Donate books to help fund our work. Learn more→

The Rudolf Steiner Archive

a project of Steiner Online Library, a public charity

Search results 4721 through 4730 of 6456

˂ 1 ... 471 472 473 474 475 ... 646 ˃
302a. Adult Education. Artistic Lesson Design I 21 Jun 1922, Stuttgart
Translated by Clifford Bax

Rudolf Steiner
If we have children of six or seven, then the course is already set through the fact that they are entering school, and we do not need to understand any other relationship to life. But when we lead young people over from the ninth to the tenth grade, then we must put ourselves into quite another life-condition.
It cannot be said often enough that in the years between 14 and 18 we must build in the most careful way upon the fundamentally basic moral relationship between pupil and teacher. And here morality is to be understood in its broadest sense: that, for instance, a teacher calls up in his soul the very deepest sense of responsibility for his task.
303. Soul Economy: Body, Soul and Spirit in Waldorf Education: The Three Phases of the Anthroposophic Movement 23 Dec 1921, Dornach
Translated by Roland Everett

Rudolf Steiner
I would like to add that it is not just a single person who is greeting you here, but that, above all, it is this building, the Goetheanum itself, that receives you. I can fully understand if some of you feel critical of certain features of this building as a work of art. Any undertaking that appears in the world in this way must be open to judgment, and any criticism made in good faith is appreciated—certainly by me.
It is obvious that no one who is sensible and understands western culture could seriously consider what became the crux of these dogmatic quarrels that led to this split.
They were convinced that such a limited attitude could never lead to a full understanding of the human organism, whether in health or illness. Doctors came who were deeply concerned about the unnecessary limitations established by modern medical science, such as the deep chasm dividing medical practice into pathology and therapy.
303. Soul Economy: Body, Soul and Spirit in Waldorf Education: Education Based on Knowledge of the Human Being I 24 Dec 1921, Dornach
Translated by Roland Everett

Rudolf Steiner
Such people live under the illusion that they are free from scientific thinking. We even take our scientific concepts to church and, although we may hear traditional views expressed from the pulpit, we hear them with ears attuned to natural scientific thinking.
This is the situation that humankind faces today. Under these conditions, people are trying to educate. To do this task justice, however, people must free themselves of all bias and observe and understand the present situation.
Hence it can never become the basis of a science of education, because it leads away from an understanding of the human being. Because teaching involves a relationship between human beings—between teacher and student—it must be based on human nature.
303. Soul Economy: Body, Soul and Spirit in Waldorf Education: Education Based on Knowledge of the Human Being II 25 Dec 1921, Dornach
Translated by Roland Everett

Rudolf Steiner
This fact lies behind the hope of anthroposophic work, which, in any task that it undertakes, chooses not to depart by a hair’s breadth from the disciplined training of the natural scientific way of thinking.
If this were the situation, we would be able to comprehend the material aspect of the mineral kingdom. We would also be able to understand the physical aspect of human nature; the human body would become completely transparent to our sight.
Unless we consider this other side of life, the hidden domain of our sleep life, by making exact investigations, we cannot understand human life in its wholeness. All these reciprocal effects, however, happen without human participation.
303. Soul Economy: Body, Soul and Spirit in Waldorf Education: Education Based on Knowledge of the Human Being III 26 Dec 1921, Dornach
Translated by Roland Everett

Rudolf Steiner
When trying to understand the world through a natural scientific interpretation of its phenomena, whether through cognition or through everyday life, people tend to consider conditions only as they meet them in the moment.
If you look at human life from this aspect of time, you also understand certain abnormalities. You may encounter people who (if I may put it this way) slip prematurely into old age.
We will have developed the faculty of consciously forming images that, under normal circumstances, appear only in dreams, during a state that escapes ordinary consciousness and is confined to the time between falling asleep and awaking.
303. Soul Economy: Body, Soul and Spirit in Waldorf Education: Health and Illness I 27 Dec 1921, Dornach
Translated by Roland Everett

Rudolf Steiner
If you have been able, in full consciousness and under full control, to enhance your soul powers in this way, you will have in fact entered the spiritual world.
The realm where we lived before entering earthly life is revealed to us. It is understandable if some are unprepared to go to such lengths to investigate the eternal human being. Certainly, everyone is free not to follow these paths.
Nor do they lead to a vague kind of spirituality; spirit is taken fully into account, so that life can be understood and treated appropriately. Educators who gradually learn to understand human nature can learn how to deal correctly with matters related to their students’ health and illness.
303. Soul Economy: Body, Soul and Spirit in Waldorf Education: Health and Illness II 28 Dec 1921, Dornach
Translated by Roland Everett

Rudolf Steiner
True educators, above all else, must have acquired real understanding of the entire human organization. They must not allow abstract educational theories or methods to cause them deviate from their natural or (as we could also call it) natural, intuitive understanding.
Imagining this process, we gradually experience the white, fibrous brain substance under the grey matter. In our mental images we become as flexible as the very processes that pervade human nature.
Our concepts become lively and stay in harmony with what actually exists in the human being. There is no other way to understand the true nature of the human being, and this is an essential prerequisite in the art of education.
303. Soul Economy: Body, Soul and Spirit in Waldorf Education: Children before the Seventh Year 29 Dec 1921, Dornach
Translated by Roland Everett

Rudolf Steiner
The outer conditions of life are already clearly pointing at it, and, through anthroposophic insight, it can be understood with inner certainty. It is the fact that, despite one’s freedom, each person has a destiny, or to use the Eastern term, karma.
People in the past responded to this need according to their own particular understanding. Perhaps this also happened in the West, but at one time a regular epidemic spread throughout Central Europe of giving children boxes of building bricks, especially at Christmas.
It is as if its forces of imagination were put into a straitjacket. The other nurse, who has a little more understanding for the inner needs of the child, takes an old piece of cloth that is of no use for anything else.
303. Soul Economy: Body, Soul and Spirit in Waldorf Education: The Waldorf School 30 Dec 1921, Dornach
Translated by Roland Everett

Rudolf Steiner
Another subject taught during morning sessions could be called “worldview.” Please understand that a Waldorf school—or any school that might spring from the anthroposophic movement—would never wish to teach anthroposophy as it exists today.
At any rate, the effects of imponderables in the Waldorf school became apparent in the children’s good behavior under these unusual circumstances. As you know, various kinds of punishments are administered in most schools, and we, too, had to find ways to deal with this problem.
I have never been able to develop the necessary understanding for these somewhat occult relationships. So we decided to find other ways of writing our school reports.
303. Soul Economy: Body, Soul and Spirit in Waldorf Education: Children from the Seventh to Tenth Years 31 Dec 1921, Dornach
Translated by Roland Everett

Rudolf Steiner
A true art of education demands a thorough appreciation and understanding of this metamorphosis. In our previous meetings, I spoke of the refined body of formative forces, the ether body.
Whereas, earlier on, children experienced rhythm and beat unconsciously, they now develop a conscious perception and understanding of it. This continues until the twelfth year, not just with music, but everything coming to meet them from outside.
This could be followed by the teacher asking the children to pronounce words beginning with the letter L. Gradually, under the teacher’s guidance, the children discover the link between the shape that was run and drawn and the sound of the letter L.

Results 4721 through 4730 of 6456

˂ 1 ... 471 472 473 474 475 ... 646 ˃