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• Title: Memória e Amor
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  • publicada aqui em português com a permissão da Rudolf Steiner Nachlassverwaltung. Esta
• Title: 640
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  • gewöhnlichen Bewußtsein dadurch herauszulassen,
  • derselben Form, in der wir sie heruntergelassen haben in das
  • die Planeten um die Sonne herumkreisen lassen. Man weiß,
  • daß sich die Geisteswissenschaft Zeit lassen kann, bis die
  • gelassen, um nicht zu sagen gleichgültig,
  • und webt. Denn wahr bleibt das Wort des Heraklit — lassen
• Title: 6640
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  • Rudolf Steiner Nachlassverwaltung,
• Title: Evil and Spiritual Science
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  • Rudolf Steiner Nachlassverwaltung,
• Title: New Spirituality: Lecture 2: The New Spirituality and the Christ Experiance of the Twentieth Century - 1
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  • side with materialism or was directly produced through the materialism of other classes. This
  • stereotype, a copy of their nation, their race. This last class of beings incarnates in the West
• Title: New Spirituality: Lecture 3: The New Spirituality and the Christ Experiance of the Twentieth Century - 2
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  • this duality — which is so classicially, so magnificently, portrayed in Schiller's
• Title: New Spirituality: Lecture 4: The New Spirituality and the Christ Experiance of the Twentieth Century - 3
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  • (veranlasst)
• Title: New Spirituality: Lecture 6: The New Spirituality and the Christ Experiance of the Twentieth Century - 5
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  • classes of the people. And for dialectics one could not simply give out a fourfold mutually
• Title: New Spirituality: Lecture 7: The New Spirituality and the Christ Experiance of the Twentieth Century - 6
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  • have taken universal hold, right down to the least educated classes. Certainly there are many who
• Title: Abbreviated Title: Lecture I:
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  • the lecturer, published by permission of the Rudolf Steiner Nachlassverwaltung.
  • Rudolf Steiner Nachlassverwaltung,
  • Rudolf Steiner Nachlassverwaltung.
• Title: Talk To Young People:
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  • Rudolf Steiner Nachlassverwaltung,
  • the sort of middle-class narrow-mindedness and pedantry that came
  • If today's youth cannot do this, the middle-class narrow-mindedness
• Title: "Heaven and Earth will pass away but my words will not pass away"
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  • Rudolf Steiner Nachlassverwaltung,
• Title: Tree of Life/Knowledge: Lecture V: Tree of Knowledge - I
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  • picture will emerge, which classifies all the processes under the
• Title: World Downfall and Resurrection
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  • Rudolf Steiner Nachlassverwaltung,
  • permission of the Rudolf Steiner Nachlassverwaltung, Dornach.
• Title: Lecture: Philosophy and Anthroposophy
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  • Nachlassverwaltung, Dornach, Switzerland.
  • coloured glass; we receive them into ourselves, grouping them according to
  • Schopenhauer in his classical formula; “The world is my
• Title: Meditative Knowledge of Man: Lecture I: The Pedagogy of the West and of Central Europe: The Inner Attitude of the Teacher
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  • class, among his students, among his colleagues, and he is poked fun at.
  • first class. Now our teaching will be bad every time, will never have
  • fulfilled its purpose, if after working for a year with this first class we
  • if we had entered the classroom each morning in great trepidation, without
  • stand in our classroom, conscious of the fact that it is a good tiling we
  • for the teaching of a first class, a second and third class, etc., so that
  • will. Consider that you have gone once through all the classes of an
  • again, say from the eighth to the first class. Yes, now it might be
  • you have the good fortune to begin again with the first class, you will
  • in the widest sense. We cannot have the same class twice over and send out
  • enters his classroom with this conviction in his heart achieves something
  • hearts before we enter the classroom.
  • when we go into the class. The teacher may (since he is 'only human', as is
  • sorts of things in the time between the end of class on one day and the
  • class to tragedy or sentimentality or humour. If we are able to do this,
• Title: Meditative Knowledge of Man: Lecture II: The Three Fundamental Forces in EducatioN
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  • retarding its influence. For this reason our drawing classes will have
  • eurythmy class contour these forms or movements that he wants to make of
• Title: Meditative Knowledge of Man: Lecture III: Spiritual Knowledge of Man as the Fount of Educational Art
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  • of initiation science we have to challenge this classification. There is
• 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
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  • happen. Those who are standing in front of a class will be enormously
• Title: Lecture: Art As A Bridge Between The Sensible And The Supersensible
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  • existing in our time between the leading classes and social ranks and the
  • leading classes and social ranks have allied themselves with certain
  • the leading classes have essentially concocted for themselves. As regards
  • the division into classes, the situation in ancient Greece, for example,
  • modern times a sharp class distinction and class division has certainly
  • the egoistic interests of these leading classes has spread far and wide
  • life, they gave in the same way to all classes of people. Class division
• Title: Raphael's Mission in the Light of the Science of the Spirit
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  • Rudolf Steiner Nachlassverwaltung,
• Title: The Worldview of Herman Grimm in Relation to Spiritual Science
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  • to say, an “older” class of beings wandering on the
  • has an older and a younger class of humanity play into one
  • over of real effects of a class of beings that had lived
• Title: Imperialism: Lecture 1
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  • categorized according to classes — is no more than empty
• Title: Imperialism: Lecture 2
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  • light shining through the stained glass windows of the churches. The
  • lodge to social class and other differences. In the correct lodges
• Title: Imperialism: Lecture 3
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  • “brothers,” meaning not to let social class or an
• Title: Impulse for Renewal: Lecture III: Anthroposophy and Philosophy
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  • one would more or less consider this classical time of German
• Title: Impulse for Renewal: Lecture IV: Anthroposophy and Pedagogy
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  • classroom, to be designed through education.
  • closes the classroom door behind him, when he steps in front of
  • ability, which must become an instinct, meets his class in the
• Title: Impulse for Renewal: Lecture V: Anthroposophy and Social Science
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  • the old class system will not be recalled. It won't be people
  • branching into an educational class, a defence class and a
  • nutritional class, but the modern human being has moved into
• Title: First Class, Vol. I: Lesson 1
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  • Lectures to the First Class, part 1
  • Its eye is glassy, posture slouching,
  • Its eye is glassy, posture slouching,
  • the abyss with cloven muzzle, dull glassy eyes, slouching
  • approach the spirit in dreamy lassitude, but receive the spirit
  • Its eye is glassy, posture slouching,
  • the next lesson of the First Class. 
• Title: First Class, Vol. I: Lesson 2
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  • Lectures to the First Class, part 1
  • Its eye is glassy, posture slouching,
  • every member who has requested acceptance in the Class; and it
  • wish to belong to the Class ask themselves: Isn't there
  • every individual who belongs to the Class. For thereby it would
  • be possible for the Class to continue without being burdened by
  • routine burdens the progress of the Class. It is perhaps not
  • beginning of work within the Class. For only with this notion
  • can we find the strength to cooperate here in the Class with
  • Its eye is glassy, posture slouching,
  • third beast's glassy eye,
  • third beast's glassy eye,
  • when we are placed in this tribe, in that class, in that
  • third beast's glassy eye,
  • third beast's glassy eye,
  • third beast's glassy eye,
• Title: First Class, Vol. I: Lesson 3
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  • Lectures to the First Class, part 1
  • Its eye is glassy, posture slouching,
  • third beast's glassy eye,
  • point the first lessons of this class also become practical in
• Title: First Class, Vol. I: Lesson 4
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  • Lectures to the First Class, part 1
  • third beast's glassy eye,
  • the other verse directs us to “ The third beast's glassy
  • When you see the third beast's glassy eye, stand firm and feel
• Title: First Class, Vol. I: Lesson 5
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  • Lectures to the First Class, part 1
• Title: First Class, Vol. I: Lesson 6
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  • Lectures to the First Class, part 1
  • intention to give theories during these Class Lessons, my dear
  • required of all members of this class, without which no one can
• Title: First Class, Vol. I: Lesson 7
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  • Lectures to the First Class, part 1
  • three classes, the same freedom must of course apply as it does
  • considerations of these Class lessons, my dear friends, have
• Title: First Class, Vol. I: Lesson 8
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  • Lectures to the First Class, part 1
  • Class today who have not been here before, so I am obliged to
• Title: First Class, Vol. I: Lesson 9
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  • Lectures to the First Class, part 1
  • Blackboard Texts for the Ninth Class Lesson
• Title: First Class, Vol. II: Lesson 10
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  • Lectures to the First Class, part 2
  • spiritual world is what will be provided in these class lessons
  • certain time has passed the communications given in these class
• Title: First Class, Vol. II: Lesson 11
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  • Lectures to the First Class, part 2
  • is sufficient to say that the First Class has lost a truly
  • src="/Lectures/GA270/English/eLib2018b/images/class-1.jpg"
• Title: First Class, Vol. II: Lesson 12
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  • Lectures to the First Class, part 2
  • from the spiritual world through these class lessons, my
  • src="/Lectures/GA270/English/eLib2018b/images/img-class12.jpg"
  • src="/Lectures/GA270/English/eLib2018b/images/img-class12.jpg"
  • Thrones will be added to these in the next class lesson. But
  • souls which were spoken at the beginning of the Class lesson
• Title: First Class, Vol. II: Lesson 13
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  • Lectures to the First Class, part 2
  • this point was described in the previous class
  • src="/Lectures/GA270/English/eLib2018b/images/class13-image.jpg"
• Title: First Class, Vol. II: Lesson 14
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  • Lectures to the First Class, part 2
  • src="/Lectures/GA270/English/eLib2018b/images/first-class-14.gif"
  • esoteric classes, my dear sisters and brothers, I have
• Title: First Class, Vol. II: Lesson 15
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  • Lectures to the First Class, part 2
  • because various Class members have come today who have not
  • these Class lessons are meant to be.
• Title: First Class, Vol. II: Lesson 16
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  • Lectures to the First Class, part 2
• Title: First Class, Vol. II: Lesson 17
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  • Lectures to the First Class, part 2
  • of the previous Class Lesson. It was also a meditation arising
  • opening of these Class Lessons, and also during the Christmas
  • announce here that in the future no application to the Class will
  • me. Only applications for participation in the Class Lessons
  • wish. And those who are already members of the Class should make
• Title: First Class, Vol. II: Lesson 18
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  • Lectures to the First Class, part 2
• Title: First Class, Vol. II: Lesson 19
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  • Lectures to the First Class, part 2
  • First Class of the School.
  • these Class Lessons, it will be Michael's will to describe
  • [Due to the great increase in new Class members,
  • lying in the Glasshaus. Therefore, it was necessary to expel
  • three members of this School directly before this Class
  • them lying in the Glasshaus: so it was necessary to expel
• Title: First Class Lessons: Lesson XX (recapitulation)
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  • Lectures to the First Class, part 3
  • given the first nineteen First Class Lessons (Volumes One and
  • it turns out, many more friends have come to this Class Lesson
  • these Class Lessons will not be a disadvantage for those
  • Its eye is glassy, posture slouching,
• Title: First Class Lessons: Lesson XXI (recapitulation)
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  • Lectures to the First Class, part 3
  • members of the First Class, from stenographic notes not revised
  • classes, it will not be possible to repeat the introductory
  • Its eye is glassy, posture slouching,
  • Its eye is glassy, posture slouching,
  • The third beast's glassy-eyed gaze,
  • The third beast's glassy-eyed gaze,
  • next esoteric lesson of this First Class will be next Thursday
• Title: First Class Lessons: Lesson XXII (recapitulation)
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  • Lectures to the First Class, part 3
  • members of the First Class, from stenographic notes not revised
  • obligations for the newly participating members of the Class. I
• Title: First Class Lessons: Lesson XXIII (recapitulation)
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  • Lectures to the First Class, part 3
• Title: First Class Lessons: Lesson XXIV (recapitulation)
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  • Lectures to the First Class, part 3
• Title: First Class Lessons: Lesson XXV (recapitulation)
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  • Lectures to the First Class, part 3
  • members of this Class may possess them, no one else. If someone
• Title: First Class Lessons: Lesson XXVI (recapitulation)
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  • Lectures to the First Class, part 3
• Title: The Social Question: Lecture I: The True Form of the Social Question
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  • understanding of the classes. The middle class has difficulty
  • out of economic powers, out of class clashes and out of class
  • does not characterise it intensively enough: proletarian class
  • consciousness. With this expression ‘proletarian class
  • other classes but rather much more that the social instincts
  • been transformed into a social awareness. Earlier, class
  • instinct existed. Now the basis of the social movement is class
  • This class consciousness, one could say, is only superficially
  • indicated when one takes the wording: proletarian class
  • class consciousness’ is something quite different. It could be
  • hidden behind what we called proletarian class consciousness in
  • humanity, the spiritual consciousness of earlier classes which
  • him from a civil class, science becomes the directive as the
• Title: The Social Question: Lecture II: Comparisons at Solving the Social Question based on Life's Realities
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  • some one-sided remark about some or other class, some or other
  • a class, out of some part of the social organism, then one does
  • organism by calling on yet another class which in some way or
  • class, but based on the powers actually developing in modern
  • some one-sided class or party position but from the side of the
• Title: The Social Question: Lecture III: Fanaticism Versus a Real Conception of Life in Social Thinking and Willing
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  • made an understanding between different classes of humanity
  • ruling class, as it has developed during the last century, the
  • according to middle class thinking circles. Reports on the
  • populace classes had been created and gradually had to
  • marching classes favours him so that when he has power in hand
  • experience their own lives, how they think about other classes
  • of existence of a class of people show what is important
  • example in the history of humanity that such an unused class, a
  • class without decadence, with unused intellectuality, with so
  • much heart and such an open soul, that such a class where there
  • classes as respectfully difficult, this has entered into the
  • processes, in class conflicts — this is where reality
  • other classes. Whether it is through modern technology, whether
• Title: The Social Question: Lecture IV: The Evolution of Social Thinking and Willing and Life's Circumstances for Current Humanity
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  • be called the foremost, leading social class of humanity. The
  • two mentioned social classes. So it must come about as we will
  • see: how prepared both the classes are in their struggle for
  • classes, a struggle which throws its forces in a disastrous way
  • social body into three classes: the rulers/guardians, the
  • organism was one of the division of classes. The structure
  • where not classes of people, layers of people exist as members
  • understanding between the various classes would no longer be
• Title: The Social Question: Lecture V: The Social Will as the Basis Towards a New, Scientific Procedure
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  • so-called ruling class, away from the development in the most
  • has formed that the socially disadvantaged class can expect
  • nothing from the present ruling class if they build on their
  • developed a deep mistrust between the individual human classes.
  • start of our more recent times, the bourgeois working class has
  • context of life. Here nothing other rose out of these classes
  • old classes didn't need to apply this scientific way of
  • thinking still has been extensively accepted in middle-class
  • circles.’ — If you consider intelligent middle-class
  • classifications according to the old ruling classes and this is
  • classification was based on some or other form of prejudice.
  • it as the inheritance of the middle-class people. It developed
  • out of an old viewpoint of life, from within middle-class
  • Proletarians took in from the middle-class was a result of the
  • carry it though. The middle classes didn't bring this; only
  • point which I've indicated already. The ruling class at the
  • out of the ruling classes, created out of a particular soul of
  • the middle classes becoming educated. To the state this
  • middle-class viewpoint and way of thinking.
  • bourgeois classes found in the developing modern state. They
  • Maximum number of matches per file exceeded.
• Title: The Social Question: Lecture VI: What Significance does Work have for the Modern Proletarian?
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  • hitherto leading class of mankind was opposed. So one can say
  • to then, leading classes?
  • the awareness of his or her class, brought into a particular
  • While the ruling classes were amassing their luxuries, which
  • This was something which the earlier ruling classes didn't want
  • from the leading, up to then ruling classes.
  • take it that the leading classes are at cause for what has come
  • ruling classes has made of the social organism. He has been
  • that the almost forgotten (Ferdinand) Lassalle's famous
  • what the ruling classes had to give him because they didn't
  • ruling classes up to now — what have they done? In the
  • order for those who, out of their class consciousness, want to
  • classes of people have developed out of circumstances, so
  • association for the working class as they would not have
  • classes but would be understood by the Proletariat.
• Title: Polarities in Evolution: Lecture 5: How the Material Can Be Understood Only through the Spirit
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  • able to refer to the teaching of anthropology in class 5.
  • class and point of view suggested to them. Now at last it
• Title: Life Between Two Incarnations
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  • Rudolf Steiner Nachlassverwaltung,
• Title: Problems of Our Time: Lecture I
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  • in the past, when only the better-endowed classes could devote
  • be more “formal” (classical) or
• Title: Problems of Our Time: Lecture II
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  • which had been developing amongst the middle classes for the
  • which, but for their timid dislike of facts, the middle classes
  • the middle-class world. This is the view which, forming in the
  • the leading classes of the present day have a decadent
  • the leading classes are not only menaced with a decadent brain,
  • present-day humanity must learn that also. Our educated classes
  • they included what had to be studied in each class, the aim and
  • classical education. It may have been mere coincidence that a
  • (I beg their pardon!) to the effect that a classical education
• Title: Problems of Our Time: Main Features of the Social Question and the Threefold Order of the Social Organism
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  • members of the classes hitherto accustomed to lead and rule
  • They showed that the hitherto ruling classes had, during the
  • former leading and dominant class has the practical experience
  • — on the one side the attitude of the ruling classes who
  • contrast between the attitude of soul of the dominant classes
  • a classroom word — “indices” of something
  • developed out of the experience of the ruling middle classes.
  • the spiritual culture and education of the ruling classes and
  • produced by the leading classes, did not understand them, and
  • took them to be something which only concerned those classes, a
  • they held aloof. The tragedy of it! The ruling classes discuss
  • since then, not, through any merit of the ruling classes but
  • real knowledge of the growing human being. Social class and
  • effect of which the ruling classes can hardly form any idea.
  • ruling classes, and extend “Corporations” over the