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The Rudolf Steiner Archive

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Search results 5201 through 5210 of 6456

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300a. Faculty Meetings with Rudolf Steiner I: Twenty-Third Meeting 23 Mar 1921, Stuttgart
Translated by Ruth Pusch, Gertrude Teutsch

Rudolf Steiner
You are creating an aristocracy. Marie Steiner: I understand that. A teacher: I wanted to ask if we have given up the idea of a kindergarten. Dr.
Is it possible that when an apprenticeship is not under consideration, someone could get such people accepted into a company? A teacher: Those who have not learned through a certified master cannot be employed.
300a. Faculty Meetings with Rudolf Steiner I: Twenth-Fourth Meeting 26 May 1921, Stuttgart
Translated by Ruth Pusch, Gertrude Teutsch

Rudolf Steiner
A question of whether third graders should write foreign language or only speak it. A question about social studies and social understanding. A question about a special course for eurythmy. Questions about a teachers’ meeting, pedagogical conferences, and a newsletter.
O’s class. The children were interested, they understood everything and were enthusiastic. They remembered nothing, though, because he emphasized specific things and did not give them the overall connections.
A teacher: Last year we included social understanding as a part of technology. Dr. Steiner: That is connected with the academics for the upper grades.
300b. Faculty Meetings with Rudolf Steiner I: Twenth-Fifth Meeting 16 Jun 1921, Stuttgart
Translated by Ruth Pusch, Gertrude Teutsch

Rudolf Steiner
I would prefer the history teacher to simply acquire an understanding of the human organism. He will then discover the organ that provides the correct perspective.
The gym is really terrible. Apparently the ground underneath it is not very good. It must be moldy. The cellar is damp. It has a moldy smell to it. We will move the eurythmy into another room.
300b. Faculty Meetings with Rudolf Steiner I: Twenth-Sixth Meeting 17 Jun 1921, Stuttgart
Translated by Ruth Pusch, Gertrude Teutsch

Rudolf Steiner
Steiner: You will need to make the human being understandable, in a certain sense. Of course, you have to create a context in which you can make the human being as an individual understandable, so that you can later go on to ethnology. In making the individual human being understandable, you can take a great deal from Anthroposophy without getting the reputation of teaching Anthroposophy.
They do not need to come much further than to understand how a thread is created and how a piece of cloth is woven. You should be happy if they acquire some skill in the years.
300b. Faculty Meetings with Rudolf Steiner I: Twenth-Seventh Meeting 11 Sep 1921, Stuttgart
Translated by Ruth Pusch, Gertrude Teutsch

Rudolf Steiner
Steiner: In spite of that, we should not keep the children under the same stress for two hours. You could help the children or give them a hint that they should do this or that at home.
Trajectory is better if you treat it with equations. Do the children understand parabolic equations? If you develop concrete examples, then you do not need to go into detail there.
They need something that will completely occupy them. They need to understand that it is something that, in the presence of its greatness, even Novalis would fall to his knees.
300b. Faculty Meetings with Rudolf Steiner I: Twenth-Eigth Meeting 16 Nov 1921, Stuttgart
Translated by Ruth Pusch, Gertrude Teutsch

Rudolf Steiner
A restriction on smoking is easier, but to teach the children so that they understand the problem affects the entirety of their lives. It is very important not to forbid and punish.
Another teacher speaks about the question. Dr. Steiner: Now I am lost. I don’t understand anything anymore. A sacrament is esoteric. It is one of the most esoteric things you can imagine.
I say that without in any way wanting to express a lack of understanding for the history of it. Think about what you have experienced in the external bourgeois world led by functionaries.
300b. Faculty Meetings with Rudolf Steiner I: Twenth-Ninth Meeting 14 Jan 1922, Stuttgart
Translated by Ruth Pusch, Gertrude Teutsch

Rudolf Steiner
What is important is that you attempt to be one with him. When you are done with him, I would undertake one of the major prose works. You could certainly do Mignet with those children. A teacher: Should we do The Tempest after A Christmas Carol?
I had not previously had an opportunity to discuss them so exactly and in so much detail, that is, the formation of the organism, so that gymnastics teachers could actually understand them. I will look into this question further.
300b. Faculty Meetings with Rudolf Steiner I: Thirtirth Meeting 15 Mar 1922, Stuttgart
Translated by Ruth Pusch, Gertrude Teutsch

Rudolf Steiner
It is clear that this sort of inspection is an example of something that could never lead to an understanding of what actually happens in a school. When you think of the goodwill this man could have brought to understand at least a little about the Waldorf School, you will see that he had none whatsoever.
Steiner: With such difficult cases as N.G., we can approach him with understanding if he still has some belief in a person who can be completely objective about the life he has experienced.
Here, we see no goodwill. Such things wash the ground away from under our feet.
300b. Faculty Meetings with Rudolf Steiner I: Thirty-First Meeting 28 Apr 1922, Stuttgart
Translated by Ruth Pusch, Gertrude Teutsch

Rudolf Steiner
They are particularly apparent in England where you have to tell people things ten times before they begin to understand you. Two and a half years ago, I had an experience with the proletarian workers. Those who were not good in school understood the things we discussed about the threefolding of society well. In contrast, there were speakers who showed they understood nothing but the words they used to write their Marxist propaganda. You could see that they had heard nothing of what was actually said.
Steiner: We should teach the Bible so that the children can understand it. The Old Testament is not intended for children. It contains things you should not teach them.
300b. Faculty Meetings with Rudolf Steiner I: Thirty-Second Meeting 10 May 1922, Stuttgart
Translated by Ruth Pusch, Gertrude Teutsch

Rudolf Steiner
Steiner: It is certainly possible to cover the relationship of art to the development of culture, so that the students have a good understanding of that. You could point out why music as we understand it today arose relatively late. What the Greeks called music, and so forth.
A teacher: I would like to ask about which fundamental areas of art we should undertake in the eighth and ninth grades? Dr. Steiner: Do Dürer’s work in the eighth grade. I want to think about the ninth grade.
Just think for a moment, though, what it will mean to have four new teachers and compare that with the figures in the Waldorf School Association account. It is now extremely difficult to undertake projects that go beyond absolute necessity. We could open the kindergarten if it would at least carry itself, that is, if there is money for it.

Results 5201 through 5210 of 6456

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