Searching Rudolf Steiner Lectures by GA number (GA0181) Matches
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Query was: child
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- Title: The Earth As Being with Life, Soul, and Spirit: Lecture 2
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- which bring him to incarnate in a particular inherited child body.
- Title: Earthly Death/Cosmic Life: Lecture 1: The Present Position of Spiritual Science
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- man. We to-day possess a history, which is taught to children and in
- preached; it grows if properly cultivated; it is a child of the
- spirit. Even among men it is a child of true knowledge —
- Title: Earthly Death/Cosmic Life: Lecture 2: A Contribution to our Knowledge of the Human Being
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- our children a kind of head-knowledge; we do not give them a
- that everything now presented to children in particular, is
- these mysteries as educators, a child might receive something so
- idea of how children ought to be taught in earliest childhood that
- Title: Earthly Death/Cosmic Life: Lecture 3: The Living and the Dead
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- old, on awaking we hear the messages of the young. The dead children
- clairvoyant consciousness. When the young — children or
- decisive difference. When we lose children, when the young are
- the dead concerned died as children or young people. The connection
- only say that a child or young person is not lost at all; he really
- child or young person, because we more easily learn to know a young
- individual. Funeral services for children or young people should have
- everything with the youthful, the child-life, and which, generally
- speaking, would have liked to have only to do with children, to guide
- child-souls, therefore, does not, as a rule, give
- death. This is specially good. We mourn for children in a different
- way than we do for older people. Our grief for a child I should
- a child that has passed from us by death is really in many respects
- the child, which remains near us. We share in the life of the child,
- the child itself takes part with his entity in our sorrow; it feels a
- Title: Earthly Death/Cosmic Life: Lecture 5: Man's Connection with the Spiritual World
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- lady was a child, she had had certain adventures with horses, and
- follow up his life, observing how he developed through his childhood
- Title: Earthly Death/Cosmic Life: Lecture 6: Feelings of Unity and Sentiments of Gratitude: A Bridge to the Dead
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- feel we have lost them. The loss of a child. People do not avoid
- are necessary. Suppose we have lost a child. The necessary feeling of
- interesting as the child himself. When we can do this, we have the
- sense in playing with a child if one is as wholly a playfellow as the
- child himself. That gives the necessary atmosphere for the feeling of
- companionship. Thus, if we picture ourselves playing with the child
- When we give ourselves up to playing with children, we lose ourselves
- Title: Earthly Death/Cosmic Life: Lecture 7: Confidence in Life and Rejuvenation of the Soul: A Bridge to the Dead
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- slower; and in this duality we live our earthly life. In childhood
- many to-day, when they look back to an achievement in childhood, upon
- what was offered them in childhood, experiencing it as a continual
- relationship between himself and the children. Examination should not
- them, as to a lively child, we know what must be achieved and given
- Title: Life Gifts: Lecture I: Folk Souls and the Mystery of Golgotha
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- when a European goes to the East and has children, and his children
- themselves have children, the conditions holding sway there
- Title: Life Gifts: Lecture II: The Relativity of Knowledge, and Spiritual Cosmology
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- so abruptly, but still they think it) they were all children (indeed
- their forefathers as upon children; they spring up from very
- in which the so-called childish ‘duffers’ lived, men try
- reincarnate in a child body having a certain inheritance.
- Title: Life Gifts: Lecture III: Thoughts about the Life Between Death and Rebirth
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- you said in “The Education of the Child,” where
- differently): “While the child is quite young, soul and
- ‘spiritual,’ and as the child grows, his soul and
- little children just born, when we still have a somewhat
- of the children concerned) say that every little child looks
- itself. Just as the child shapes itself, and that grows of
- child; but it must develop gradually as the intelligence does
- in the child. Thereby an inspirational force appears in
- consciousness. As the intelligence of the child must be
- marriage and have children and so on. Immediately after
- Child” on this subject . Imitation is like the last
- child: to imitate everything it sees. This imitative faculty
- of the child will never be understood unless we know that it
- even be taught to children and thereby the discovery will be
- made that children will understand them surprisingly well.
- admit that many a child says uncommonly clever things, much
- cleverer than grown-up people. Sometimes what a child says is
- suitable manner to the child-mind. The transition to this is
- child-mind we can recognize, if we pay attention to the
- former life are present in the child.
- Maximum number of matches per file exceeded.
- Title: Life Gifts: Lecture IV: The Eternal and the Imperishable
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- the crawling child to the man who walks upright, we are
- Title: Life Gifts: Lecture VI: Spiritual Science, the Practice of Life and the Destinies of Souls
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- our children, we should see the result; we should see that
- organism functions into that of the child through the center
- tests.” For that, a number of children are taken from
- child has quickly to add the second one from memory. Those
- children who have best observed which word came next are
- is he considered more or less intelligent, and as a child who
- Title: Life Gifts: Lecture VII: Whitsuntide Lecture
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- childhood.” Yet it is absolute truth that what you
- except what was placed in us during our childhood, nothing
- age of puberty is reached the soul-powers of the child are
- also transformed. For the other years of childhood we may
- man's life, not only in his childhood. We must learn to be
- Title: Sound Outlook: Lecture II: The Building at Dornach
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- childhood are more Luciferic, old age is more Ahrimanic; the
- Title: Sound Outlook: Lecture III: East and West
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- will experience with peculiar force. Even to children it will
- Title: Sound Outlook: Lecture V: The Being and Evolution of Man
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- was a little child to begin with — then I grew bigger
- the material of the child-substance is somewhere, what has
- childhood. He would recollect himself as a spiritual being.
- “Our Ego was there in our childhood, and accompanied us
- we were to begin with, children, and have grown taller; but
- tiny child the bodily and the soul-spiritual activities are
- alien to one another. The material organism of childhood does
- and Child,” if you like; but the threefold character is
- gave He power to become the children of God, even to them
- Title: Sound Outlook: Lecture VI: Problems of the Time (I)
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- whether there content is beautiful or not. Suppose a child is
- born, a beautiful child; his mother may be charmed. Mothers
- are sometimes charmed, even when their children are not
- he was a beautiful child? Have people no right to say that he
- was? Does his childish beauty contradict the unforeseen
- Title: Sound Outlook: Lecture VII: Problems of the Time (II)
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- the child existence; and since father and mother are the
- child! That is the paradox — they give it a opportunity
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