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The Rudolf Steiner Archive

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307. Education: Walking, Speaking, Thinking 10 Aug 1923, Ilkley
Translated by Harry Collison

The first essential is that he himself shall understand the child, and this he can only do in the truest sense if he has a real and concrete knowledge of man in body, soul and spirit.
In his earliest years the child is one great sense-organ. The scope of this truth is not generally understood; indeed it is a question of using very emphatic words if the whole truth is to be expressed. In later years, for instance, man tastes his food in his mouth, tongue and palate.
If we now raise this process one stage higher, we can understand how the child experiences the functions of its bodily organism. All these physical functions are accompanied by a kind of tasting, and, moreover, the other processes that in later life are localized in eye and ear, also extend over the whole organism of the child.
307. Education: The Rhythmic System. Sleeping and Waking. Imitation 11 Aug 1923, Ilkley
Translated by Harry Collison

A materialism which intellectualizes everything is now only able to understand the concepts itself has evolved about matter; materialism however can never reach the heart of matter.
But as a matter of fact materialism does not even understand matter, but speaks of it only in empty abstractions, while spiritualism, imagining that it is speaking of the spirit, is concerned only with matter.
It can never be too strongly emphasized that the goal of education must be to give man an understanding of the spirit in matter and a spiritual understanding of the material world. We find the spirit if we truly understand the material world, and if we have some comprehension of the spirit we find, not a materialized spirituality, but a real and actual spiritual world.
307. Education: Reading, Writing and Nature-Study 13 Aug 1923, Ilkley
Translated by Harry Collison

On the other hand, a healthy growth will always ensue if the activity is first of all undertaken, and then the mental idea afterwards unfolded as a result of the activity. Reading is essentially a mental act.
We shall find that when he has passed the age of nine or nine-and-a-half, we can lead him on to a really vital understanding of an outer world in which he must of necessity learn to distinguish himself from his environment.
One can show too how in certain animals the structure of the jaw can best be understood if the upper and under jaw are regarded as the foremost limbs. This best explains the animal head.
307. Education: Arithmetic, Geometry, History 14 Aug 1923, Ilkley
Translated by Harry Collison

This whole mode of thought is extended in the pamphlet to the realm of physics as well, though it deals chiefly with higher mathematics. If we penetrate to its underlying essence, it is a splendid guide for teaching mathematics in a way that corresponds to the organic needs of the child's being.
Continuing thus, from the living whole to the separate parts, one touches the reality underlying all arithmetical calculations: i.e., the setting in vibration of the body of formative forces.
But before the age of twelve, the child has no understanding for the working of cause and effect, a principle which has become conventional in more advanced studies.
307. Education: Physics, Chemisty, Hand-Work, Language, Religion 15 Aug 1923, Ilkley
Translated by Harry Collison

Between the ninth and tenth years we begin to awaken a living understanding through a knowledge of the plants, and to strengthen his will through a knowledge of the animals.
But we do not forget how necessary it is for our age to understand the reason that induced the Greeks, whose one purpose in education was to serve the ends of practical life, not to spend all their time learning Egyptian, a language belonging to the far past.
What wonder that human beings as a rule have so little understanding of how to live in the world of the present. The world's destiny has grown beyond man's control simply because education has not kept pace with the changing conditions of social life.
307. Education: Memory, Temperaments, Bodily Culture and Art 16 Aug 1923, Ilkley
Translated by Harry Collison

In this way too, we can unfold the qualities which are essential in moral instruction. If he acquires an understanding of art, the relation of the human being to his fellow-men will be quite different from what it could be without such understanding. For what is the essence of the understanding of the world, my dear friends? It is to be able at the right moment to reject abstract concepts in order to attain insight into and true understanding of the affairs of the world.
Any plastic skill that we develop in the child helps him to understand the formations contained in the plants. The animal kingdom can only be comprehended if the ideas for its understanding are first implanted and developed in us by moral education.
Education: Preface
Translated by Harry Collison

On his return to London he visited the school at Kings Langley and consented to undertake the direction of the work there. Meanwhile Mrs. Mackenzie set about organizing a conference to be held at Oxford under the title of ‘Spiritual Values in Education and Social Life.’
The two farewell lectures do not add to the understanding of the book, and were not intended to form part of it. They have therefore been omitted. Several schools in English-speaking countries are now working successfully on Dr.
Steiner established his plans. This school is still under the direction of Miss Cross. With its beautiful grounds and pastures, it has now a fresh interest attached to it—namely, Dr.
307. Three Epochs in the Religious Education of Man 12 Aug 1923, Ilkley
Translator Unknown

We are now living in a third epoch which we must learn to understand aright. So in the education of the human race directed by the great Divine Teachers of the world, there was added to the truth “Out of God the Father we are born”—this truth—“In Christ the Son we die, in order that we may live.”
Then came the third epoch, when the world of stars was understood merely through calculation, when men looked through the telescope and spectroscope and discovered in the stars the same dead elements and substances as exist on the Earth.
It endeavours to bring afresh and in full clarity to the human heart, this other truth—a truth that will awaken the Spirit in heart and soul: In the understanding of the living Spirit, we ourselves, in body, soul and Spirit, shall be re-awakened— Per Spiritum Sanctum Reviviscimus.
308. The Essentials of Education: Lecture One 08 Apr 1924, Stuttgart
Translated by Jesse Darrell

It should be obvious that the aspect of our culture most harmed by this situation is education—everything related to human development and teaching children. Once we can understand those we are to shape, we will be able to educate and teach, just as painters must understand the nature and quality of colors before they can paint, and sculptors must first understand their materials before they can create, and so on.
In the Waldorf schools, we are attempting to create such an art of education, solidly based on true understanding of the human being, and this educational conference is about the educational methods of Waldorf education.
And so, when a choleric teacher gets near a child and lets loose with fits of temper, anything done under this influence—if the teacher has not learned to deal with this—enters the child’s soul and takes root in the body.
308. The Essentials of Education: Lecture Two 09 Apr 1924, Stuttgart
Translated by Jesse Darrell

Truths must support one another. Anyone who tries to understand the spiritual realm must first examine truths coming from other directions, and how they support the one truth through the free activity of their “gravitational force” of proof, as it were.
A capacity to conceive of the spiritual in this way must become an essential inner quality of human beings; otherwise, though we may be able to understand and educate the soul aspect, we will be unable to understand and educate the spirit that also lives and moves in the human being.
The Religious Nature of Childhood It is essential not to merely understand these things theoretically, which is the habitual way of thinking today. This is the kind of fact that must be understood by the whole inner human being from the perspective of the child, and only then from the standpoint of the educator.

Results 5531 through 5540 of 6552

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