Searching On The Art of Lecturing
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- Title: Art of Lecturing: Lecture I
- in the next days as abstract sentences.
- first sentences touch on something that, until now, had not
- not formulate the same sentences. They would be so much
- foolishness. For, when one speaks concretely, such a sentence
- Verbal formulation of the first and the last sentences. Our thought
- sentences when we begin to lecture. But the thought content
- speaks from the first sentence on under direct inspiration,
- first sentences in such a way that certainly the feeling of
- most, the fifth sentences. Then one proceeds to the
- formulated the closing sentences. For, in winding up a
- not find one's last sentence. This stage fright is necessary
- that one is anxious about finding the last sentence. Now, if
- most, five — sentences. Thus, a lecture should really
- sentences. And, in between, the lecture should be free. As
- sentences such as one speaks in ordinary life only now and
- are shaped, the sentences are shaped, and the arrangement is
- Title: Art of Lecturing: Lecture II
- [einschnappte] into the language. The sentence
- The sentence is that out of which one evolves the judgment.
- But the judgment is in truth so laid into the sentence that
- feels, when a sentence is uttered, whether one may or may not
- is still widespread that there can be sentences which one
- present, there are no longer such sentences. Every sentence
- speaking the language must be adequate; the sentence must fit
- something insufficient, every sentence as something
- word, the adequate sentence; one can only conduct oneself as
- Title: Art of Lecturing: Lecture III
- one's conceiving one statement after the other, one sentence
- Title: Art of Lecturing: Lecture V
- formulation of key sentences. Speech exercises.
- to several concluding sentences of which I have already said
- opening sentences in a way one considers necessary. One will
- sentences that serve as catch-phrases. They do not make the
- sentence perhaps ten or eight or twelve will result. But one
- should write such sentences down. One should therefore not
- these sentences down on one's piece of paper. So, let us say,
- say these sentences aloud, but in such a way that one always
- read you a number of such sentences whose content is often
- can or should only be practiced with sentences that are
- meaningful for the intellect. Because in those sentences that
- words, the word-formation, the sentence-construction, how
- from one sentence to another. This is why tea is indeed the
- disposition through catch-sentences, as our inner
- Title: Art of Lecturing: Lecture VI
- back and re-read a sentence he has not understood. The
- indirectly, so that a sentence which falls during an
- changing the word order. You should speak some sentences in
- attention to the sentence concerned but also to the one that
- the second sentence if you interlace your word-order a bit.
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