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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: Lecture: Younger Generation: Cover Sheet
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  • Educational and Spiritual Impulses for Life in the Twentieth Century
  • hoping to carry the new Waldorf education into modern culture, he stressed
  • the need for "self-education" as the preliminary to all other education.
  • Educational and Spiritual Impulsesfor Life in the Twentieth
• Title: Lecture: Younger Generation: Contents
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  • Educational and Spiritual Impulses for Life in the Twentieth Century
  • hoping to carry the new Waldorf education into modern culture, he stressed
  • the need for "self-education" as the preliminary to all other education.
• Title: Lecture: Younger Generation: Preface
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  • Educational and Spiritual Impulses for Life in the Twentieth Century
  • hoping to carry the new Waldorf education into modern culture, he stressed
  • the need for "self-education" as the preliminary to all other education.
  • achieve the image of this chariot, however, demands a new education.
  • education. That is why the question of education is of such burning
  • meaning of education. Destiny spoke throughout their sometimes heated
  • a new education out into this world — an education for life,
  • understand the necessity for self-education as the preliminary to all
  • other education. And from their desire to become educators, to be
• Title: Lecture: Younger Generation: Lecture I
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  • Educational and Spiritual Impulses for Life in the Twentieth Century
  • hoping to carry the new Waldorf education into modern culture, he stressed
  • the need for "self-education" as the preliminary to all other education.
  • is hardest of all for those who with a scholarly education try to fit
• Title: Lecture: Younger Generation: Lecture II
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  • Educational and Spiritual Impulses for Life in the Twentieth Century
  • hoping to carry the new Waldorf education into modern culture, he stressed
  • the need for "self-education" as the preliminary to all other education.
  • particularly concerned with schools, with the sphere of education in
  • the beginning of our era if they spoke much about “education”.
  • The farther back we go, the less we find that education is spoken
  • about. Education, of course, may be spoken about in different ways,
  • for instance: Through education the young should gradually be brought
  • there is such endless talk about education, because there is a
  • about education. Mostly we do not realize the absurdity of what is
  • education. And why? Usually he has but the vaguest realization of
  • usual cry is: “We should have this program in education”
  • School education must be listened to with other ears than those with
  • which one hears about other kinds of education or educational reform.
  • systems of education. What is the aim of such questions? Their usual
  • give a picture of what Waldorf Education is, we must say that it
  • in the sphere of education: Waldorf School Education is not a
  • long as this is not realized it is impossible to speak of education.
  • the beginning radiated through Waldorf School Education, which does
• Title: Lecture: Younger Generation: Lecture III
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  • Educational and Spiritual Impulses for Life in the Twentieth Century
  • hoping to carry the new Waldorf education into modern culture, he stressed
  • the need for "self-education" as the preliminary to all other education.
  • education of those who were destined for the spiritual life was such
  • educational point of view? The question is not asked because people
  • one thinks of asking: What educational effect has the science that is
  • point of view and ask: What educational effect had such a book at
  • educational value as a whole, we shall have to admit that when a book
  • materialistic education of the West. If we look into it, we get a
  • what we need. We need a living evolution and a living education of
• Title: Lecture: Younger Generation: Lecture IV
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  • Educational and Spiritual Impulses for Life in the Twentieth Century
  • hoping to carry the new Waldorf education into modern culture, he stressed
  • the need for "self-education" as the preliminary to all other education.
  • in moral education can only be made as we strengthen the force of
• Title: Lecture: Younger Generation: Lecture V
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  • Educational and Spiritual Impulses for Life in the Twentieth Century
  • hoping to carry the new Waldorf education into modern culture, he stressed
  • the need for "self-education" as the preliminary to all other education.
  • education, if rigidified objective science which comprehends only
• Title: Lecture: Younger Generation: Lecture VI
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  • Educational and Spiritual Impulses for Life in the Twentieth Century
  • hoping to carry the new Waldorf education into modern culture, he stressed
  • the need for "self-education" as the preliminary to all other education.
  • about the question of education. Not so much, perhaps, about
  • education in the sense of ordinary school pedagogy but because we are
  • character, and thence comes the thought of education. The fundamental
  • character of the age is considered as having to do with education.
  • wring from the human soul. But without a system of education, a
  • education and teaching there will have to be imparted much of that
  • fibre of future education. For we have to give weight again, but in a
  • education. Confidence between one human being and another — the
  • moral sphere, and apply it to education, we must specialize and say:
  • education and instruction will have to shape themselves in a modern
  • in the moral sphere of man. Only he who finds education within the
  • education we are working unceasingly at the solution of the
  • regard to the feeling about Education with which you may have come
• Title: Lecture: Younger Generation: Lecture VII
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  • Educational and Spiritual Impulses for Life in the Twentieth Century
  • hoping to carry the new Waldorf education into modern culture, he stressed
  • the need for "self-education" as the preliminary to all other education.
  • education, for example, has been discussed, I have often heard it
  • said that there must be an education which makes learning a game for
  • very best possible educational principle for ensuring that nothing at
  • others but Herbart had a great influence on education up to the last
• Title: Lecture: Younger Generation: Lecture VIII
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  • Educational and Spiritual Impulses for Life in the Twentieth Century
  • hoping to carry the new Waldorf education into modern culture, he stressed
  • the need for "self-education" as the preliminary to all other education.
  • were also men who, as a result of their education, followed the
• Title: Lecture: Younger Generation: Lecture IX
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  • Educational and Spiritual Impulses for Life in the Twentieth Century
  • hoping to carry the new Waldorf education into modern culture, he stressed
  • the need for "self-education" as the preliminary to all other education.
  • sphere of education, an opposite direction is taken. But it was not
  • received the truth. This shade of feeling lay in all education, in
  • all instruction. In other respects the education and teaching of that
  • schools which were the only educational institutions in the time
  • that something thoroughly artistic came into education. But the
  • introduction of the artistic into education was still in keeping with
  • as education is considered in the wider sense this question arises of
  • conscious education by giving him out of the consciousness soul
  • primary school age and far beyond it, for as long as education holds
  • above instinct — depends upon our having an education which
  • activity. Artistic education will be an education of the will, and it
  • is upon the education of the will that everything else depends.
• Title: Lecture: Younger Generation: Lecture X
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  • Educational and Spiritual Impulses for Life in the Twentieth Century
  • hoping to carry the new Waldorf education into modern culture, he stressed
  • the need for "self-education" as the preliminary to all other education.
  • show how we must come to an education, steeped in artistic form. I
  • from the artistic, which he did in higher education by treating as
  • Education of the Child from the Standpoint of Spiritual Science. On
  • anyone who on educational grounds objects to the triviality of the
  • education. The intention was not only to give it content but to make
  • it work educationally. Hence you find in my Philosophy of Spiritual
  • can education really be experienced as art, and the teacher can
  • become an artist in education when he finds his way into this mood.
  • must go right into the art of education. The cleft between age and
  • youth must be bridged not by hollow phrases but by education that is
  • an art, education which is not afraid to find its support in real
  • intellectual theory about education. The aim is to create an artistic
  • this can be created something in an educational way which, applied in
• Title: Lecture: Younger Generation: Lecture XI
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  • Educational and Spiritual Impulses for Life in the Twentieth Century
  • hoping to carry the new Waldorf education into modern culture, he stressed
  • the need for "self-education" as the preliminary to all other education.
  • school education in future must proceed by way of the artistic I
  • Education
  • only disturb the process of education when we intervene too
  • anything into a human being through teaching and education. What we
  • instruction and education, during the child's life between the
  • must also be brought into our education; we should be able to
  • education the whole life of man as it is lived out on earth.
  • is asked of education is that it shall benefit the child. But if this
  • alive. This is not easy. But the artistic way of education succeeds
  • most important thing is to establish an education through which human
  • education founded upon a true knowledge of the human being, that art
  • of education referred to here. But our intellectualistic age has
  • a healthy education of the young must preserve human beings from
  • education. What more there is to be said on this subject I shall try
• Title: Lecture: Younger Generation: Lecture XII
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  • Educational and Spiritual Impulses for Life in the Twentieth Century
  • hoping to carry the new Waldorf education into modern culture, he stressed
  • the need for "self-education" as the preliminary to all other education.
  • prepared for by education. That is why the question of education is
  • educational method can first be made towards the individual ego-men
  • shall work rightly in education only when we have learned to feel a
  • abashed at the idea of talking about education. This is astonishing
  • but it is true. The way in which education is being talked about will
  • about what he considers right. But education does not allow itself to
  • theorizing. One grows into education by getting older and meeting
  • education be taken quite naturally.
  • suggestions about education today seemed to me no different from the
  • Therefore what I have said and written about education, and what is
  • ashamed to talk about education. But under the cultural conditions of
  • time will come when we shall no longer need to talk about education.
  • an outlook where there is as little talk about education as there was
  • in older cultural epochs. Education was not talked about in earlier
  • days. The science of education first arose when man could no longer
  • that is always destroyed when educational principles are introduced.
  • necessity, that education shall not be talked about so much, that
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• Title: Lecture: Younger Generation: Lecture XIII
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  • Educational and Spiritual Impulses for Life in the Twentieth Century
  • hoping to carry the new Waldorf education into modern culture, he stressed
  • the need for "self-education" as the preliminary to all other education.
  • education we must have a heart. We must learn — speaking
  • the art of education than by any theoretical principles, if what we
  • education of the young. Far better than all theoretical educational
  • is the fundamental impulse of all educational doctrine. We must not
  • receive this art of education as a theory, we must not take it as