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  • Title: Lecture: Younger Generation: Cover Sheet
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    • and living wisdom in teachers and so must reject modern adults' dead
  • Title: Lecture: Younger Generation: Contents
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    • and living wisdom in teachers and so must reject modern adults' dead
  • Title: Lecture: Younger Generation: Preface
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    • and living wisdom in teachers and so must reject modern adults' dead
  • Title: Lecture: Younger Generation: Lecture I
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    • and living wisdom in teachers and so must reject modern adults' dead
    • become a teacher or adopt some other profession — that is not
  • Title: Lecture: Younger Generation: Lecture II
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    • and living wisdom in teachers and so must reject modern adults' dead
    • leaders, for those who were both teachers and leaders or — as
    • would be equally correct — teachers endowed with leadership,
    • can no longer find any teachers.
    • men prided themselves on not being teachers any longer, but
    • longing to know how to teach young people to be young in order that
    • needed today. First of all, the teachers must be awakened, and then
    • the teachers must awaken the children and the young people.
  • Title: Lecture: Younger Generation: Lecture III
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    • and living wisdom in teachers and so must reject modern adults' dead
  • Title: Lecture: Younger Generation: Lecture IV
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    • and living wisdom in teachers and so must reject modern adults' dead
    • opposition to the Socratic teaching. And so, during the sixties and
  • Title: Lecture: Younger Generation: Lecture V
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    • and living wisdom in teachers and so must reject modern adults' dead
    • what is dead becomes the teacher of the living, the youthful feel it
  • Title: Lecture: Younger Generation: Lecture VI
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    • and living wisdom in teachers and so must reject modern adults' dead
    • pedagogics of the future to the growing generation by teachers and
    • education and teaching there will have to be imparted much of that
    • confidence we bring to an adult. When we meet the child as teacher or
    • lie. But anyone who teaches has to work unceasingly, in a living way,
  • Title: Lecture: Younger Generation: Lecture VII
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    • and living wisdom in teachers and so must reject modern adults' dead
    • right thing is for teachers to be able to handle what does not give
    • another way. We may find that the teacher hands on to the young
    • those who teach standing before their class with a note-book, or even
    • of a class of say, thirty pupils, and teach with the help of a book
    • is wanting to teach me something that he has first to read. I should
    • invisible children about the teacher of the thirty visible ones who
    • of someone who is to teach or educate, much goes on that is entirely
    • inner being what neither parents, nor teachers, nor even the old
    • henceforth demanded of teachers: Yes, now prove that for me! And now
  • Title: Lecture: Younger Generation: Lecture VIII
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    • and living wisdom in teachers and so must reject modern adults' dead
    • [or] ninth post-Christian centuries, at least those who were teachers
    • their teachers that thoughts were Beings permeated, imbued by the
    • natural scientist, certainly not in any authoritative teacher of
    • people wish to teach you mineralogy, zoology, botany, biology,
  • Title: Lecture: Younger Generation: Lecture IX
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    • and living wisdom in teachers and so must reject modern adults' dead
    • teachers, educators, and the younger generation. If this is not
    • to teach or educate: “The young cannot be brought to the point
    • with violating his most sacred duty if, as teacher or educator, he
    • all instruction. In other respects the education and teaching of that
    • else was connected with this: that teachers felt that it was first of
    • only when the young people had reached a certain age that the teacher
    • and for this reason the substance of the teaching was the trinity of
    • and words. Instruction in grammar was the teaching of an art, and all
    • teachers, that they should feel their teachers capable of speaking
    • the teacher and educator.
    • when we speak of the objective method of teaching, we keep the
    • teaching quite apart from the personality of the teacher. We drag in
    • machines, in order that the teaching may be as impersonal as
    • separation is not really possible. The endeavour to keep the teaching
    • teacher coming into play, and his good side is quite unable to unfold
    • it was a natural demand on the teacher that he should first let the
    • that is not correct. His teaching certificate was for Eloquentia —
    • order to teach he took up history of art — and dealt with it
    • most excellently. Even at the time when Curtius was teaching it would
    • Maximum number of matches per file exceeded.
  • Title: Lecture: Younger Generation: Lecture X
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    • and living wisdom in teachers and so must reject modern adults' dead
    • drew attention to how in earlier times the teacher took his start
    • young human being started by recognizing in his teacher: This man can
    • our system of teaching is ultimately of this character, too, and
    • teacher if he is to guide and lead the young from the time of the
    • can education really be experienced as art, and the teacher can
    • Then in our epoch of the consciousness soul all teaching will be so
    • arranged as to create an artistic atmosphere between teacher and
    • cleverer than the teacher — one asks: Why should I be bothered
    • cannot very well be otherwise. For the teacher is so drilled in
  • Title: Lecture: Younger Generation: Lecture XI
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    • and living wisdom in teachers and so must reject modern adults' dead
    • were everyone to teach a different science. But that could not be,
    • age it establishes no relation between teacher and pupil. All
    • the individuality of the teacher and educator. It is individuality
    • that must work in the school. What grows between teacher and pupil
    • teacher as coming out of pre-earthly existence. A young child has the
    • concepts but is manifested in the teacher; and it resists conceptual
    • teacher, of educator. Through study we cannot become teachers. We
    • cannot drill others into being teachers, because each one of us is
    • already a teacher. Every human being is a teacher, but he is sleeping
    • it brings the teacher, as a human being, nearer to those whom he
    • It would be terrible if anyone were to believe it possible to teach
    • cannot always give the post of teacher to a genius just for a future
    • geniuses as teachers. You would not say this because experience does
    • the teacher is faced with a class in which there are children
    • teacher consists in bringing the children not merely to our degree of
    • teachers, therefore, we may come into the position of having to
    • provide schools with enough teachers unless one holds to the
    • principle that it does not matter if the teacher is not as clever as
    • teacher because it does not depend on the giving out of knowledge but
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  • Title: Lecture: Younger Generation: Lecture XII
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    • and living wisdom in teachers and so must reject modern adults' dead
    • learn all the teachings about the ego. It is not a question of
    • being a teacher. For we should really get the feeling that we are
    • important than is supposed. The boy or girl, seeing the teacher come
    • into the classroom, must not have the feeling: “He is teaching
    • subconscious.” They want a human relation with the teacher. And
    • Pedagogics is not enough if it makes the teacher or educator merely
    • the teacher merely clever is not of the right kind; the right kind of
    • pedagogics makes the teacher inwardly alive and fills him with
    • teacher or educator, it is that his pedagogical art has not made him
    • perhaps only a myth or a legend. If teachers are pedants, if these
    • and philistines were to be found in the teaching profession it would
    • teacher can be no philistine, can be no pedant.
  • Title: Lecture: Younger Generation: Lecture XIII
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    • and living wisdom in teachers and so must reject modern adults' dead
    • teacher. Everything was still permeated with soul, everything was
    • Michael if we want to become true teachers. More is accomplished for
    • were, from another side so that as teachers we know: All accumulation
    • teach the child about the mysteries of earthly existence. Only when



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