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The Rudolf Steiner Archive

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Search results 31 through 40 of 220

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157. The Destinies of Individuals and of Nations: Lecture VII 22 Feb 1915, Berlin
Tr. Anna R. Meuss

Rudolf Steiner
Now those words had been transposed in that way, and they could be transposed without changing the grammatical structure, merely changing ‘your own self’ to ‘my own self’, ‘Shine with might within your heart’ to ‘Shine with might within my heart’, and so on.
A kind of awakening will come at a later stage, not because it is necessary to acquire a new consciousness after death but because there is dazzling consciousness, too much consciousness, and this needs to be gradually subdued in the early stages.
In the autumn we experienced the death of a member's child, a child seven years of age.44 The death of this child occurred in a strange way. He was a good boy, mentally very much alive already within the limits set for a seven-year-old; a good, well-behaved and mentally very active child.
117a. The Gospel of John and the Three Other Gospels: Sixth Lecture 10 Jan 1910, Stockholm

Rudolf Steiner
Therefore, true to his mission, he pointed to Jesus as a human being in whom a higher consciousness was already developed and who therefore carried the Heavenly Kingdom within himself and could help people to regain the consciousness they had had before.
At the same time, however, a change also took place in the stepmother of Jesus, the mother of the child Solomon. The father of this child had died early. When the ego of Zarathustra passed into the child Nathan and the child Solomon died, the mother of the child Nathan died shortly afterwards. The mother of the Solomonic child then moved with her children to the father of the Nathanic child and thus became the stepmother of Jesus.
307. Education: Physics, Chemisty, Hand-Work, Language, Religion 15 Aug 1923, Ilkley
Tr. Harry Collison

Rudolf Steiner
This again is irrational, for it means nothing else than that in some particular branch of knowledge the human being is left at the stage of mere consciousness and not allowed to advance to self-consciousness. Between the ninth and tenth years the child passes from the stage of consciousness to that of self-consciousness.
It is nonsense, therefore, to teach languages without grammar of any kind. If we avoid all rules, we cannot impart to the child the requisite inner firmness for his tasks in life. But it is all-important to bear in mind that the child only begins to pass from consciousness to self-consciousness between the ages of nine and ten.
Try for a moment to realize what a difference there is if we teach a seven-or-eight-year-old child about the New Testament, or, having first stimulated a consciousness of universal divinity in the whole of Nature, if we wait until he has reached the age of nine or ten before we pass to the New Testament as such.
193. Inner Aspect of the Social Question: Lecture I 04 Feb 1919, Zürich
Tr. Charles Davy

Rudolf Steiner
That is the essential thing: to perceive what is changing! I have also remarked here, from many points of view, on the particular changes which human consciousness and human soul-development, in the broadest sense, are undergoing in our time.
Knowledge of it, however, can be reached in a different way. We can reach it if we look at the child with finely-tuned spiritual perception, and realise that in the child is revealed something which the child does not and cannot ever know, but which can be understood by the soul of another person who in old age gazes on the child. It is something revealed through the child—not to the child himself and not to the man or woman whom the child becomes—but to the other person who from a later age looks with real love on his youngest contemporaries.
317. Curative Education: Lecture IV 28 Jun 1924, Dornach
Tr. Mary Adams

Rudolf Steiner
You will be able, for instance, to introduce such a method as I was describing, where you are continually changing the teaching, altering the tempo. By such means you will find you can work very strongly indeed upon glandular secretion, and therewith on the consolidation of the astral body in the child.
It stamps into the clearest concepts what is going on in the inner constitution of the child, and in his relationship with others as well as with his environment. All this is, so to speak, disentangled in the child's sub-consciousness. But it does not rise up into consciousness. We have to go in search of it. We have to put forth all our efforts to discover these inner, unconscious complexes of ideas in the child.
53. Theosophy and Tolstoy 03 Nov 1904, Berlin
Tr. Dorothy S. Osmond

Rudolf Steiner
Life and Form are the two principles that must guide us through the labyrinth of the manifested world, in multitudinous forms, life is forever changing, coming to expression in manifold variety. Life could not manifest outwardly or present itself in the world if it were not to appear in constantly new forms.
We heard something of the forms that existed in the ancient Vedic civilisation of India, changing perpetually through the ancient Persian, the Chaldean-Babylonian-Assyrian-Egyptian, the Greco-Roman and finally through the Christian civilisation until our own time.
(pp. 82/3) Tolstoy therefore says in effect: The reasoning consciousness is not enclosed within the confines of the personality. Personality is a quality of the animal and of man as an animal.
215. Philosophy, Cosmology and Religion: How to Acquire Imaginative, Inspired and Intuitive Knowledge 08 Sep 1922, Dornach
Tr. Lisa D. Monges, Doris M. Bugbey, Maria St. Goar, Stewart C. Easton

Rudolf Steiner
But what is thus experienced remains completely unconscious for ordinary consciousness. Only the small child, in the time before it has learned to speak, lives wholly within this activity into which man enters through imaginative perception.
What one thus experiences, surveyed in full consciousness, turns one into a philosopher of the modern age. A present-day philosopher lives, fully conscious, in the condition of a little child before it has learned to speak.
The modern philosopher must bring an individual soul condition, that of the child, into full consciousness, while the modern cosmologist must restore in a fully conscious manner that soul condition present in the cosmologists of an earlier humanity.
323. Astronomy as Compared to Other Sciences: Lecture VI 06 Jan 1921, Stuttgart
Tr. Unknown

Rudolf Steiner
Since then, in the life and civilization of mankind, we have been looking especially at the development of Ego-consciousness. All aberrations and all wisdom gained in the general life of humanity since that medieval time are really due to this Ego-development to the ever-growing elaboration of the consciousness of “I” in man. The consciousness of the ancient Greeks and even of the Latins (both the ancient Latins and their descendants, the Latin peoples of today) did not lay so much stress on the Ego.
We see therefore how the inner evolution of mankind undergoes modifications hand in hand with changing terrestrial conditions—changing conditions, that is to say, on the Earth's surface. Only those who take a very short-term view of mankind's evolution upon Earth will imagine that the scientific ideas we entertain today have any absolute validity—that we have now at last got through to the scientific truth, so to speak.
279. Eurythmy as Visible Speech: Eurythmy as Visible Speech 24 Jun 1924, Dornach
Tr. Vera Compton-Burnett, Judith Compton-Burnett

Rudolf Steiner
1 To-day one learns to utter the sound a when one is in that unconscious dreamy condition in which one lives as a very small child. This experience is later submerged when the child suffers harm at school as a result of receiving wrong teaching in sound and language. When one learns to speak as a child there is really present something of the great mystery of speech. It remains, however, in a state of dreamy unconsciousness.
What shall we bring to the child in the way of movement? We must teach him eurythmy, for this is a continuation of divine movement, of the divine creation of man.
305. Spiritual Ground of Education: Spiritual Disciplines of Yesterday: Yoga 17 Aug 1922, Oxford
Tr. Daphne Harwood

Rudolf Steiner
If we can obtain an immediate concrete knowledge, a true insight, into what is working in a small child up to the time of changing its teeth—a working not directly perceptible, but observable in expressions of the child's nature which may appear to us even primitive that, then is “Spirit” (Geist), and that then is “Soul.”
And from this we must come to feel that reality which is working in a child. It is not what we have called “mind” in us that is at work. That in a little child would not be a creative thing.
Once more, I will illustrate this by an example: Suppose I am teaching a child of nine or ten years old. I want to tell the child about immortality, the immortality of the human soul.

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