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The Rudolf Steiner Archive

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Search results 131 through 140 of 1575

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77b. Art and Anthroposophy The Goetheanum Impulse: Summer Art Course 1921: Anthroposophy: The Science of the Human Being 24 Aug 1921, Dornach

Rudolf Steiner
Anyone who takes this view is simply not open to discussion about anthroposophy, and in particular about anthroposophical knowledge of the human being. It is not necessary to ascend to imagination, inspiration, and intuition oneself; it is only necessary to bring the thought life, which one already develops in ordinary science, vividly into the whole inner soul life, and from this living grasp of the thought, to follow what the spiritual researcher brings out of imagination, inspiration, and intuition.
Only those who adhere to this method of gluing for a system of concepts will say that, from the point of view of ordinary thinking, they cannot verify what is given in anthroposophy. But anyone who grasps that the human being really carries within himself, within himself experiences thinking as a living organism — it is only overshadowed, it is only overshadowed by an illusion —, anyone who grasps this thinking that is alive in life, can verify from this thinking everything that the spiritual researcher presents about man and the world.
304. Waldorf Education and Anthroposophy I: Anthroposophical Spiritual Science and the Great Questions of our Present Civilization 23 Feb 1921, The Hague
Tr. René M. Querido

Rudolf Steiner
That such new faculties are possible, however, is precisely the attitude required of anyone who wishes to investigate the spiritual world of which anthroposophy, the science of the spirit, speaks. Here, the aim is to develop human faculties inherent in each person.
304. Waldorf Education and Anthroposophy I: Education and Practical Life from the Perspective of Spiritual Science 27 Feb 1921, The Hague
Tr. René M. Querido

Rudolf Steiner
(You will find a more detailed account of this characteristic feature in my booklet The Education of the Child in the Light of Anthroposophy.) Descending from the spiritual world, the child brings to outer expression—like an echo from the spiritual world—the last experiences undergone there.
By complementing the outer, material aspects of life with supersensible and spiritual insights, spiritual science or anthroposophy leads us from a generally unreal, abstract concept of life to a concrete practical reality. According to this view, human beings occupy a central position in the universe.
304. Waldorf Education and Anthroposophy I: Knowledge of Health and Illness in Education 26 Sep 1921, Dornach
Tr. René M. Querido

Rudolf Steiner
Anthroposophy is broadly based and has many ramifications that can lead us to the most intimate knowledge of human nature. One can truly say that anthroposophy offers an opportunity of fructifying the various sciences, especially in areas that, today, are not generally accessible to them.
RUDOLF STEINER: I hope that this talk, given in all brevity and presented as a mere outline of our broadly based but specific theme, has contributed something toward a better understanding of the aims of anthroposophy. These aims are never intended to be isolated from actual life situations. When the essence of anthroposophy is fully grasped, it will always lead into the realities of life, into life itself.
304. Waldorf Education and Anthroposophy I: The Fundamentals of Waldorf Education 11 Nov 1921, Aarau
Tr. René M. Querido

Rudolf Steiner
One cannot become fully acquainted with the methods of anthroposophy merely by sampling a few of them. One must experience the spirit pervading the whole work. And so it was for the disgruntled boy who entered our school so late in the day.
304. Waldorf Education and Anthroposophy I: Education and Drama 19 Apr 1922, Stratford
Tr. René M. Querido

Rudolf Steiner
I) It is an art of education, based on anthroposophy. It is different from other contemporary currents and world-views. II) It depends on perceptions that can be developed.
6) The method of the Waldorf school is built on anthroposophy. Exact clairvoyance. Exercises in thinking and willing. Through these to recognize: the child—as sense organ and sculptor—and subsequently musician and listener to music.
304. Waldorf Education and Anthroposophy I: Shakespeare and the New Ideals 23 Apr 1922, Stratford
Tr. René M. Querido

Rudolf Steiner
Thus, a painter can return to a connection with the ancient instinctive spiritual experience of humanity. It is this possibility that modern anthroposophy seeks to give through all that I have said concerning exact clairvoyance. Looking back at the life of ancient, instinctive clairvoyance, we find it connected equally with the artistic, the religious, and the scientific; that is, with the whole of the ancient form of knowledge.
304. Waldorf Education and Anthroposophy I: Synopsis of a Lecture from the “French Course” 16 Sep 1922, Dornach
Tr. René M. Querido

Rudolf Steiner
But we must move forward; and there is no other way than to extend anthropology by knowledge of anthroposophy—to extend sensory knowledge by acquiring spiritual knowledge. We must learn all over again. People are terrified at the complete change of thought required for this. Out of unconscious fear, they attack anthroposophy as fantastic, yet anthroposophy wants only to proceed in the spiritual domain as soberly and as carefully as material science does in the physical.
After the change of teeth, then, they live on as soul forces, active in older children in feeling and thinking. Anthroposophy reveals that an etheric organism permeates the physical organism of the human being. Up to the age of seven, the whole of this etheric organism is active in the physical body.
218. Waldorf Education and Anthroposophy II: Education and Teaching 19 Nov 1922, London
Tr. Ruth Pusch, Gertrude Teutsch, Roland Everett

Rudolf Steiner
Anthroposophy, as I have described it for the past two days, is not just a theoretical view intended to help people get past the sorrows, misfortunes, and pains of life, enabling them to escape into a mystical world. Anthroposophy can help people in practical life. It is connected with the practical questions of existence for the simple reason that the knowledge of which I spoke yesterday and the day before is intended to lead to a genuine penetration, to an accurate view, of the spiritual world.
I believe that it is perhaps possible to show that what I have called spiritual science, or anthroposophy, wants to tackle the great questions of our times, and that it has earnest intentions regarding the questions of morality and developing morality within human beings.
218. Waldorf Education and Anthroposophy II: The Art of Teaching from an Understanding of the Human Being 20 Nov 1922, London
Tr. Ruth Pusch, Gertrude Teutsch, Roland Everett

Rudolf Steiner
It might seem unusual to speak about practical questions in education from the standpoint of a particular philosophy—that is, anthroposophy. In this case, however, the reason for speaking about education arises from the practice of teaching itself.
The pedagogical ideas and goals proposed through anthroposophy have been, for the most part, established at the Waldorf school. A few years ago everyone was talking about problems in education, and industrialist Emil Molt decided to create a school for the children of the workers in his factory.
Before that, a group of friends within the circle of anthroposophy made a trip to Dornach, Switzerland to attend a conference on education at the Goetheanum at Christmas.

Results 131 through 140 of 1575

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