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The Rudolf Steiner Archive

a project of Steiner Online Library, a public charity

Search results 5261 through 5270 of 6551

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302a. Deeper Insights into Education: A Comprehensive Knowledge of Man as the Source of Imagination in the Teacher 16 Oct 1923, Stuttgart
Translated by René M. Querido

This obvious authority, during the period between the change of teeth and puberty, must be the basis of all the teaching. A child does not always understand the things that he accepts under the influence of this authority but accepts them because he loves the teacher.
The process in man that is the equilibrium between the carbon and the cyanide processes is essentially supported, made essentially more vital by the fact that something of this condition remains deeply embedded in human nature in the same way that something that we may have accepted in love in our eighth or ninth year remains hidden and is understood only decades later. What occurs between receptivity and understanding, what lies directly in the soul in the process of balance between the lower and upper man, together with the corresponding action of carbon, has enormous influence.
Gandhi's activities began first in South Africa with the aim of helping the Indians who were living there under appalling conditions and for whose emancipation he did a great deal before 1914. Then he went to India itself and instituted a movement for liberation in the life there.
Deeper Insights into Education: Introduction
Translated by René M. Querido

The three lectures published here were given in 1923 to the original teachers of the Waldorf School, who had received four years of intensive training and practice under Steiner's personal guidance. They should be read with this background in mine; their original and sometimes startling message will then be understood more readily.
302a. Adult Education. Artistic Lesson Design II 22 Jun 1922, Stuttgart
Translator Unknown

In this respect, the class can be a constant subject of inner apercus, if we let this be the quiet undertone of our pedagogical work. And above all, one should not let it happen that in any class there are sleeping, co-sleeping students.
And now we should be very clear about this: the right authoritative relationship that should exist between the change of teeth and sexual maturity between the educator and the child, this right authoritative relationship is brought about under no other circumstances than when we make an effort to make the teaching artistic-pictorial. If we can do that, then the authoritative relationship will certainly develop. You see, what undermines the authoritative relationship is one-sided intellectuality. Of course, it is easiest to cultivate one-sided intellectuality in the fields of arithmetic, science, and so on.
302a. Education and Instruction 15 Sep 1920, Stuttgart
Translator Unknown

And as a matter of fact, if you are asked today whether you would be more on the side of the teacher when his pupils make jokes about him or on the side of the scholars, you would under present educational conditions be more on the side of the scholars. For it is in our universities that you can best see whence this has arisen.
But we must know how to keep this among those who are able to understand it; we must understand how to guard it with a certain sense of trust, and we must know that it is this guardianship which will make our work effectual.
This does not depend on the working out of abstract principles, but rather this many-sidedness in life depends on a deeper understanding of life such as has been put before you. Thus, you can see that what matters more than anything else in a teacher is the way in which he regards his holy calling.
302a. The Three Fundamental Forces in Education 16 Sep 1920, Stuttgart
Translator Unknown

Reverence and enthusiasm—those are two fundamental forces by which the teacher-soul must be permeated. To make you understand the matter still better I should like to mention that music has its being principally in the human astral body.
I am completely convinced that up to the sixteenth or seventeenth century traditions deriving from the old Mysteries were active, and that even then people still wrote and spoke under the influence of this after-effect of the Mysteries. They no longer knew, to be sure, the whole meaning of this effect, but in much that still appears in comparatively recent times we simply have reminiscences of the old Mystery-wisdom.
That is what affects the human being in a certain hygienic- therapeutic as well as didactic-pedagogic way, and which outwardly gives the impression of beauty. Such things will be understood only when we know that something which is trying to manifest itself in the etheric organization of man must be stopped at the periphery by the movements of the physical body.
302a. Adult Education. Artistic Lesson Design I 21 Jun 1922, Stuttgart
Translated by Clifford Bax

If we have children of six or seven, then the course is already set through the fact that they are entering school, and we do not need to understand any other relationship to life. But when we lead young people over from the ninth to the tenth grade, then we must put ourselves into quite another life-condition.
It cannot be said often enough that in the years between 14 and 18 we must build in the most careful way upon the fundamentally basic moral relationship between pupil and teacher. And here morality is to be understood in its broadest sense: that, for instance, a teacher calls up in his soul the very deepest sense of responsibility for his task.
303. Soul Economy: Body, Soul and Spirit in Waldorf Education: The Three Phases of the Anthroposophic Movement 23 Dec 1921, Dornach
Translated by Roland Everett

I would like to add that it is not just a single person who is greeting you here, but that, above all, it is this building, the Goetheanum itself, that receives you. I can fully understand if some of you feel critical of certain features of this building as a work of art. Any undertaking that appears in the world in this way must be open to judgment, and any criticism made in good faith is appreciated—certainly by me.
It is obvious that no one who is sensible and understands western culture could seriously consider what became the crux of these dogmatic quarrels that led to this split.
They were convinced that such a limited attitude could never lead to a full understanding of the human organism, whether in health or illness. Doctors came who were deeply concerned about the unnecessary limitations established by modern medical science, such as the deep chasm dividing medical practice into pathology and therapy.
303. Soul Economy: Body, Soul and Spirit in Waldorf Education: Education Based on Knowledge of the Human Being I 24 Dec 1921, Dornach
Translated by Roland Everett

Such people live under the illusion that they are free from scientific thinking. We even take our scientific concepts to church and, although we may hear traditional views expressed from the pulpit, we hear them with ears attuned to natural scientific thinking.
This is the situation that humankind faces today. Under these conditions, people are trying to educate. To do this task justice, however, people must free themselves of all bias and observe and understand the present situation.
Hence it can never become the basis of a science of education, because it leads away from an understanding of the human being. Because teaching involves a relationship between human beings—between teacher and student—it must be based on human nature.
303. Soul Economy: Body, Soul and Spirit in Waldorf Education: Education Based on Knowledge of the Human Being II 25 Dec 1921, Dornach
Translated by Roland Everett

This fact lies behind the hope of anthroposophic work, which, in any task that it undertakes, chooses not to depart by a hair’s breadth from the disciplined training of the natural scientific way of thinking.
If this were the situation, we would be able to comprehend the material aspect of the mineral kingdom. We would also be able to understand the physical aspect of human nature; the human body would become completely transparent to our sight.
Unless we consider this other side of life, the hidden domain of our sleep life, by making exact investigations, we cannot understand human life in its wholeness. All these reciprocal effects, however, happen without human participation.
303. Soul Economy: Body, Soul and Spirit in Waldorf Education: Education Based on Knowledge of the Human Being III 26 Dec 1921, Dornach
Translated by Roland Everett

When trying to understand the world through a natural scientific interpretation of its phenomena, whether through cognition or through everyday life, people tend to consider conditions only as they meet them in the moment.
If you look at human life from this aspect of time, you also understand certain abnormalities. You may encounter people who (if I may put it this way) slip prematurely into old age.
We will have developed the faculty of consciously forming images that, under normal circumstances, appear only in dreams, during a state that escapes ordinary consciousness and is confined to the time between falling asleep and awaking.

Results 5261 through 5270 of 6551

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