nature. Think only of the starry heavens which were once
  • Title: Education: Lecture I: Science, Art, Religion and Morality
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    • think that I am speaking not only to those who have actually arranged
    • resolve of those who organized it, for I think it may be taken as
    • I am justified in thinking that those lectures, which dealt with the
    • when the kind of thinking that otherwise gives itself up passively,
    • energize their thinking into following the indications given by the
    • thinking ought to be passive, and then they fall asleep because they
    • the like, for then it is not necessary to think at all. Indeed, they
    • cannot think. That was the beginning, and it has gone still further.
    • realized that thinking is not merely a matter of stimulus from
    • thinking current in our modern civilization is only one aspect of this
    • efforts are necessary if we would master this inner creative thinking
    • active thinking in pictures have been made, when all the forces of
    • thinking that has been raised to the level of meditation and then be
    • of the spiritual world. Active picture-thinking may be called
    • thinking and knowing he sensed divine life within him, he felt that
    • our whole “objective” mode of thinking, this earth must
    • and man is cast out. Honest inner thinking can find no bridge over
  • Title: Education: Lecture II: Principles of Greek Education
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    • be differentiated. We need only think of the way in which man takes
    • at night, and we should think it absurd to ignore the course of the
    • day. We should also think it absurd not to pay due heed to the
    • which we to-day think of as so sublime, was regarded in those times
  • Title: Education: Lecture III: Greek Education and the Middle Ages
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    • is attached nowadays. For think of it, the nature of the human
    • three factors, without which it is unthinkable.
    • education are alike unthinkable without the existence of slavery. And
    • kind of tradition, thinking
  • Title: Education: Lecture IV: The Connection of the Spirit with Bodily Organs
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    • apprehending the spirit in ideas, in thinking. And perhaps the best
    • way to understand human thinking in our age in its greatest scope is
    • characteristic thinking of our civilization. When, therefore,
    • us think for a moment of the idea people have to-day when they speak
    • that can at most think philosophically. Compared with the full
    • the element of spirit in which we whirl around when we think, is
    • think of the kind of thought we have about the spirit to-day. Where
    • instance. He said: When a man thinks, one idea is followed by a
    • second and a third. Man thinks indeed in ideas — which are the
    • inward images of words. He thinks in ideas and the ideas get
    • Think of the shock you would have if you were to look in the mirror
    • philosophers, thinking that they may be able to give us self-knowledge,
    • what a man experiences to-day when he tries to think in a practical
    • ideas. And it is this that confuses him. He would like to think that
    • thinking is dead we very soon discover that all death proceeds from
    • the original. You would only think of a corpse as something in itself
    • human being was there. If you recognize the kind of thinking that is
    • innermost being of man, in order to make dead thinking, colourless
    • thinking into thinking full of character — primitive, inorganic
    • thinking into truly ‘human’ thinking. In the first place,
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture V: The Emancipation of the Will in the Human Organism
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    • yesterday's lecture I tried to show how thinking and feeling become
    • releases itself at about the fourteenth year and thinking at about
    • are revealed by the freed thinking, however, are very striking
    • does everything and only when thinking is set free with the change of
    • thinking, becomes independent. It no longer generates the
    • seventh and fourteenth years, we have to bring his thinking into a
    • human being, for in the animal this interplay of thinking and willing
    • this union of his thinking with his willing, therefore it is that he
    • established by human activity between thinking and willing. The
    • Greeks brought about this harmonization of thinking and willing by
    • fourteenth year and thinking at the seventh year.
    • year, into union with the thinking that is already released at the
    • nature of man, as we showed yesterday with regard to thinking and
    • understanding of the relation between thinking and willing. Since the
    • one harmonize thinking and willing in the human being? At most they
    • man: How can we set up a true harmony between the thinking that is
    • neither a one-sided regard to thinking nor a one-sided regard to
    • so when we regard the thinking which dominates the present age as the
    • corpse of a living thinking and when we understand that we must work
    • our way through to this living thinking by self-development.
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  • Title: Education: Lecture VI: Walking, Speaking, Thinking
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    • and ear, also extend over the whole organism of the child. Think of
    • earliest years — the faculties of walking, speaking, and thinking.
    • nevertheless, sense all that those in his environment are thinking.
    • copy of the spiritual, our own thinking must be clear if right
    • thinking is to develop in the child from out the forces of speech.
    • as the result of inconsequent thinking is the actual root of
    • they were learning to think after having learned to speak. The
    • precision as he begins to be able to think, all these qualities
    • of confused thinking in the child's environment.
    • thinking on the part of the teachers about the beginning of the century.
    • Many diseases of the nerves to-day are really due to confused thinking,
    • think it desirable to give their little girl a beautiful doll as a plaything.
    • kind of reflex movement makes him strike the table. He does not think
    • we prattle like a little child and think to bring our speech down to his
  • Title: Education: Lecture VII: The Rhythmic System, Sleeping and Waking, Imitation
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    • and will that induce fatigue. Thinking and movements of the body
    • to think for himself, forcing him to think? Certain organic forces that
    • rigidity is over-developed if intellectual thinking is forced. These
    • to think too much, we are sowing the seeds of premature arterial
    • stake. If I allow the child to think, if I teach him to write, for
    • the body when he immerses himself in thought, is no true thinker.
    • flowing into the limbs. If we sit at a desk and think out decisions
    • process of combustion. When I think, I
    • process of combustion, but only materialistic thinking can compare
    • two ways of carrying out bodily movements. Think of the kind of exercises
    • and in view of what I said there, I do not think you will accuse me of
  • Title: Education: Lecture VIII: Reading, Writing and Nature Study
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    • mineral substances but can think of the earth as a living being, as a
    • learn to think of it as the offspring of a living earth-organism, so
    • ages of seven and nine-and-a-half. Thinking, feeling and willing are
  • Title: Education: Lecture IX: Arithmetic, Geometry, History
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    • think of all we should have to carry about in our heads if we could
    • never be separated from the human being. The child must not think of it
    • as so much book-lore. Many people seem to think that history is something
  • Title: Education: Lecture X: Physics, Chemistry, Handwork, Language, Religion
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    • about plant and animal, I think you will have realized that the aim of the
    • the soul. Think for a moment of the sensitiveness of the human body
    • Just think how
    • In our days men's thinking, so far as realities are concerned, has
    • principle has been introduced simply because people cannot think
    • and syntax, for the child is now reaching a point where he thinks not only
    • about the world, but about himself as well. To think about oneself means,
  • Title: Education: Lecture XI: Memory, Temperaments, Bodily Culture and Art
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    • entirely to the school doctor. I think we are particularly fortunate
    • these qualities and thinks he can set about building. But to know
    • people in general know about the art of education and yet they think
    • provides for children whose faculties of thinking, feeling and
    • all that which comes to the help of thinking out of the speech



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