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  • Title: Kingdom of Childhood: Lecture 1
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    • teacher's task to give "soul milk" at the change of teeth and
    • has arisen to form the first beginnings of a College of Teachers,
    • teachers who from the depths of their hearts do indeed recognise the
    • realities of the body, so that as teachers of children we are quite
    • feel helpless. But as there is no science of the soul the teacher is
    • that knowledge of the human being must be the basis for a teacher's
    • good teacher you must say to him: Make Anthroposophy your foundation.
    • teaching and education. Our task is to introduce an education which
    • direction to education and teaching. That is what we shall do. But
    • and must learn something. Then one thinks how best to teach so that
    • admit this possibility, if I am a short-sighted teacher, having
    • But the teacher should know
    • below. The teacher should be able to judge of this because he has
    • That is to say, your teaching must not be made up of isolated units,
    • artistically to the teaching of reading, and how this artistic
  • Title: Kingdom of Childhood: Lecture 2
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    • all education, e.g. in teaching of writing and reading, based on free
    • creative activity of each teacher. The child as integral part of his
    • environment until nine. Teaching about nature must be based on this.
    • The "higher truths" in fairy tales and myths. How the teacher can
    • This is what ordinary Physics teaches everyone. That which is outside
    • angry father or a hot-tempered teacher, then the vascular system, the
    • what you teach him, does not yet make any impression, except in so
    • it is so important, especially for little children, that as a teacher
    • acquire dexterity in all directions. Therefore what the teacher needs
    • teachers must also be able to develop this life of fantasy, for those
    • that can make him a really good teacher.
    • imaginative picture. Therefore in your teaching you must work in
    • we can work least of all in pictures if we are teaching the child
    • comes to school we take him into the classroom and start to teach him
    • to do. And if we teach him this before the change of teeth and set
    • ways and means of your own. The teacher must be inventive, he must
    • On no account should you teach reading first, but proceeding from
    • read and write perfectly. These are things which the teacher must
    • show you, above all, that it is quite wrong to teach reading before
    • fancy of the teacher and educator.
    • Maximum number of matches per file exceeded.
  • Title: Kingdom of Childhood: Lecture 3
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    • How to teach about plants and animals (seven to fourteen). Plants must
    • teaching be based on cause and effect, which is foreign to the young
    • about the plant and animal kingdoms which one can use in teaching.
    • you must not teach Geography and Geology by themselves, and then
    • you will be teaching something which is quite unreal. This will have
    • object-lesson teaching of the present day is utter nonsense.
    • to him by the kind of Botany teaching which is usually pursued,
    • teacher come in with a terribly long face they will be tempted to
    • method of teaching. Teachers who are always solemn will never achieve
    • from. this you will see that you can teach about the animal kingdom
    • teaching of cause and effect until later on, towards the twelfth
    • again this makes demands on the teacher's fantasy. But he must be
    • teach and educate out of the very nature of man himself, arid for
    • teaching which I have been describing to you. So now in conclusion I
    • another example: Dr. Stein, a teacher at the Waldorf School, often
    • teacher had woven into the lesson.
    • teacher follows such methods as these he will stand before the
    • essential for a teacher is self-knowledge. If for instance a child
    • or angry with something his neighbour has done, then the teacher must
    • little. The teacher must always keep himself in hand, and above all
    • Maximum number of matches per file exceeded.
  • Title: Kingdom of Childhood: Lecture 4
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    • Development of imaginative qualities in the teacher. The story of the
    • on the right mood of soul. The teacher's own preparation for this.
    • should teach with descriptive, imaginative pictures, for what the
    • a feeling for the inward life of the soul. A teacher or educator must
    • you will say you ought never to be a teacher if you have to appear
    • I can be with them as a teacher though I am still awkward and clumsy.
    • chap. II.] The teacher or educator must thus take up his
    • a question of the teachers at all but of the children.
    • feelings within him. Nothing is more useful and fruitful in teaching
    • remain as long as possible with one teacher. When they come to school
    • at seven years of age the children are given over to a teacher who
    • the teacher is able to keep discipline in the class through his own
    • teacher in the Waldorf School, for instance, who could tell the most
    • immediately wanted a second. The teacher yielded to this wish and
    • teacher gave in again and prepared a third story for them. And at
    • last it came about that after a time this teacher simply could not
    • example I greatly admired the way one of our teachers handled a
    • has now improved very much). And lo and behold, while the teacher was
    • teacher had made a great fuss the boy would have gone on being
    • the result will be just as it was in the other case, when the teacher
    • Maximum number of matches per file exceeded.
  • Title: Kingdom of Childhood: Lecture 5
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    • All teaching matter must be intimately connected with life. Thus in
    • of apples, a purse of coins. In teaching addition, proceed from the
    • every subject that you teach, so that you do not make use of things
    • in your teaching that are remote from life itself. Everything which
    • find today is that the ideas a teacher has are largely abstractions,
    • very great difficulties into education and teaching. Just consider
    • kinds of theories are thought out for the teaching of number and
    • or bead-frame for teaching. In a business office people can use
    • concern us at the moment, but in teaching, this calculating machine,
    • the child to understand every single thing we teach him. He must take
    • that are introduced into the teaching of today, you may well be in
    • teacher must have his eyes open wherever he goes and look at
    • once with a teacher who had got up to this point (in explaining the
    • teaching the children numbers, out of the reality of what numbers
    • counting and you should now teach the child as follows: “This
    • you proceed on these lines you will be teaching the child to count in
    • out of its parts, and do not teach him to look first at the whole and
    • what must now be taken into account in our Arithmetic teaching. It
    • something we should particularly bear in mind in the teaching of
    • eighteen, and divide it up into the addenda; that is how to teach
    • Maximum number of matches per file exceeded.
  • Title: Kingdom of Childhood: Lecture 6
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    • child has impulse to model and to paint. Teacher himself must learn
    • Anatomy by modelling the organs. Teaching of Physiology (nine to
    • music from beginning of school life, wind or strings. Teaching of
    • therefore you as teachers have a wide knowledge of the forms that
    • organism. It is therefore of real importance for the teacher to try
    • and do some modelling himself, for the teachers' training of today
    • moulding your teaching out of a knowledge of man. This is what must
    • very special in the human organism. As teacher and educator one
    • able to teach rightly. Here then the air enters the body, distributes
    • teaching singing or music with the clear feeling: every child is a
    • digestion into consciousness in our teaching, but I want to show that
    • teaching is this artistic element of which I have just spoken.
    • only make all your teaching artistic, but that you also begin
    • teaching the more specifically artistic subjects, Painting, Modelling
    • and tenth year must be very specially borne in mind in the teaching
    • teaching for the child entering school, but he ought not really to
    • that fundamentally any kind of school teaching before this time is
    • have described. But for the teaching of languages it is specially
    • this point of time is reached language teaching must under no
    • teaching. And another element comes in here, something which belongs
    • Maximum number of matches per file exceeded.
  • Title: Kingdom of Childhood: Lecture 7
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    • of science teaching from twelfth year only, and connected with real
    • - Imitation of life. Teacher' Meetings, the heart of the school.
    • is essential for us to teach in such a way that everything within the
    • through our teaching of plant and animal life. You can treat these
    • itself. You should not begin your teaching of Physics as set forth in
    • golden rule for the whole of teaching is that the child should not
    • education and teaching you must address yourself to whichever system
    • What is the result? The result is that with teaching of this kind the
    • familiar to them. You yourself, with the authority of the teacher and
    • through having discussed the subject with his teacher, and all that
    • principle. “Aliveness” in the teacher must pass over to
    • will see from all this, the whole of your teaching and education must
    • ordinary life, and if the school teaching is wrong, that is if we
    • life. Then through your teaching reality will be carried back into
    • men's thinking, and the teacher has need to consider this very
    • you to make it a rule not to let anything come into your teaching and
    • surface. That is why it is so infinitely important for the teacher
    • that this may be so we have our Teachers' Meetings in the Waldorf
    • School which are the heart and soul of the whole teaching. In these
    • meetings, each teacher speaks of what he himself has learnt in his
    • Maximum number of matches per file exceeded.
  • Title: Kingdom of Childhood: Questions and Answers
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    • How to teach children to draw a tree in shading, speaking only of light
    • Direct Method in Language Teaching.
    • for the other children. Plan of such teaching described, of which the
    • method of teaching? Or should there be no difference at all in the
    • used in the teaching of the rudiments of number, e.g. the tables, in
    • regard to the teaching of drawing, it is really a question of viewing
    • And the teaching of drawing, as such, is only of real value when it
    • only when you begin to teach the child something like perspective, in
    • worst thing you can do is to teach the child to draw a horse
    • now finding that there are not only children but also teachers who
    • would like to join our school. There may well be many teachers in the
    • outer world who would be glad to teach in the Waldorf School, because
    • have been prepared for the teaching profession in the training
    • colleges. One gets a slight shock in the case of the teachers of
    • History, Languages, etc., but worst of all are the Drawing teachers,
    • can scarcely converse with the Drawing teachers: they are such
    • them, quite apart from the fact that they want to teach drawing in
    • these drawing teachers gradually turn into, simply because of having
    • against drawing teachers. I would like to put it thus: here is a
    • be barbarous if an orthodox drawing teacher came and had this tree,
    • Maximum number of matches per file exceeded.
  • Title: True/False Paths: Lecture One: Nature is the Great Illusion; Know Thyself
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    • owed their inspiration to the Mystery teachings. Their knowledge of
    • the Mystery teaching and when I light upon a remedy I owe it to
    • ‘Tiamat.’ Now the teaching in the Chaldean Mystery
    • teachings, stood at man's side to help him when the demons of Tiamat
    • the Mystery teachings Marduk-Micha-el was great and powerful and all
    • teaching of the Mysteries. The eldest son of Ea, wisdom, has
    • those days. The teaching given openly was concerned, on the other
    • teachers about the movements of the stars or of the sun; they wished
    • Initiate-teachers and their pupils had acquired. Then came the time
    • side by side with the teachings of astronomers,
    • knowledge of the Mystery teachings. Since the material science of
  • Title: True/False Paths: Lecture Three: Form and Substantiality of the Mineral Kingdom in Relation to the Levels of Consciousness in Man
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    • Chaldeans who owed their cultural impulses to the Mystery teachings
  • Title: True/False Paths: Lecture Four: The Secret of Investigation into Other Realms through the Metamorphosis of Consciousness
    Matching lines:
    • we hear of such men as Brunetto Latini, Dante's famous teacher.
    • this he experienced under the influence of a spiritual teaching at
    • celebrated teacher of Dante. The vigorous, creative spirit of
    • inspired by the graphic descriptions of his teacher Brunetto Latini
    • conducted? First, there was the teacher, the Priest-Initiate, who,
    • times it was possible for the teacher to speak to his pupil after
    • this state of sleep, the teacher spoke of realities, saying: You are
    • you see as the external world. — The teacher did not use the
    • continuing the dialogue with his pupil, the teacher went on: If
    • neophyte experienced this, his teacher had corresponding experiences
    • teacher and pupil met together again, each had experience of his own
    • teacher would describe how the forms arose, for they had been
    • could probably follow his teacher when he spoke of the mysteries of
    • those far-off times, the pupil learned from the teacher and the
    • teacher from the pupil. On the one hand, the teachings were of the
  • Title: True/False Paths: Lecture Five: The Inner Vitalization of the Soul through the Qualities of the Metallic Nature
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    • Brunetto Latini, Dante's teacher, is a case in point.
    • Being so vividly described by the teachers of the School of
    • Goddess Natura through her teachings about the secrets of nature,
    • Brunetto Latini, the teacher of Dante, returns in a state of
  • Title: True/False Paths: Lecture Six: Initiation-Knowledge, Waking Consciousness and Dream Consciousness
    Matching lines:
    • them and accept in good faith what they have to teach.
    • in which I lived when I was Dante's teacher. If you wish to accompany
    • experience comes to us indirectly, through super-sensible teaching.
  • Title: True/False Paths: Lecture Seven: Knowledge of the World of Stars. Differentiation of the Historical Epochs of Mankind and their Spiritual Background
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    • mentioned, for example, Brunetto Latini, the famous teacher of Dante,
    • the teachers of the School of Chartres, Bernardus Silvestris, Alanus
    • child of ten or twelve confronts his superior, his teacher or
    • familiar with the teachings of Spiritual Science this epoch evokes in
    • truths which he learned from various traditional teachings and which
    • were the spiritual Teachers of mankind on Earth. When their tasks on
    • beings who were once the great Teachers of mankind and who no longer
  • Title: True/False Paths: Lecture Nine: Abnormal Paths into the Spiritual World and their Transformation
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    • how there once lived on Earth illustrious teachers who did not
    • find these primeval spiritual teachers sharing the life of mankind.
    • the primeval teachers of humanity on Earth and the beings whom they
    • teachers in the Mysteries how to remain fully conscious in ordinary
  • Title: True/False Paths: Lecture Ten: Influences of the Extra-Terrestrial Cosmos Upon the Consciousness of Man
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    • the primordial teachers of mankind. The Sun sphere also harbours a
  • Title: True/False Paths: Lecture Eleven: What is the Position in Respect of Spiritual Investigation and the Understanding of Spiritual Investigation?
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    • position in regard to the understanding of anthroposophical teachings
    • teachings and an understanding of them unless one can investigate the
    • the teaching faculty who, in addition to teaching, investigate
    • to historical traditions, to the teachings of the Bible and sacred
    • cannot investigate by reason, the teachings of Initiation
    • pass that one day the realm of music shall echo the teachings of
  • Title: True/False Paths: Lecture One: Nature is the Great Illusion; Know Thyself
    Matching lines:
    • owed their inspiration to the Mystery teachings. Their knowledge of
    • the Mystery teaching and when I light upon a remedy I owe it to
    • ‘Tiamat.’ Now the teaching in the Chaldean Mystery
    • teachings, stood at man's side to help him when the demons of Tiamat
    • the Mystery teachings Marduk-Micha-el was great and powerful and all
    • teaching of the Mysteries. The eldest son of Ea, wisdom, has
    • those days. The teaching given openly was concerned, on the other
    • teachers about the movements of the stars or of the sun; they wished
    • Initiate-teachers and their pupils had acquired. Then came the time
    • side by side with the teachings of astronomers,
    • knowledge of the Mystery teachings. Since the material science of
  • Title: True/False Paths: Lecture Three: Form and Substantiality of the Mineral Kingdom in Relation to the Levels of Consciousness in Man
    Matching lines:
    • Chaldeans who owed their cultural impulses to the Mystery teachings
  • Title: True/False Paths: Lecture Four: The Secret of Investigation into Other Realms through the Metamorphosis of Consciousness
    Matching lines:
    • we hear of such men as Brunetto Latini, Dante's famous teacher.
    • this he experienced under the influence of a spiritual teaching at
    • celebrated teacher of Dante. The vigorous, creative spirit of
    • inspired by the graphic descriptions of his teacher Brunetto Latini
    • conducted? First, there was the teacher, the Priest-Initiate, who,
    • times it was possible for the teacher to speak to his pupil after
    • this state of sleep, the teacher spoke of realities, saying: You are
    • you see as the external world. — The teacher did not use the
    • continuing the dialogue with his pupil, the teacher went on: If
    • neophyte experienced this, his teacher had corresponding experiences
    • teacher and pupil met together again, each had experience of his own
    • teacher would describe how the forms arose, for they had been
    • could probably follow his teacher when he spoke of the mysteries of
    • those far-off times, the pupil learned from the teacher and the
    • teacher from the pupil. On the one hand, the teachings were of the
  • Title: True/False Paths: Lecture Five: The Inner Vitalization of the Soul through the Qualities of the Metallic Nature
    Matching lines:
    • Brunetto Latini, Dante's teacher, is a case in point.
    • Being so vividly described by the teachers of the School of
    • Goddess Natura through her teachings about the secrets of nature,
    • Brunetto Latini, the teacher of Dante, returns in a state of
  • Title: True/False Paths: Lecture Six: Initiation-Knowledge, Waking Consciousness and Dream Consciousness
    Matching lines:
    • them and accept in good faith what they have to teach.
    • in which I lived when I was Dante's teacher. If you wish to accompany
    • experience comes to us indirectly, through super-sensible teaching.
  • Title: True/False Paths: Lecture Seven: Knowledge of the World of Stars. Differentiation of the Historical Epochs of Mankind and their Spiritual Background
    Matching lines:
    • mentioned, for example, Brunetto Latini, the famous teacher of Dante,
    • the teachers of the School of Chartres, Bernardus Silvestris, Alanus
    • child of ten or twelve confronts his superior, his teacher or
    • familiar with the teachings of Spiritual Science this epoch evokes in
    • truths which he learned from various traditional teachings and which
    • were the spiritual Teachers of mankind on Earth. When their tasks on
    • beings who were once the great Teachers of mankind and who no longer
  • Title: True/False Paths: Lecture Nine: Abnormal Paths into the Spiritual World and their Transformation
    Matching lines:
    • how there once lived on Earth illustrious teachers who did not
    • find these primeval spiritual teachers sharing the life of mankind.
    • the primeval teachers of humanity on Earth and the beings whom they
    • teachers in the Mysteries how to remain fully conscious in ordinary
  • Title: True/False Paths: Lecture Ten: Influences of the Extra-Terrestrial Cosmos Upon the Consciousness of Man
    Matching lines:
    • the primordial teachers of mankind. The Sun sphere also harbours a
  • Title: True/False Paths: Lecture Eleven: What is the Position in Respect of Spiritual Investigation and the Understanding of Spiritual Investigation?
    Matching lines:
    • position in regard to the understanding of anthroposophical teachings
    • teachings and an understanding of them unless one can investigate the
    • the teaching faculty who, in addition to teaching, investigate
    • to historical traditions, to the teachings of the Bible and sacred
    • cannot investigate by reason, the teachings of Initiation
    • ~ass that one day the realm of music shall echo the teachings of
  • Title: Karmic Relationships, VIII: Lecture I
    Matching lines:
    • needed in the evolution of humanity, all the teachings, all the
    • events of that single life? If the teachings available in the
  • Title: Karmic Relationships, VIII: Lecture II
    Matching lines:
    • in later times had been done to re-cast, to re-model these teachings.
    • realism, his principles of the form in which all teaching matter
  • Title: Karmic Relationships, VIII: Lecture III
    Matching lines:
    • of Chartres, where teachings still inspired by a lofty and sublime
    • spirituality were given forth. I spoke of particular Teachers in the
    • especially characteristic of these Teachers of Chartres, we may say:
    • so much into the actual content of the teachings, as into the whole
    • Christianity presented by these Teachers of Chartres, Christ was
    • teachings given forth at Chartres cannot be discovered today from
    • surviving literary texts emanating from individual Teachers in the
    • spirituality, the profound insight still possessed by these Teachers
    • heavens to the earth. In the spiritual world the Teachers of Chartres
    • that had still been reflected in the teachings of Chartres where, as
    • Christianity prevailed. In the days of the Teachers of Chartres it
    • When the Teachers of Chartres and those who were associated with them
    • Grail-principle and also in the teachings of Chartres, should now be
    • The Teachers of Chartres had laid less emphasis upon this principle
    • time came for those individualities who had been teachers in the
    • receiving in the spiritual world the teachings which had been
    • imparted by the Michael Teachers in the old Alexander time, in the
    • where, on the one side, deeply significant teaching was imparted
    • again be working on earth and when all the teachings given forth in
  • Title: Cosmic Christianity: Lecture I
    Matching lines:
    • needed in the evolution of humanity, all the teachings, all the
    • events of that single life? If the teachings available in the
  • Title: Cosmic Christianity: Lecture II
    Matching lines:
    • in later times had been done to re-cast, to re-model these teachings.
    • realism, his principles of the form in which all teaching matter
  • Title: Cosmic Christianity: Lecture III
    Matching lines:
    • of Chartres, where teachings still inspired by a lofty and sublime
    • spirituality were given forth. I spoke of particular Teachers in the
    • especially characteristic of these Teachers of Chartres, we may say:
    • so much into the actual content of the teachings, as into the whole
    • Christianity presented by these Teachers of Chartres, Christ was
    • teachings given forth at Chartres cannot be discovered today from
    • surviving literary texts emanating from individual Teachers in the
    • spirituality, the profound insight still possessed by these Teachers
    • heavens to the earth. In the spiritual world the Teachers of Chartres
    • that had still been reflected in the teachings of Chartres where, as
    • Christianity prevailed. In the days of the Teachers of Chartres it
    • When the Teachers of Chartres and those who were associated with them
    • Grail-principle and also in the teachings of Chartres, should now be
    • The Teachers of Chartres had laid less emphasis upon this principle
    • time came for those individualities who had been teachers in the
    • receiving in the spiritual world the teachings which had been
    • imparted by the Michael Teachers in the old Alexander time, in the
    • where, on the one side, deeply significant teaching was imparted
    • again be working on earth and when all the teachings given forth in



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