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The Rudolf Steiner Archive

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Search results 441 through 450 of 620

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277c. The Development of Eurythmy 1920–1922: Eurythmy Address 02 Oct 1920, Dornach

We will see that when eurythmy is taken up on a broader scale in education - as we have done at the Stuttgart Waldorf School, where eurythmy is a compulsory subject - it can help to instill in people precisely what they need so urgently if a more active age than ours is to arise for the next generation: initiative of the soul.
277c. The Development of Eurythmy 1920–1922: Eurythmy Address 30 Oct 1920, Dornach

It also has a pedagogical and didactic side, which has already proved to be a blessing in the one year that we had eurythmy as a compulsory subject at the Waldorf School in Stuttgart. There we could see how children benefit from this soul-filled exercise, which is quite different from mere gymnastics that only trains the body, where they do not merely perform movements that are first studied from a physiological point of view to see whether they are beneficial for the body, but where the child puts its soul into every movement it performs.
277c. The Development of Eurythmy 1920–1922: Eurythmy Address 31 Oct 1920, Dornach

We have therefore introduced it as a compulsory subject in the Waldorf School in Stuttgart, and already in the first year it has become clear how this moving, soulful gymnastics - this is how it initially affects the child - has an extraordinarily beneficial influence alongside ordinary gymnastics.
277c. The Development of Eurythmy 1920–1922: Eurythmy Address 05 Dec 1920, Dornach

We have introduced eurythmy as a compulsory subject at the Waldorf School in Stuttgart, which was founded by Emil Molt and is now under my direction. We have seen that in the one year since the school has had eurythmy, it has been able to achieve something very significant for children by including it.
277c. The Development of Eurythmy 1920–1922: Eurythmy Address 17 Apr 1921, Dornach

This is the pedagogical-didactic element: at the Waldorf School founded by Emil Molt in Stuttgart, which I run, eurythmy has been introduced as a kind of soulful gymnastics, as a kind of compulsory teaching subject, and one can clearly see how the children find it, the self-evident fact that the full human being is not only based on the external physical nature, this point of view but on body, soul and spirit [is based] on this expression as a full human being.
277c. The Development of Eurythmy 1920–1922: Eurythmy Address 14 Aug 1921, Dornach

A third aspect is the pedagogical-didactic one, which has already been applied in the Waldorf School founded by Emil Molt in Stuttgart, which I run, where eurythmy is taught to children from the first grade, from the youngest children to the highest grades, as a kind of mental gymnastics.
257. Awakening to Community: Lecture III 06 Feb 1923, Stuttgart
Translated by Marjorie Spock

Had we not entered the third phase, it would not really have been possible to develop the Waldorf School pedagogy, which is based on taking man's eternal as well as temporal nature into account.
It is time to be absolutely serious about anthroposophical work, and all the single movements must work together to achieve this goal. We cannot rest content to have a separate Waldorf School movement, a separate Movement for Religious Renewal, a separate Movement for Free Spiritual Life.
251. The History of the Anthroposophical Society 1913–1922: The Relationship of Contemporary Life and Science to the Anthroposophical World View 18 Mar 1922, Dornach

It was particularly significant this time that both Dr. Stein and Dr. Schwebsch, two teachers at the Waldorf School, gave vivid pictures of the educational work in the Waldorf School itself. I would like to say, between the lines, that one could experience many strange things.
235. Karma: Karma Impulses through Recurring Earth Lives 24 Feb 1924, Dornach
Translated by Henry B. Monges

If they are not very bright, they will feel that something must have taken place which was connected with feelings of hate and antipathy. And, if we speak today of a Waldorf School pedagogy, we must naturally take into account the present earth civilization. We cannot yet educate in complete frankness in such a way that we consciously employ repeated earth lives in education, for modern human beings have not yet even a dim feeling for repeated earth lives. The beginnings, however, that have been made just in the Waldorf School pedagogy, if they are taken up, will continue to develop in the coming centuries with the result that the following will be included in ethical, moral education: If a child has little talent, it is due to former earth lives in which it has hated intensely, and we shall then, with the help of spiritual science, seek out whom it might have hated.
194. Elemental Beings and Human Destinies 06 Dec 1919, Dornach
Translated by Charles Davy

Only at the ninth year may one begin to describe nature in a simple, elementary manner. Then the child is ripe for it. In Waldorf education the whole arrangement and treatment of subjects is derived directly and entirely from actual observation of the human being, down to the smallest details. I pointed this out in the article I wrote on the educational foundations of the Waldorf School, and I alluded there to this turning-point around the ninth year. We may characterise this turning-point by saying that the ego-consciousness receives then a new form.

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