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- Title: Evil and Spiritual Science
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- by doing so won for himself the teaching of the best of all
- With this I do not want to say that the arrogant teaching
- Title: Popular Occultism: Lecture 8: The Evolution of Man and of the Solar System; the Atlantic Evolution
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- also the way of teaching was different. By strong will-power, a suggestive
- Title: New Spirituality: Lecture 3: The New Spirituality and the Christ Experiance of the Twentieth Century - 2
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- anything which goes beyond the physical-sense life. Instead of a real teaching on the spirit you
- the tenet of Scholastic teaching arose that both were valid: reason on the one side and
- Title: New Spirituality: Lecture 6: The New Spirituality and the Christ Experiance of the Twentieth Century - 5
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- significance in our modern time and, in fact, there should be no more teaching without insight
- Title: New Spirituality: Lecture 7: The New Spirituality and the Christ Experiance of the Twentieth Century - 6
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- jurisprudence and similar branches of teaching. Modern humanity should take note of this fact.
- Title: Tree of Life/Knowledge: Lecture I: Tree of Life - I
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- Greek philosophy in the teachings of Plato and Aristotle
- Title: Tree of Life/Knowledge: Lecture III: The Power of Thought
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- have been told of one, Christus, who has spread certain teachings.
- They did not yet feel the deeper nature of these teachings, but what
- Title: Tree of Life/Knowledge: Lecture IV: Harmonizing Thinking, Feeling and Willing
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- when H.P. Blavatsky brought certain teachings into the world, one had
- moment, however, that it becomes a question of presenting a teaching
- teaching, only he is living up to his full duty. And one who cannot
- therefore most important for the transmission of teachings that the
- the teachings, and must not appeal to unknown Masters. And those who
- spread the teachings further, may also only appeal to living
- responsibility for their teachings. This gives a sure and certain way
- for dissemination of the teaching to a wider circle, but gate and
- is answerable, as much as when teachings are circulated. He who
- spreads the teachings of another, has equally to show that he
- responsibility for their teachings and also show through their
- Title: World Downfall and Resurrection
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- centuries of Christendom to teachings such as those now living
- Teachings of religious wisdom permeated the whole of antiquity.
- teaching founded upon the nature of the Father God. When we
- ruling in the things of the outer world. The teachings of the
- was for the upholding of the teaching contained in the first
- growing faculty of human intellect to understand this teaching
- the teachings of the old pagan wisdom into connection with the
- Title: Lecture: Philosophy and Anthroposophy
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- in still earlier times, drawing upon the various teachings of ancient
- wholly ignorant of the fact that all the teachings of Indian, Egyptian, and
- present day; the fundamental teachings embodying a logical system of
- teachings of Aristotle did not expand to Western countries only, but also
- concern themselves with his teachings, for in the interpretation placed
- the teaching brought by the Arabs was not Aristotle's, but only a mistaken
- correctly in order to find in his teaching a basis for the conception of
- philosophy of the universe corrupt an uncommon amount of the teaching which
- direct, that is, from an undistorted, development of his teaching. In the
- to understand Aristotle's teaching of “matter” and
- 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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- He states fact that successful teaching requires a living synthesis of the
- would be hard to imagine a graver error in elementary school teaching, than
- — institutions for teaching mature young men and women,
- they are at one and the same time teaching and research institutions. But
- in teaching, one should never proceed from the abstract, but always from
- teaching to begin with, let us say, the six or seven year old children in a
- first class. Now our teaching will be bad every time, will never have
- teaching, I have done my best to carry out these principles.”
- we began teaching a year before. We say to ourselves at the end of the year
- year, of everything we were able to do at the year's end, then our teaching
- teaching has been good if you did not know to start with what you have
- learned by the end of the year; your teaching would have been harmful, had
- teaching, achieves its value only after a man has died. This knowledge only
- this finished knowledge. And in the art of teaching this work has especial
- teaching, then it is quite certain we shall teach badly.
- for the teaching of a first class, a second and third class, etc., so that
- came to believe after teaching for a year. And thus, after you are finished
- different spirit. If you go through your teaching duties with inwardly true
- things in teaching and in education are the imponderables. A teacher who
- our teaching be buoyed up by an alternation between humour, sentimentality
- Maximum number of matches per file exceeded.
- Title: Meditative Knowledge of Man: Lecture II: The Three Fundamental Forces in EducatioN
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- He states fact that successful teaching requires a living synthesis of the
- and teaching.
- death and our new birth. We acquire the reverence we need in our teaching
- divine-spiritual, when it permeates my teaching, is actually a
- wonder-worker in teaching. If I have the feeling that I am in contact with
- that a teacher has are his most important teaching tools. And this
- so do we gain more animation and enthusiasm in our teaching through
- after death. We gain a certain enthusiasm for our teaching by this, knowing
- exact quotation, but altered slightly to correspond with the teachings of
- school teaching, namely that the human being on entering the world is
- teaching.
- Title: Meditative Knowledge of Man: Lecture III: Spiritual Knowledge of Man as the Fount of Educational Art
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- He states fact that successful teaching requires a living synthesis of the
- teaching and education two elements interweave in a remarkable way. I would
- teaching, between just listening and working on his own. Now supposing you
- that the power of inventiveness you will need for teaching children will be
- things that will often keep you going for a whole day's teaching. Time
- need for your teaching, in five minutes, and you will be quite different in
- of it out of the spirit. This means teaching creatively from out of the
- 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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- He states fact that successful teaching requires a living synthesis of the
- — all education and teaching should
- which can achieve this. They are the following: everything in teaching and
- examples show us how in teaching and education we can use every detail
- teaching of Geography. On the whole it protects the ego from being drawn
- altitudes on earth, or by introducing anything into our teaching of
- shall gain a powerful feeling of support for teaching and educating the
- love is carried into teaching, if we succeed in awakening the right kind of
- are matters which show us how we can overcome some difficulties in teaching
- pupil. Such a way of looking at matters differs from the views on teaching
- Title: Social Understanding: Lecture II: Social Understanding Through Spiritual Scientific Knowledge
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- He states fact that successful teaching requires a living synthesis of the
- possible, and not teaching him anything that extends beyond his mental
- of particular importance in teaching- In earlier times it was not so
- Title: Buddha and the Two Boys: Lecture I: Buddha and the Two Boys of Jesus
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- bring down such teachings as that of compassion and love. There comes a
- teaching of compassion and love, or rather a paraphrase of it, arose in the
- precise version of the teaching of compassion and love. By the fact that
- the Buddha could recognize this teaching alive in himself, the possibility
- teaching of the eight-limbed path in a living way.
- that teaching of compassion and love flow into humanity. Now, however, it
- Title: Buddha and the Two Boys: Lecture II: The Gospels, Buddha and the Two Boys of Jesus
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- teaching fully justifies what is contained in the oriental scriptures: that
- of transmitting from epoch to epoch what can be called the teaching of
- clairvoyance. That is why everything that was to be given as teaching in
- from within themselves the teaching of compassion and love, the teaching of
- the so-called eight-limbed path. This teaching, which previously had to be
- given to him from above, could only be given to him as a teaching when the
- people are picked who have understanding for the teaching. Perhaps one will
- carefully. It was in the mission of the Buddha to bring the teaching of
- itself. It is different to bring the teaching of something than to bring
- being on earth, that this teaching was brought through the Buddha. But
- They could not yet absorb the Buddha's teachings of compassion and love.
- Buddha's appeal to develop from within themselves the teaching of
- teaching. Then, when completely different forces had been developed, at
- Title: The Worldview of Herman Grimm in Relation to Spiritual Science
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- teachings and theories. On the other hand, whoever
- Title: Imperialism: Lecture 3
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- is to be able to spread the teachings about the spiritual life in a
- Title: Impulse for Renewal: Lecture III: Anthroposophy and Philosophy
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- would like to say that the subject of the teaching in the
- separate sciences should create the totality of teaching. This
- Title: Impulse for Renewal: Lecture IV: Anthroposophy and Pedagogy
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- and teaching of our children. In the present it is repeatedly
- teaching to be established, then some or other place for the
- previously been a tavern — to begin our teaching and education.
- all teaching is based on the understanding of the human being,
- such education and such teaching, not only in the child being
- make our teaching more and more alive.
- only want to mention one thing. Today in various ways teaching
- Teaching and education really becomes an act of sacrifice
- about teaching and education being a force and without which in
- real teaching and real education, nothing can come about. This
- wants to have within the teaching and educational being and
- Title: Impulse for Renewal: Lecture VI: Anthroposophy and Theology
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- When we, in the Waldorf School, manage to apply teaching in a
- Title: First Class, Vol. I: Lesson 5
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- life does not listen to a mere teaching or a theory, but
- Title: First Class, Vol. I: Lesson 7
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- of administrative body for anthroposophical teaching and
- Title: First Class, Vol. I: Lesson 8
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- teaching which appears in the name of the General
- Goetheanum in their teaching or impulse. Whoever wants to do
- Title: First Class, Vol. II: Lesson 10
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- deeds of the spirits are teaching to me,
- [7] The deeds of the spirits are teaching to me.
- of the spirits are teaching to me.
- The deeds of the spirits are teaching to me,
- The deeds of the spirits are teaching to me,
- of the spirits are teaching to me,
- The deeds of the spirits are teaching to me,
- Title: First Class, Vol. II: Lesson 11
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- And this is not a teaching given to us on the earth; it
- is a teaching, my dear sisters and brothers, given to us by
- meditation as teaching.
- Title: First Class, Vol. II: Lesson 15
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- threefold teaching about the Guardian of the Threshold's
- Title: First Class, Vol. II: Lesson 17
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- teachings the Guardian gives to those who cross the threshold. We
- Title: First Class, Vol. II: Lesson 18
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- initiates and their teachings were there. They explained the
- through the teachings of Christ men should protect themselves
- Title: First Class, Vol. II: Lesson 19
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- heartfelt teachings first resounded. They were the powerful
- Title: First Class Lessons: Lesson XXI (recapitulation)
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- our willing. And he gives us a certain teaching in what he then
- Title: First Class Lessons: Lesson XXIII (recapitulation)
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- The Guardian's teaching:
- teachings will be rounded out, will take place on Monday at
- Title: The Social Question: Lecture III: Fanaticism Versus a Real Conception of Life in Social Thinking and Willing
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- particularly open to embark on an abstract teaching, one can
- call it a teaching on scientific stilts, a teaching permeated
- impulse out of the life of the modern proletariat: the teaching
- of Marxism, the teaching of Karl Marx. It is a unique
- proletarians and the Marxist teaching.
- by an apparent theoretic teaching.
- However, what lives in this theoretic teaching? Here is a
- to some extent to the instinct of these Marxist teachings. This
- teaching. Whoever believes that the Marxist teaching is
- Title: The Social Question: Lecture VI: What Significance does Work have for the Modern Proletarian?
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- managed only single branches of teaching in the workers
- Title: Lecture: Richard Wagner and Mysticism
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- the experiences of those to whom the hidden teachings were revealed
- of his being, Richard Wagner was connected with the teachings of
- I shall here repeat certain teachings of Spiritual Science which will
- the Holy Grail the following teaching was given: (I will give
- Title: Lecture: Spiritual Wisdom in the Early Christian Centuries
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- certain individuals, saying that their teachings were to be avoided at
- discrepancy between the teachings of Plato and Aristotle.
- the teachings of Ammonius Saccas felt himself living in an
- It was a fundamental tenet of this Roman School that the teaching
- in the Person of Christ was substituted for the teaching of Ammonius
- because strenuous efforts were made to destroy any teaching that
- the ancient teachings exterminated, to such an extent indeed that we
- Christianity in the light of the teachings of Iamblichus.
- Title: Community Building
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- their understanding of the teaching drawn from the higher
- Title: Polarities in Evolution: Lecture 4: Western Secret Societies, Jesuitism, Leninism
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- Ages the teachings of Aristotle infiltrated theology and
- teaching Christian Ideas from their pulpits, but
- teachings.
- from gnostic teachings. The Roman Catholic sacrifice of
- borrowing from oriental and gnostic teachings and so on.
- been teaching for a long time. It is merely a final
- This has become the teaching of egotism. It is restored
- have been teaching, the inevitable conclusion simply has
- Title: Polarities in Evolution: Lecture 5: How the Material Can Be Understood Only through the Spirit
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- professor of physiology is teaching today, with the
- simply by teaching outside the universities what until
- now has been alive inside them. It would mean teaching
- able to refer to the teaching of anthropology in class 5.
- Title: Polarities in Evolution: Lecture 7: Materialism, Mysticism, Anthroposophy, Liberalism, Conservatism
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- formed since AD 140. Physicists are actually teaching
- Title: Polarities in Evolution: Lecture 10: Transition from the Luciferic to the Ahrimanic Age and the Christ Event to Come
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- teaching children in your school and you will note that these children
- Title: Problems of Our Time: Lecture I
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- important thing was to establish a pedagogy, an art of teaching
- foundation of something like a real art of teaching and
- “technical.” Should teaching be directed to fitting
- Title: Problems of Our Time: Lecture II
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- manner of teaching. So that what should only work on one living
- Title: Problems of Our Time: Main Features of the Social Question and the Threefold Order of the Social Organism
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- aware when I spoke to the workers, in lecturing or teaching,
- immediate future in the realm of teaching and education. As a
- appalling State-regulation of teaching which has arisen in
- of pedagogy and teaching which has its origin in the true and
- short: the subject of teaching was presented by means of
- then the teaching of the future will be seen to have little
- of life will resemble a model republic. Teaching will be
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