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The Rudolf Steiner Archive

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Search results 5471 through 5480 of 6065

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292. The History of Art I: Representations of the Nativity 02 Jan 1917, Dornach
Translated by Unknown

Rudolf Steiner
The Adoration by the Shepherds—all that is more or less related to this theme—could best be understood (understood, that is to say, by the inner feelings) under the influence of what remained from those Northern Mysteries whose center, as I told you, was in Denmark.
But the appearance of the Three Wise Men of the East cannot really be understood with the same understanding, as the appearance of Jesus to the Shepherds according to St. Luke's Gospel. For the latter is a simple understanding of the heart, of inner feeling; while the understanding which we must bring to bear on all that is connected with the Wise Men from the East must needs be of a “Gnostic” character.
292. The History of Art I: Raphael and the Northern Artists 17 Jan 1917, Dornach
Translated by Unknown

Rudolf Steiner
In short, you can distinguish what is purely artistic from the underlying subject-matter. Here, however, the artist's power is so magnificent that it draws the subject-matter into its own sphere.
There can be no doubt about it; they confronted many of these things without real understanding. They heard that a thing must be done so, and so; but it did not truly appeal to them, it did not strike home.
Nor had they yet the power to obey the laws of space out of their own understanding. To begin with, I will show you an artist of the first half of the 15th century: Lucas Moser.
292. The History of Art I: Sculpture in Ancient Greece and the Renaissance 24 Jan 1917, Dornach
Translated by Unknown

Rudolf Steiner
He found that the manifold forms of Nature can be referred to certain typical or fundamental forms, in which is expressed the spiritual Law and Essence that underlies the outer things. He started, as you know, from Botany—the study of the Plant world. He tried to perceive the growth of the plant in this way: A single fundamental organ, whose basic form he recognised in the leaf, undergoes constant metamorphoses.
We must think truly on these matters, to gain some understanding of those noble forms of Humanity which underlay the Golden Age of Grecian Art. It was inevitable in the Fifth Post-Atlantean age, for man to leave behind him his life within the spiritual ...
Brunelleschi thereupon himself undertook to model the Christ. Donatello—for they lived together—had gone out to buy things for their breakfast.
292. The History of Art II: “Disputa” of Raphael — the School of Athens 05 Oct 1917, Dornach
Translated by Unknown

Rudolf Steiner
Every detail which we can lay our eyes on in order to understand this painting, to really understand it artistically, means every small detail has a certain meaning.
Let us be completely clear: under the papal predecessors before Julius II, Rome was at the time basically completely different than during Julius II's reign.
There they remained. One can really not understand what happens in the becoming of being human beings when one doesn't have a clear understanding of the need to repel spiritual impulses towards the East—to what is connected to Asia and to Russia as a European peninsula—from the 8th and 9th Centuries.
292. The History of Art II: Fourth and Fifth Post-Atlantean Epochs, Medieval Art in the Middle, West, and South of Europe 15 Oct 1917, Dornach
Translated by Unknown

Rudolf Steiner
Particularly in our present time it is imperative to totally understand the current 5th post-Atlantean epoch in which we stand, with all its peculiarities, in order for us to become ever more and more conscious of how affective we are within it.
The papacy in the time from the 9th century, before the middle of the 9th century where the ruling of Europe was so vigorously taken under control, where all relationships effectively extended, must not be imagined as the same effective papacy in a later century or even today.
This is what we find towards the conclusion of every time period, towards which Rome out of such a deep understanding through the three to four centuries created in the European realm, which wanted to rise out of folklore.
292. The History of Art II: Greek and Early Christian Art, Symbolic Signs, the Mystery of Gold 22 Oct 1917, Dornach
Translated by Unknown

Rudolf Steiner
If one considers it in this way, then your mind understands the deepest mystery of gold. What did Siegfried's friend tell him? What does the Nibelungenlied say?
Learn once again how humanity experienced not mere air moving over the earth but that there is spirit above the earth, spirit which must be searched for; that beneath the earth there is not only stuff which they could take out with the aid of material tools, but that which was to be unearthed from the sub nature had to be offered up to the super-sensory. To understand mankind again, that is the mystery of gold! Not only spiritual science teaches this but this can also be learnt through the real understanding of the history of art in a spiritual sense. Oh, how terrible it is to see how the present day humanity wait day after day and do not want to understand the necessity to grasp the new; that they make no progress through old, worn-out imaginations.
292. The History of Art II: The Changes in the Conception of Christ During a Certain Period of Time 29 Oct 1917, Dornach
Translated by Unknown

Rudolf Steiner
I say: the abstracted cosmic element transported over to the West! If you want to understand that then you must above all completely enter into the art of being, into a soul nature which was found in Romanism.
World domination was actually the Roman Empire's ideal. To bring the then total cultural world under Roman rule was the Roman Kaiser's ideal. The content from Hellenism to Romanism was prescribed by the desire to represent the individual.
The Greek influence actually existed in art with little influence from central Europe. Understand, this had to be so, from the second half of the 9th century it went well in Rome. Everyone knew, as I expressed it once, this `Eastern Being' had to be kept back.
293. The Study of Man: Lecture I 21 Aug 1919, Stuttgart
Translated by Daphne Harwood, Helen Fox

Rudolf Steiner
Indeed our intentions will only be fully accomplished when we, as humanity, will have reached the stage where parents, too, will understand that special tasks are set for mankind to-day, even for the first years of the child's education.
We must first gain an Anthropological-Anthroposophical understanding of the human being. Thus, the most important measures in education will consist in paying attention to all that rightly organises the breathing process into the nerve-sense process.
The child sleeps his very way into life.” Nevertheless, what inwardly underlies sleeping and waking, this the child cannot yet do. The child experiences all sorts of things on the physical plane.
293. The Study of Man: Lecture II 22 Aug 1919, Stuttgart
Translated by Daphne Harwood, Helen Fox

Rudolf Steiner
It is impossible for you to comprehend the being of man unless you understand the difference between the elements of sympathy and antipathy in man. These elements, as I have described, find their full expression in the soul world after death.
Here we come to a very important fact about the human being. You must learn to understand the whole man, spirit, soul and body. Now in man there is something continually being formed which always has the tendency to become spiritual.
Now you will have seen, from what I have here developed, that really the human being can only be understood in connection with the cosmos. For when we make mental pictures we have what is cosmic within us.
293. The Study of Man: Lecture III 23 Aug 1919, Stuttgart
Translated by Daphne Harwood, Helen Fox

Rudolf Steiner
The teacher of the present day should have a comprehensive view of the laws of the universe as a background to all he undertakes in his school work. And clearly, it is particularly in the lower classes, in the lower school grades, that education demands a connection in the teacher's soul with the highest ideas of humanity.
But as modern philosophy will have nothing to do with the elements through which alone the human being can be fully comprehended, it produces this law of the conservation of energy; a law which, in a sense, does no harm when applied to the other kingdoms of nature, to the mineral, plant and animal kingdoms—but which applied to man destroys all possibility of a true understanding and knowledge. As teachers it will be necessary for you on the one hand to give your pupils an understanding of nature, and on the other hand to lead them to a certain comprehension of spiritual life.
Of course certain circles of people to-day would find it exceedingly hard to understand such a thought. But unless we permeate ourselves with such conceptions we cannot possibly become true educators.

Results 5471 through 5480 of 6065

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