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The Rudolf Steiner Archive

a project of Steiner Online Library, a public charity

Search results 601 through 610 of 620

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218. The Concealed Aspects of Human Existence and the Christ Impulse 05 Nov 1922, The Hague
Translated by Katarine L. Federschmidt

You may have everything possible on the periphery—Waldorf Schools, etc.—all this is naturally void of power if there is no center. But for this center the right heart is lacking among the membership!
80c. Anthroposophical Spiritual Science and the Big Questions of Contemporary Civilization: Anthroposophical Spiritual Science and the Major Civilization Issues of the Present Day 19 Feb 1921, Amsterdam

I will discuss the principles in more detail in the next lecture and would just like to mention today how the practice of school life has been influenced by the founding of the Free Waldorf School, an initiative of Emil Molt in Stuttgart, for which I have been entrusted with the leadership of education and didactics as they are derived from spiritual science.
343. Lectures on Christian Religious Work II: Twenty-ninth Lecture 10 Oct 1921, Dornach

I believe that, as some of you have already seen, in the Sunday activities in the Waldorf School, every movement, every position is made as simply as possible, just as it arises from the situation; and that is what should actually be aimed for: to do what is done in this direction, out of the immediate situation.
333. Freedom of Thought and Social Forces: Humanities, Freedom of Thought and Social Forces 19 Dec 1919, Stuttgart

And that this spiritual science can really provide practical impulses in social life, we have tried to do so here with the establishment of the Waldorf school, which we owe to our dear Mr. Molt, in which the school system is to be built on true knowledge.
335. The Crisis of the Present and the Path to Healthy Thinking: The Spiritual Crisis of the Present and the Forces for Human Progress 10 Nov 1920, Stuttgart

If this spiritual life is in free self-management, if it can produce precisely the kind of science that has emerged in Dornach and that the Waldorf School demonstrates for the art of education every day, if this spiritual life in free self-management can truly bring forth the human individual abilities that are sent into the physical world with every human being through birth or conception from spiritual worlds, then the fruits that flourish from such a free spiritual life can be fed to state life and economic life.
80a. Reincarnation and Immortality: The Essence of Anthroposophy 24 Jan 1922, Elberfeld
Translated by Michael Tapp, Elizabeth Tapp, Adam Bittleston

This has often been described in detail in lectures and writings in connection with the foundation and rapid growth of the Waldorf School in Stuttgart. It is a question of transforming what Anthroposophy can give into immediate educational skills; it is not a question of imposing anthroposophical ideas upon the children in the school.
73a. Scientific Disciplines and Anthroposophy: Anthroposophy and Contemporary Science 24 Mar 1920, Dornach

This course follows on from two courses that I have already held in connection with the Waldorf School in Stuttgart, about the necessary new foundation of the physical sciences. All this will be sufficient proof, even for those who, after superficial evaluation, express the opinion just mentioned, that here we are looking at the great, serious tasks of our time, and that we are seeking to determine what is necessary to impact the spiritual culture and thus the whole culture of the present and the near future, based on what these serious, great tasks dictate.
82. So That Man may Become Fully Human: Important Anthroposophical Results 11 Apr 1922, The Hague

This possibility exists. This is the aim of the pedagogy of the Waldorf school. It is not just about the child, but about the whole human being; it asks how the child must be educated so that it can benefit from the education throughout its life; so that the child does not have to say to itself when it is thirty years old: Now you have learned, but your concepts have remained childish dwarfs; they do not grow.
80c. Man as a Being of Spirit and Soul: The Science of the Spirit and Modern Questions 20 Feb 1921, Hilversum
Translated by Michael Tapp, Elizabeth Tapp

We have also made some experiments in this direction in education. The Waldorf School has been founded in Stuttgart by Emil Molt and is directed by me. What can result from a living Science of the Spirit is here transformed for the uses of education and given to the children in an artistic, pedagogical form.
80b. The Inner Nature and the Essence of the Human Soul: Anthroposophy and the Riddle of the Soul 20 Mar 1922, Bern

But this is also how something arises from anthroposophy that can be something for life. But I need only point to one area, to the Waldorf School in Stuttgart, founded by Emil Molt and led by me, where teaching is given and education is cultivated entirely in the spirit of such an understanding of the human being, as it can arise from the contemplation of the whole, full human being, even in the child.

Results 601 through 610 of 620

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