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Searching Rudolf Steiner Lectures by GA number (GA0307)

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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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    • moving through his body, forming part of his true manhood, but in
    • — which was indeed a kind of innate knowledge of his true inner
    • Christology in the truest sense (as well as an Art of Education, for
    • true religion, in the light of a moral goodness proceeding from
  • Title: Education: Lecture I: Science, Art, Religion and Morality
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    • in an outwardly artistic sense, but taking the true path, we can allow
    • indeed a true picture of it. And now the point is to realize that we
    • approaching the mode of mode of knowledge known as true Inspiration.
    • for true Imagination, it leads not only to knowledge or to art that in
    • primitive and instinctive, this knowledge was none the less a true
    • All true
    • religions have sprung from Inspiration. True, the early form of
    • consciousness, true religion will once again appear. And then
    • once again, true religion will flow from Inspiration and modern man
    • — this is true morality. Nature cannot lead man to morality.
  • Title: Education: Lecture II: Principles of Greek Education
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    • the sphere of education, and thereby to find a true place in social
    • if we would understand the present age, for a true development of
    • unless we have a true conception of the whole character of Oriental
    • astonishment but when we study the true course of human evolution we
    • modern impulses, afford us a true basis for understanding what is
    • through palæstric, he entered into a true relationship with the
    • human being to find their true relationship to the Cosmos, and in
    • the true principles of education in our time. It is absolutely
    • 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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    • sheath, and not expressing a true spiritual being in its physical
    • how to pay true reverence to the Divine in the human being? What must
    • education in the true Greek sense. Greek civilization and Greek
    • they now be considered worthy of true human existence. We are living
    • signs of the times if we desire to discover the true impulse
    • at times it is true that he does in fact experience these things. But
    • would become true educators, true teachers. For the essential thing
  • Title: Education: Lecture IV: The Connection of the Spirit with Bodily Organs
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    • attained to by human effort as the true essence of the human being.
    • take our start — and everyone feels this to be true
    • make the spirit human in the true sense, so that this nebulous spirit
    • thinking has brought on a headache), a true knowledge shows us that
    • expression in human speech, in words, actually appears in its true
    • 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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    • can only become a true teacher when one ceases to take this question
    • between the seventh and fourteenth years we set up a true
    • proceeds from the inner being, depends upon the true harmony being
    • seventh year. We only acquire true reverence for the development of
    • man: How can we set up a true harmony between the thinking that is
    • limbs? If we would be educators in the true sense, we must have
    • that from an understanding of the true nature of man they would
    • man, a true anthroposophical insight into his inner nature. And this
    • which comes from feeling in the lips, so a true knowledge of man will
    • the universe as he allowed the true content of this first sentence of
  • Title: Education: Lecture VI: Walking, Speaking, Thinking
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    • educational theories, but rather to create a true feeling for
    • a task which he cannot approach with true devotion unless he has a
    • child, and this he can only do in the truest sense if he has a real
    • have a true insight into the processes of nature may have the
    • absolutely true.
    • lasts till death and is especially harmful in advanced age. In true
    • outwardly unseemly, but we must be inwardly true, inwardly moral in
    • of the finer connections revealed by a true knowledge of man. Not without
    • to walk, so while we help him to speak we must be inwardly true. The
    • this; he wants to listen to true speech, the speech of grown men and
    • the seventh year, a social task stands before us, inasmuch as a true
    • life and strikes it. Now this is not true. The child does not
    • is something that calls for true insight into the nature of the child. If
    • In true
    • arisen from a true inner love for children, but they have failed to
    • possessed of a true knowledge of man when he goes into these modern
    • children to their true level.
    • be avoided when we are dealing with the child, so that a true spirituality,
  • Title: Education: Lecture VII: The Rhythmic System, Sleeping and Waking, Imitation
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    • musical element that true rhythm may prevail in the class-room. He
    • the age of seven) all true education must develop from the foundation
    • all-important. True education can provide for a right life of sleep,
    • it is essential to develop by means of a true observation of the nature of
    • men and women carry their bodies about like burdens, whereas a truer
    • the body when he immerses himself in thought, is no true thinker.
    • for true movements of the body.
    • by the true Olympic Games in the culture of Greece. For if one penetrated
    • their nature — a true offspring of Greek culture. In their
    • religion, and with a true educational instinct they could bring these
    • inartistic forms of physical culture are contrary to all true education,
    • of man is necessary before a true relationship can be established
    • and love feels it to be true. Our sense of beauty grows in the right
    • declares to be true, beautiful and good. If during the first period
    • the good and to be repelled by what is evil. He has a true enthusiasm
    • should have been so, but the point I want now to make is that in true
    • are true teachers if our observation of human nature is based upon a
    • true understanding of man. True observation of man sees in the
    • we should arm ourselves with a true knowledge of man, with the
    • faculty of true observation. This will grow into an inner moral
    • Maximum number of matches per file exceeded.
  • Title: Education: Lecture VIII: Reading, Writing and Nature Study
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    • is quite true, but fundamentally speaking, the forces of the whole
    • of eleven or twelve in this way have no true knowledge of the real
    • sun, moon and earth. True, one cannot enter deeply into this working
    • true development.
    • This true
    • worked out with true artistic feeling.
    • nature of the child. A true understanding of the life of plants
  • Title: Education: Lecture IX: Arithmetic, Geometry, History
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    • A true teacher
    • reckoned with in true education.
    • When a true
    • a true economy is exercised in teaching. This economy can be exercised
    • realize how contrary such a thing is to all true principles of education
  • Title: Education: Lecture X: Physics, Chemistry, Handwork, Language, Religion
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    • child into a true relationship with the world around him. He learns to
    • into a true relationship with other living beings standing below him
    • of the plants and his will has been strengthened by a true conception
    • Nature is to act in accordance with true principles of human
    • to full manhood and to help him to find his true place in the ranks of
    • of full manhood and on the other hand be able to find his true place in
    • it is also true of the more civilized languages often escapes
    • is nevertheless profoundly true that human beings should learn to
    • of ten, we can then proceed to develop a true sense and understanding
    • educate in the sense of true Christianity must realize that before the age
    • Waldorf School is a true assistance to this task.
    • true conception of the Mystery of Golgotha.
    • blind rationalistic Christianity, but towards promoting a true
  • Title: Education: Lecture XI: Memory, Temperaments, Bodily Culture and Art
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    • from a true observation of the human being. If we adopt the methods
    • teaching and how education ought to proceed. Yet true education
    • True knowledge
    • that is why a true knowledge of the human being, by means of which
    • reject abstract concepts in order to attain insight into and true
    • artistic feeling, then and only then is a true understanding of man
    • possessed of true artistic feeling and can introduce the child to
    • an all-essential part of Waldorf School education. True indeed it

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