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Query was: modern

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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  • hoping to carry the new Waldorf education into modern culture, he stressed
  • and living wisdom in teachers and so must reject modern adults' dead
• Title: Lecture: Younger Generation: Contents
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  • hoping to carry the new Waldorf education into modern culture, he stressed
  • and living wisdom in teachers and so must reject modern adults' dead
• Title: Lecture: Younger Generation: Preface
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  • hoping to carry the new Waldorf education into modern culture, he stressed
  • and living wisdom in teachers and so must reject modern adults' dead
• Title: Lecture: Younger Generation: Lecture I
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  • hoping to carry the new Waldorf education into modern culture, he stressed
  • and living wisdom in teachers and so must reject modern adults' dead
  • reaching to the depths of modern spiritual life, is necessary. When
  • in the last third of the nineteenth century, our modern style is raw
  • That, however, is certainly not the standpoint of the modern
  • expression of what is reigning in the innermost soul of the modern
  • consciousness the nearer the modern age approached. We lost not only
  • modern age. Well, of course, such things happen! Mankind may,
• Title: Lecture: Younger Generation: Lecture II
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  • hoping to carry the new Waldorf education into modern culture, he stressed
  • and living wisdom in teachers and so must reject modern adults' dead
  • a man like Scotus Erigena to speak of Rights as modern people speak,
  • they are thought to be by modern scholars. Homer felt himself a kind
  • Event could not have been delayed until the modern age. It had to
  • profounder natures in the modern youth movement. By no means
  • powers. Modern youth, when it understands itself, is demanding to be
• Title: Lecture: Younger Generation: Lecture III
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  • hoping to carry the new Waldorf education into modern culture, he stressed
  • and living wisdom in teachers and so must reject modern adults' dead
  • in addition to what is seen by the mere senses, in the way modern men
  • people do not ask: What has come about in modern mankind from the
  • us think of some earlier book on natural science. From the modern
  • point of view it is childish. But now let us put aside the modern
  • that time and what effect has a modern book? The modern book may be
  • brain. Modern thinking is a product of the brain. That is just the
  • secret — that modern thinking is a product of the brain. With
  • regard to modern thinking, materialism is quite right, but it is not
  • alive. Modern concepts are dead. Modern thinking is clever, but
  • But modern thinking is a product of the brain; earlier thinking was
  • up and took it back with him when he fell asleep. Modern thinking is
  • therefore, according to the way of modern science, we can be the
• Title: Lecture: Younger Generation: Lecture IV
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  • hoping to carry the new Waldorf education into modern culture, he stressed
  • and living wisdom in teachers and so must reject modern adults' dead
  • The achievements of the modern age are great. The moment the human
• Title: Lecture: Younger Generation: Lecture V
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  • hoping to carry the new Waldorf education into modern culture, he stressed
  • and living wisdom in teachers and so must reject modern adults' dead
  • of modern man. They could not get beyond the point they were then
  • us complete this survey of the condition of the soul of modern man by
  • thinking, out of which our whole modern civilization flows, bears the
  • modern man, since the first third of the fifteenth century, thinking
  • in the modern age, man began more and more to make what is dead into
  • science easy for modern man. For his thinking is dead by the time of
• Title: Lecture: Younger Generation: Lecture VI
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  • hoping to carry the new Waldorf education into modern culture, he stressed
  • and living wisdom in teachers and so must reject modern adults' dead
  • world of soul and spirit, what may be called in the modern sense of
  • education and instruction will have to shape themselves in a modern
• Title: Lecture: Younger Generation: Lecture VII
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  • hoping to carry the new Waldorf education into modern culture, he stressed
  • and living wisdom in teachers and so must reject modern adults' dead
  • to be found in a chapter of modern biology — or of some other
  • getting inside such a soul, even if for the modern soul it is
  • The modern human being sees only that he acquired it as a child. The
  • modern spiritual development has moved in the opposite direction.
• Title: Lecture: Younger Generation: Lecture VIII
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  • hoping to carry the new Waldorf education into modern culture, he stressed
  • and living wisdom in teachers and so must reject modern adults' dead
  • what I should like to call modern clairvoyance ceases to be anything
• Title: Lecture: Younger Generation: Lecture IX
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  • hoping to carry the new Waldorf education into modern culture, he stressed
  • and living wisdom in teachers and so must reject modern adults' dead
  • centuries preceding the modern age, that is, up to the fifteenth
  • soul and consciousness soul, which means for modern humanity the
  • century, a real modern youth movement would not have been possible.
  • than what is being done today. We must reckon with modern conditions
  • man is limited to the physical body alone. With modern science there
  • imagine that with the methods of modern science man could know as
  • the laboratory which modern science makes it out to be. It still goes
• Title: Lecture: Younger Generation: Lecture X
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  • hoping to carry the new Waldorf education into modern culture, he stressed
  • and living wisdom in teachers and so must reject modern adults' dead
  • Greece, cannot be grasped by modern concepts. Even for the old
  • this modern age it is most unusual that such a thing happens, for
  • phantasy of which modern science speaks. To understand the fullness
  • modern object lesson is said to be behind the times. But one has to
• Title: Lecture: Younger Generation: Lecture XI
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  • hoping to carry the new Waldorf education into modern culture, he stressed
  • and living wisdom in teachers and so must reject modern adults' dead
  • modern culture does nothing to develop a sense for this. But this
  • that, relatively speaking, modern people know most. And what do they
• Title: Lecture: Younger Generation: Lecture XII
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  • hoping to carry the new Waldorf education into modern culture, he stressed
  • and living wisdom in teachers and so must reject modern adults' dead
  • seems grotesque to modern man but I am telling you facts — how
  • one can adequately describe the impulse that has entered modern
  • in the sense of modern evolution we must increasingly experience
  • suffering from the great cultural disease of modern times,
  • what to modern people appears quite horrible. They have spoken, for
  • revolution going on in the depths of modern souls if we are to reach
• Title: Lecture: Younger Generation: Lecture XIII
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  • hoping to carry the new Waldorf education into modern culture, he stressed
  • and living wisdom in teachers and so must reject modern adults' dead
  • is what modern civilization tells us. Previous civilizations
  • understood the kingdoms of Nature as arising out of man, modern
  • most potent factor in modern civilization. Man feels himself
  • considered a fool if one fights against what is regarded in modern
  • happened in modern civilization? Well, every science has become a
  • modern science tells us about the origin of life, about the
  • man's evolution than that of modern science. Everywhere the