Searching Rudolf Steiner Lectures by Date Matches
You may select a new search term and repeat your search.
Searches are not case sensitive, and you can use
regular expressions
in your queries.
Query type:
Query was: education
Here are the matching lines in their respective documents.
Select one of the highlighted words in the matching lines below
to jump to that point in the document.
- Title: Evil and Spiritual Science
Matching lines:
- put the idea of education about evil and wickedness? One must
- this field as regards education, can they not also run into the
- of education. In particular he drew attention to the fact that
- omnipotence of God would contradict this idea of education;
- Title: Popular Occultism: Lecture 1: Popular Occultism, Introtroduction
Matching lines:
- will be of immense value in education, in pedagogy. Much will be gained
- when spiritual science will be included in our educational system. It
- of his being have still have to unfold. A sound education will therefore
- Title: i Spirituality: Lecture 1: Historical Symptomology, the Year 790, Alcuin, Greeks, Platonism, Aristotelianism, East, West, Middle, Ego
Matching lines:
- university education of the future — here we have to show the way. In the foundation of the
- Waldorf Schools the culture has proved to be capable of bringing light into primary education.
- school until we are able to move into higher education of the kind we are hoping for here. For
- Title: New Spirituality: Lecture 3: The New Spirituality and the Christ Experiance of the Twentieth Century - 2
Matching lines:
- Title: New Spirituality: Lecture 4: The New Spirituality and the Christ Experiance of the Twentieth Century - 3
Matching lines:
- hold of this in education — this is something spiritual — and incorporate it into the
- On the Aesthetic Education of Man
- Title: New Spirituality: Lecture 5: The New Spirituality and the Christ Experiance of the Twentieth Century - 4
Matching lines:
- — the education of humanity as a whole in the near future-by the facts of this human
- to the place he is meant to be. Here the educational factor becomes a specifically social one. It
- politician. From 1917 he was the Commisar for the education of the masses. Return
- Title: New Spirituality: Lecture 6: The New Spirituality and the Christ Experiance of the Twentieth Century - 5
Matching lines:
- essential that all human education and instruction be given from this point of view.
- The time is approaching when in all our education
- upbringing and education up to the fourteenth, fifteenth years so that in those years he can then
- develop the astral body in the right way. Education and training take on a completely new
- Title: New Spirituality: Lecture 7: The New Spirituality and the Christ Experiance of the Twentieth Century - 6
Matching lines:
- properly conducted elementary education. The children will come out of properly conducted
- how lacking in knowledge is this official 'erudition which has the education of contemporary
- Title: Abbreviated Title: Lecture I:
Matching lines:
- ‘When I enter physical existence, and during my education, I
- Title: Talk To Young People:
Matching lines:
- Title: Tree of Life/Knowledge: Lecture I: Tree of Life - I
Matching lines:
- plays so great a role in the education of youth even up to our own
- Title: World Downfall and Resurrection
Matching lines:
- offered to human beings in the form of education. Greek culture
- Title: Meditative Knowledge of Man: Lecture I: The Pedagogy of the West and of Central Europe: The Inner Attitude of the Teacher
Matching lines:
- today cannot be addressed without a completely renewed and holistic education.
- our introductory educational courses. However, the days are so few, and
- shape out of this the education necessary for the present time
- entire civilization of our time. If we think of the education of young
- have to admit that this is particularly true where the art of education is
- the West. It is taken for granted today among men who debate educational
- that come from the West. If you were to trace back all the educational
- spirit of an educational philosophy such as appeared through a man like
- pedagogy, in the art of education, what has become the rule there, is
- opposite of what Spencer laid down as a true educational principle. It
- life unfolds within a true art of education. Because of his talent! Which
- who have designed our education. People accustomed to thinking
- scientifically have the largest voice in education. That is to say, it has
- of the students, then, in the present state of affairs in education, we
- all the harm that is done to education when it has been planned by
- what we cannot sufficiently bear in mind: an art of education must proceed
- of education from the whole of the spiritual culture that is specifically
- regard to what has to be given for the art of education, we have something
- what we have to foster as an art of education.
- has written something of unusual interest about education. He compiles a
- Maximum number of matches per file exceeded.
- Title: Meditative Knowledge of Man: Lecture II: The Three Fundamental Forces in EducatioN
Matching lines:
- today cannot be addressed without a completely renewed and holistic education.
- THREE FUNDAMENTAL FORCES IN EDUCATION.
- not possible, naturally, to educate or give instruction if in our education
- instruction with which we have to do preferably in elementary education.
- the female organism) must also be given our close attention in education
- believe the future of education will consist in this: teachers will no
- concern in an art of education and can be worked on there. In the struggle
- incorporate art and education, then we should have to create
- these education will have to play its part — will lead
- Title: Meditative Knowledge of Man: Lecture III: Spiritual Knowledge of Man as the Fount of Educational Art
Matching lines:
- today cannot be addressed without a completely renewed and holistic education.
- KNOWLEDGE OF MAN AS THE FOUNT OF EDUCATIONAL ART.
- education. Here, the essential thing is to know what we ought to learn and
- taking a lesson. If you study education as a science, consisting of all
- terms of education, as choosing to eat food already partly digested by man.
- the art of education itself. This has actually to be invented by the
- teaching and education two elements interweave in a remarkable way. I would
- again today work on you, and look to their educational value. Say for
- like these on spiritual scientific education are all aimed at a better
- spirit; the art of education comes about. It must, be a conviction, a frame
- Title: Meditative Knowledge of Man: Lecture IV: The Art of Education Consists of Bringing Into Balance the Physical and Spiritual Nature of the Developing Human Being
Matching lines:
- today cannot be addressed without a completely renewed and holistic education.
- ART OF EDUCATION CONSISTS OF BRINGING INTO BALANCE THE PHYSICAL AND
- element in education in the last copy of
- — all education and teaching should
- artistic education. What does this mean?
- organisation. That we must avoid. Through our education we must try to
- true artistic treatment in education we can avoid that even in a man with
- education one has to create an artistic balance. Because if one does not
- education which is geometry and. arithmetic, everything which necessitates
- examples show us how in teaching and education we can use every detail
- appropriate treatment. In education it is the same. If you wished to teach
- educational matters is that they are affecting the next generation. But, as
- Title: Social Understanding: Lecture II: Social Understanding Through Spiritual Scientific Knowledge
Matching lines:
- today cannot be addressed without a completely renewed and holistic education.
- “Education of the Child in the Light of AnthroposophyÝ
- educational system has to change. We have to help man to develop a strong,
- of the visual aids used in primary school education, and they attach great
- education still plays a great part, that is, the kind of education that
- works with a whole set of standard rules. Education is learnt, how to teach
- standardised education. This standardised education is exactly the same
- education. The important thing, today, is not to give would-be teachers a
- seminar of some sort of standardised education that prescribes dogmas, but
- the educator has to be born in a person and not that education has to be
- that education has to be a real art. In the time of transition people were
- at sixes and sevens as to what to do about education. That is why they
- invented so many abstract educational systems. The essential thing today,
- standardised education, the kind that follows the rules, then you will know
- forgetting actual education and has not got a clue about the rules. For the
- demonstrated this in one particular realm of life, namely education, and
- shown how the education of children under the age of twenty-one can be made
- to bear fruit for later life. People do not receive an education only up to
- the age of twenty-one, though, for education carries on throughout the
- others. For the sort of education that is good for becoming a clerk or an
- Maximum number of matches per file exceeded.
- Title: Lecture: Art As A Bridge Between The Sensible And The Supersensible
Matching lines:
- the human being undergoes a bourgeois education, donning superior civic
- relegating the worker to only a proletarian education. One need but think
- educational development by means of literature, by means of the written
- education. This soul-duality in social life has manifested itself ever
- Title: Raphael's Mission in the Light of the Science of the Spirit
Matching lines:
- to “the education of the human race,” appears in a
- really speak of an education the human soul undergoes in
- passing through various earth-lives; an education by means of
- inherent in the “education of the human race,” the
- Title: Leonardo's Spiritual Stature: Lecture
Matching lines:
- We are indebted to it also for a certain education of the human
- our souls, exerting an educational effect. Quite apart from
- their content, the natural sciences have been an educational
- Title: Fairy Tales: in the light of Spiritual Investigation
Matching lines:
- Letters Concerning the Aesthetic Education of
- Title: The Worldview of Herman Grimm in Relation to Spiritual Science
Matching lines:
- education, Herman Grimm absorbed something of an immediate,
- Title: Imperialism: Lecture 3
Matching lines:
- Province education law had such a loophole which made it possible to
- Title: Impulse for Renewal: Lecture I: Anthroposophy and Natural Science
Matching lines:
- this materialistic phase of natural science, an educational
- educational for the development of mankind, and now when this
- education has been enjoyed, one can look at certain things with
- Title: Impulse for Renewal: Lecture IV: Anthroposophy and Pedagogy
Matching lines:
- education of the child from the point of view of spiritual
- educational principles from the basis of Anthroposophy. Only
- opportunity to choose the outer conditions for the education
- asserted that for a satisfactory education, satisfactory
- school, for the educational institute or its equivalent, must
- previously been a tavern — to begin our teaching and education.
- some or another theoretical sphere. In the end all education,
- means not the entire education should be put down to what is
- meaningful educational principles and does not stand back
- you have to admit nevertheless, with all great educational
- regarding educational practice, educational methods; the most
- diverse kinds of educational practices bear witness to the fact
- Thus, Anthroposophy doesn't want to propose new educational
- implementation of the art of education and art of instruction,
- and wants to present what the most beautiful educational
- the school and in education.
- they would have no religious education. As a result, some
- such a way that they really fulfil true human education.
- such education and such teaching, not only in the child being
- way into education, even working through unfavourable
- Maximum number of matches per file exceeded.
- Title: Impulse for Renewal: Lecture V: Anthroposophy and Social Science
Matching lines:
- the poor educational principles in modern civilisation was a
- branching into an educational class, a defence class and a
- Title: Impulse for Renewal: Lecture VI: Anthroposophy and Theology
Matching lines:
- congregation who have a certain education; we, however, speak
- Title: Impulse of Renewal: Lecture VII: Anthroposophy and the Science of Speech
Matching lines:
- education. I tried in the course of the lectures to show how
- this lecture I want to indicate the ethical, moral education
- Title: The Social Question: Lecture I: The True Form of the Social Question
Matching lines:
- taught in an educational school among the most varied branches
- Title: The Social Question: Lecture II: Comparisons at Solving the Social Question based on Life's Realities
Matching lines:
- and his education on the talents of his spiritual and physical
- Just as with the education of humanity the various gifts they
- learning and education, in relation to their gifts in thinking.
- life of humanity, everything related to schools and education
- lower and higher educational systems are, so too is the
- school, educational and spiritual life.
- soon as it is detected. Spiritual life, inclusive of education,
- Title: The Social Question: Lecture III: Fanaticism Versus a Real Conception of Life in Social Thinking and Willing
Matching lines:
- termed school and educational impulses, all that could be
- everything from educational to artistic life need to be
- law: ‘Science and its education is free.’ This however remains
- Title: The Social Question: Lecture IV: The Evolution of Social Thinking and Willing and Life's Circumstances for Current Humanity
Matching lines:
- of the spirit, be it in the sphere of education, schooling, be
- fighters/auxiliaries and the producers/labourers/educational
- Title: The Social Question: Lecture V: The Social Will as the Basis Towards a New, Scientific Procedure
Matching lines:
- does not know something he is supposed to know as education,
- fields of a workers' educational school and have given rise to
- education of the scientific way of thinking in their world
- producers/labourers/educational state.” Actually, what I
- and educational states because people are not divided into
- Title: The Social Question: Lecture VI: What Significance does Work have for the Modern Proletarian?
Matching lines:
- through a certain education and taken part in what they called
- this education, the Proletarians developed something which has
- truest sense of the word an education towards a spiritual life.
- For years I was a teacher in the worker's education school in
- theoretically confess to their modern education regarding human
- educational school; I have also offered exercises in speech. In
- liberal educational association. I have clearly stressed that
- old Liebknecht with founding an arbitrary educational
- Title: Community Building
Matching lines:
- education in my individual human development, I can achieve
- Title: Community Building
Matching lines:
- which constituted his education, that which he has experienced.
- point for this. But this self-education is a necessity within
- Title: Polarities in Evolution: Lecture 1: Evolution and Consciousness, Lucifer, Ahriman
Matching lines:
- process of education in the course of Earth evolution.
- Title: Polarities in Evolution: Lecture 2: East, West, and the Culture of Middle Europe, the Science of Initiation
Matching lines:
- educational system where from the bottom rung upwards
- Spiritual science should also flow into higher education
- Letters on Aesthetic Education [
- Title: Polarities in Evolution: Lecture 3: Political Empires
Matching lines:
- practically all our ideas today on development, education
- was that education — not all training but the
- Title: Polarities in Evolution: Lecture 5: How the Material Can Be Understood Only through the Spirit
Matching lines:
- talk about setting up adult education thinking that the
- that, however. Popular education cannot be introduced
- Education Institute in Berlin [
- Title: Polarities in Evolution: Lecture 7: Materialism, Mysticism, Anthroposophy, Liberalism, Conservatism
Matching lines:
- tends to be the end product of the kind of educational
- Title: Polarities in Evolution: Lecture 8: The Opposition of Knowledge and Faith, Its Overcoming
Matching lines:
- — much to the detriment of education and training.
- beings. This will of course lead us to see education and
- Title: Polarities in Evolution: Lecture 9: East, West, and Middle
Matching lines:
- Schiller's letters on aesthetic education, for instance.
- education. They were presented to human minds in the
- Title: Polarities in Evolution: Lecture 11: Modern Science and Christianity, Threefold Social Order, Goetheanism
Matching lines:
- in his own way, in his letters on aesthetic education. He
- all into his letters on aesthetic education which he then
- education. He really proceeded in exactly the scientific
- education. He stayed at the personal level. He wanted
- education are certainly abstract, yet there is still the
- education, and Goethe in his images. Goethe could get
- aesthetic education and what Goethe, trying to solve the
- in the educational field. We have also found dedicated
- Title: Problems of Our Time: Lecture I
Matching lines:
- amazing it was when, in Lessing's Education of the Human
- and education which would take into account the fact that in a
- educational ideas, has felt no more than that he was dealing
- great achievement in the education of the future. A social
- education. That is what first gives theory a living quality. It
- demanded in education on various sides. To give but one
- example: the question is often raised whether education should
- that education is prophetic. “Technical” or
- “humanist” education are mere words. What matters
- relationship of man to man in the educational sphere. No longer
- Title: Problems of Our Time: Lecture II
Matching lines:
- Cultural Committee where present-day education was discussed
- instructing about the true ideals of education! He began by
- programme of a modern Educational Society. After much stumbling
- this a new education will be necessary. We elders find that to
- own spiritual education, we unite aristocracy with it at the
- Our education has been taken in hand by the State, which is
- classical education. It may have been mere coincidence that a
- (I beg their pardon!) to the effect that a classical education
- opinion of educationists in April, 1919 — after what
- Title: Problems of Our Time: Lecture III
Matching lines:
- new — above all, the aims of education. I have already
- renewal of educational methods? In giving man, who is entering
- their education. Certain forces can only be developed in
- education.
- philosophy or science, or of impulses towards the education of
- Title: Problems of Our Time: Main Features of the Social Question and the Threefold Order of the Social Organism
Matching lines:
- education must be like if it is to be universally human and,
- further, how the form of education will differ from our present
- in “education” — that education which was,
- education” and the like) that there was no bridge between
- the spiritual culture and education of the ruling classes and
- “People's High Schools” or “Educational
- Schools” in which an education was to be shared by
- whose ,education they gave inadequate attention and from which
- immediate future in the realm of teaching and education. As a
- organization. It is to-day a source of pride. that education
- enormous blessings to be found in State-control of education.
- But healthy conditions will never be found until education and
- of education, who were creative spiritually. But to-day we have
- created out of the spirit, to satisfy the demands of education,
- to draw on the national exchequer and pay for education out of
- education, etc., must become independent, so on the other
- of widows, orphans, the sick, of education, etc., but the
The
Rudolf Steiner e.Lib is maintained by:
The e.Librarian:
elibrarian@elib.com
|