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    Query was: education
  

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: Spiritual Ground: Lecture I: The Necessity for a Spiritual Insight
    Matching lines:
    • Spiritual Ground of Education
    • Given during a conference on spiritual values in education and attended
    • him a rare opportunity to present the principles of Waldorf education
    • humanity in education. He spoke to us about teachers who, freely and
    • unitedly, unrestricted by external prescription, develop their educational
    • And now that I am about to speak of a method of education which in a
    • education and teaching is based on that spiritual-scientific knowledge
    • — wished to see it applied in the education of children at
    • of education in conformity with the spirit of our age: a renewal of
    • education along the lines demanded by the spirit of the age, by the
    • The education and curriculum in question is based entirely upon
    • domain of teaching and education. In education we must comprehend man
    • education. For to-day we may justly ask: What must we do to give rise
    • spirituality within life and make this the basis of education
    • seven year old child when we begin his primary education; it has
    • When we confront education earnestly it is demanded of us not only to
    • basis for education. Of this spiritual basis for education I will
    • natural scientific education, we must set about building it up. Hence
    • our Waldorf School education that the question of education is
    • art. For it is fundamental to the education of which we are speaking
    • Maximum number of matches per file exceeded.
  • Title: Spiritual Ground: Lecture II: Spiritual Disciplines of Yesterday: Yoga
    Matching lines:
    • Spiritual Ground of Education
    • Given during a conference on spiritual values in education and attended
    • him a rare opportunity to present the principles of Waldorf education
    • humanity in education. He spoke to us about teachers who, freely and
    • unitedly, unrestricted by external prescription, develop their educational
    • of teaching and education. But from what I hear I gather we shall
    • shall we manage schooling and education if we are confronted at the
  • Title: Spiritual Ground: Lecture III: Spiritual Disciplines of Yesterday and To-day
    Matching lines:
    • Spiritual Ground of Education
    • Given during a conference on spiritual values in education and attended
    • him a rare opportunity to present the principles of Waldorf education
    • humanity in education. He spoke to us about teachers who, freely and
    • unitedly, unrestricted by external prescription, develop their educational
    • by Emil Molt in Stuttgart. I had been concerned with education
    • in a position to master so great an educational enterprise earlier to
    • of education which every teacher must make his own and use with every
    • “The Education of the Child in the Light of Anthroposophy”
    • education there as one who disagrees with much in modern education,
    • education as early as possible.
    • essentially physical education has been accomplished — or has
    • education (which will, of course, be continuous as we shall see when I
    • describe the particular phases of education), the most essential part
    • whole nature, one has the basis for the whole of education.
    • far as the differential and integral calculus. In education the matter
    • attitude of mind can right education come.
    • organisation of man so that the details of the actual educational
    • measures and educational methods might be more readily comprehensible
  • Title: Spiritual Ground: Lecture IV: Body Viewed from the Spirit
    Matching lines:
    • Spiritual Ground of Education
    • Given during a conference on spiritual values in education and attended
    • him a rare opportunity to present the principles of Waldorf education
    • humanity in education. He spoke to us about teachers who, freely and
    • unitedly, unrestricted by external prescription, develop their educational
    • It might perhaps appear as if the art of education described in these
    • spiritual region: as though this art of education laid too much stress
    • describing the spiritual foundation of the education, this might
    • the art of education which arises from this philosophy has the most
    • educational question: how can we best develop the physical organism in
    • one speaks on educational questions at the present day one finds
    • reforming in education, it is as much as to say that one is not
    • satisfied with one's own education. One implies that one's own
    • education has been exceedingly bad. And yet, as a product of this very
    • bad education, of this education in which one finds so much to
    • education, — for one realises that one is speaking of what
    • education ought to be and how it must be different from present day
    • about a better education. One assumes that both the speaker and the
    • audience know very well what good education should be in spite of the
    • us, and it can really only be solved by the view of education which is
    • Maximum number of matches per file exceeded.
  • Title: Spiritual Ground: Lecture V: How Knowledge Can Be Nurture
    Matching lines:
    • Spiritual Ground of Education
    • Given during a conference on spiritual values in education and attended
    • him a rare opportunity to present the principles of Waldorf education
    • humanity in education. He spoke to us about teachers who, freely and
    • unitedly, unrestricted by external prescription, develop their educational
    • spiritual organism of which I have already spoken. Hence, in education
    • is, at which we receive it for education in the primary school.
    • Anything further that is said here on primary school education must be
    • In the art of education with which we are here concerned the main
    • Hence all instruction must be at the service of education. The task
    • This educational principle demands that the child shall develop the
    • and writing to the child in a wrong way. An art of education founded
    • place in education; firstly, secondly, thirdly, etc. People are so
    • appears quite differently. In the same way when the art of education
    • must be avoided. And education will be true when it is really made
    • children's education. I shall be speaking further of eurhythmy, and in
    • particular of eurhythmy in education, in a later lecture. For the
    • instruction serves the purpose of education in so far as it is called
    • conduct everything within education as if no boundary existed as yet
    • educational principles of which we have been speaking makes great
    • Maximum number of matches per file exceeded.
  • Title: Spiritual Ground: Lecture VI: The Teacher as Artist in Education
    Matching lines:
    • Spiritual Ground of Education
    • Lecture VI: The Teacher as Artist in Education
    • Given during a conference on spiritual values in education and attended
    • him a rare opportunity to present the principles of Waldorf education
    • humanity in education. He spoke to us about teachers who, freely and
    • unitedly, unrestricted by external prescription, develop their educational
    • THE TEACHER AS ARTIST IN EDUCATION
    • of the art of education is the elimination of ill-humour and crossness
    • humour, then only will you be acting educationally.
    • extraordinary vitality where education is an art — namely the
    • most important place in the education I am here describing, the
    • education practised at the Waldorf School.
    • Further, in an education such as this, we must have patience; the
    • and antipathy in children and its place in education see Steiner's
    • educational writings passim.]
    • Now this shows you indeed that the art of education is a thing that
    • criticism of education — you hear it on all hands. And frequently
    • education must be intimately learned, and that it is not enough to say
    • the education as a whole. It is a horrible thing when first the
  • Title: Spiritual Ground: Lecture VII: The Organisation of the Waldorf School
    Matching lines:
    • Spiritual Ground of Education
    • Given during a conference on spiritual values in education and attended
    • him a rare opportunity to present the principles of Waldorf education
    • humanity in education. He spoke to us about teachers who, freely and
    • unitedly, unrestricted by external prescription, develop their educational
    • considered is the educational principles and no difference is made in
    • of education; nor could we proceed according to plan: 1, 2, etc., but
    • method of education however ideal it is must tear a man out of his
    • put through an education and finished with, a human being is the child
    • order. And after his education he must enter this social order again.
    • exceedingly difficult task of carrying out an educational idea on the
    • Naturally the education officers regarded what was done in other
    • education: from the time of puberty to the time for entering college
    • actually light upon the most concrete educational measures from month
    • participate with his whole being in all the education and instruction
    • The instruction and education can appeal the better to the child's
    • noticeable when the education passes over from the more psychic domain
    • children can bring forth where their education is founded in real
  • Title: Spiritual Ground: Lecture VIII: Boys and Girls at the Waldorf School
    Matching lines:
    • Spiritual Ground of Education
    • Given during a conference on spiritual values in education and attended
    • him a rare opportunity to present the principles of Waldorf education
    • humanity in education. He spoke to us about teachers who, freely and
    • unitedly, unrestricted by external prescription, develop their educational
    • what all education and teaching in the Waldorf School is designed to
    • Well, yes, if it is truly a necessity for healthy education that
    • something before we can do something in education.
    • educational measures taken in the school itself, the same is true for
    • of external conditions upon the education in any school). We are not
    • that the education and teaching truly reach the children's inner life.
    • method of education. It was found, however, that a certain number of
    • embody certain educational methods. Its aims are to be achieved by
    • and the educational value of eurhythmy for the child. In illustration
    • them to explain some things in educational eurhythmy. Now, eurhythmy
    • organic bodily nature, has a very definite value both in education and
    • part of the educational principle of the Waldorf School.
  • Title: Spiritual Ground: Lecture IX: The Teachers of the Waldorf School
    Matching lines:
    • Spiritual Ground of Education
    • Given during a conference on spiritual values in education and attended
    • him a rare opportunity to present the principles of Waldorf education
    • humanity in education. He spoke to us about teachers who, freely and
    • unitedly, unrestricted by external prescription, develop their educational
    • apparent in a school or college where the education is derived from
    • the teaching and education — a thing I can only do intermittently
    • carefully studied and educational measures are founded upon living
    • education: if we give the child definite precepts in conceptual form,
    • helpful alike to education and teaching will be the subject of the
    • education and teaching in our age, far too rich; people seem, driven
    • But why is it there is so much talk today about education and
    • not find people talking nearly so much about education. Edu-cation was
    • Now I have said that a truly healthy education, a healthy instruction,
    • centres in man, then one can find the answer to educational questions
    • nothing about education or instruction that we make extra institutions
    • and have to talk so much about education and teaching. Such lectures
    • possess a philosophy, a knowledge of the world in which education is
    • the art of education, and can exercise it spontaneously,
    • instinctively. Our need to talk so much about education shows how
    • Maximum number of matches per file exceeded.



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