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The Rudolf Steiner Archive

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Search results 391 through 400 of 620

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277b. The Development of Eurythmy 1918–1920: Eurythmy Address 05 Sep 1920, Dornach

Today it must be said that this eurythmic art has, firstly, the artistic on the one hand; on the other hand, however, it has an essentially pedagogical-didactic and hygienic element in it. And in the Waldorf School in Stuttgart, we have introduced eurythmy as a compulsory subject. One day, when people think about these things more objectively than they do today, they will see that when children are taught eurythmics, they actually add something to ordinary gymnastics that can be called soulful gymnastics, because every movement also comes from the soul.
277c. The Development of Eurythmy 1920–1922: Eurythmy Address 27 Feb 1921, The Hague

And there is a third element that we can study initially in its effect in our Waldorf School in Stuttgart, which was born and established as an independent school out of anthroposophical spiritual science by Emil Molt in Stuttgart and which I run.
195. The Cosmic New Year: The Dogma of Revelation and the Dogma of Experience 01 Jan 1920, Stuttgart
Translated by Harry Collison

Those will not die of hunger who wrote the following: “In No. 6 of the weekly paper, Dreigliederung des Sozialen Orgaeismus (The Threefold Social Organism) it is boasted that the ‘new impulse’ (a pet phrase of the Anthroposophists and of the Dreigliederung people) rests upon the fullness of Steiner's spiritual knowledge. The head of the Waldorf-Astoria cigarette factory in Stuttgart founded the ‘Free Waldorf School’ for the children of employees and managers, a school founded on the impulses of all the thoughts that had come from Dr.
196. Some Conditions for Understanding Supersensible Experiences 18 Jan 1920, Dornach
Translator Unknown

People may not realise why it was thought necessary to set into active operation an institution such as the Waldorf School in Stuttgart. But through this Waldorf School some at least of the children of men will be given a real chance to discard the bigotry of the times and to learn how to move in the element of thinking that is truly free.
201. Man: Hieroglyph of the Universe: Lecture IX 25 Apr 1920, Dornach
Translated by George Adams, Mary Adams

You would probably be very pleased if you came to our Waldorf School and visited the classroom where, from ten o'clock, instruction is given in handicrafts. You would see the boys as well as the girls industriously absorbed in knitting or crochet. These things are the outcome of the whole spirit of the Waldorf School, for it is not a question of writing sundry abstract programmes, but of taking in earnest that for the whole training of human knowledge, one should as a teacher know the great difference it makes to the thinking whether I understand how to move my fingers dexterously, whether I am able in ordinary circumstances to cross the middle finger over the first, like a caduceus, or not.
318. Pastoral Medicine: Lecture V 12 Sep 1924, Dornach
Translated by Gladys Hahn

We have seen how much of the pedagogy of former decades that a healthy pedagogy, such as the Waldorf school pedagogy wants to be, must definitely oppose. Yet these things have become extraordinarily precious to people. Sometimes our Waldorf school education must address certain things with tremendous severity, for instance, the Froebel kindergarten work, which is taken not from life but out of the intellect.
339. The Art of Lecturing: Lecture VI 16 Oct 1921, Dornach
Translated by Fred Paddock, Maria St. Goar, Peter Stebbing, Beverly Smith

Only when that life is carried on in the spirit of Anthroposophy—as exemplified by the Waldorf school in Stuttgart—can one speak of the beginnings of an independent cultural sector. The Waldorf school has no head, no lesson plans, nor anything else of the kind; but life is there, and life dictates what is to be done.
301. The Renewal of Education: Introduction to a Eurythmy Performance 16 May 1920, Basel
Translated by Ruth Pusch, Gertrude Teutsch

If you think about these things objectively, then you will see that what has long been treasured as gymnastics and something which we certainly do not wish to eliminate is something that experiences a particular kind of growth when we place alongside it this ensouled form of gymnastics as we have done for the children at the Waldorf School in Stuttgart. You will see some of this children’s eurythmy during the second part of our presentation today.
277c. The Development of Eurythmy 1920–1922: Eurythmy Address 16 May 1921, Dornach

The third [area of eurythmy is] didactic and pedagogical. We introduced [eurythmy as a subject] in the Waldorf School, founded by [Emil Molt], from the very beginning. It represents a kind of soulful gymnastics.
Eurythmy as Visible Singing: Translator's Preface
Translated by Alan P. Stott

‘A translation has to be made out of the spirit of the language of the country just as if the respective book were written in this language’ (R. Steiner, Soul Economy and Waldorf Education, Lecture 14, 5.1.22, GA303 [RSP/AP 1986]). With this sentence, Steiner encapsulates the translator's ideal.

Results 391 through 400 of 620

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