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Query was: teach

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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  • and living wisdom in teachers and so must reject modern adults' dead
• Title: Lecture: Younger Generation: Contents
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  • and living wisdom in teachers and so must reject modern adults' dead
• Title: Lecture: Younger Generation: Preface
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  • and living wisdom in teachers and so must reject modern adults' dead
• Title: Lecture: Younger Generation: Lecture I
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  • and living wisdom in teachers and so must reject modern adults' dead
  • become a teacher or adopt some other profession — that is not
• Title: Lecture: Younger Generation: Lecture II
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  • and living wisdom in teachers and so must reject modern adults' dead
  • leaders, for those who were both teachers and leaders or — as
  • would be equally correct — teachers endowed with leadership,
  • can no longer find any teachers.
  • men prided themselves on not being teachers any longer, but
  • longing to know how to teach young people to be young in order that
  • needed today. First of all, the teachers must be awakened, and then
  • the teachers must awaken the children and the young people.
• Title: Lecture: Younger Generation: Lecture III
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  • and living wisdom in teachers and so must reject modern adults' dead
• Title: Lecture: Younger Generation: Lecture IV
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  • and living wisdom in teachers and so must reject modern adults' dead
  • opposition to the Socratic teaching. And so, during the sixties and
• Title: Lecture: Younger Generation: Lecture V
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  • and living wisdom in teachers and so must reject modern adults' dead
  • what is dead becomes the teacher of the living, the youthful feel it
• Title: Lecture: Younger Generation: Lecture VI
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  • and living wisdom in teachers and so must reject modern adults' dead
  • pedagogics of the future to the growing generation by teachers and
  • education and teaching there will have to be imparted much of that
  • confidence we bring to an adult. When we meet the child as teacher or
  • lie. But anyone who teaches has to work unceasingly, in a living way,
• Title: Lecture: Younger Generation: Lecture VII
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  • and living wisdom in teachers and so must reject modern adults' dead
  • right thing is for teachers to be able to handle what does not give
  • another way. We may find that the teacher hands on to the young
  • those who teach standing before their class with a note-book, or even
  • of a class of say, thirty pupils, and teach with the help of a book
  • is wanting to teach me something that he has first to read. I should
  • invisible children about the teacher of the thirty visible ones who
  • of someone who is to teach or educate, much goes on that is entirely
  • inner being what neither parents, nor teachers, nor even the old
  • henceforth demanded of teachers: Yes, now prove that for me! And now
• Title: Lecture: Younger Generation: Lecture VIII
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  • and living wisdom in teachers and so must reject modern adults' dead
  • [or] ninth post-Christian centuries, at least those who were teachers
  • their teachers that thoughts were Beings permeated, imbued by the
  • natural scientist, certainly not in any authoritative teacher of
  • people wish to teach you mineralogy, zoology, botany, biology,
• Title: Lecture: Younger Generation: Lecture IX
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  • and living wisdom in teachers and so must reject modern adults' dead
  • teachers, educators, and the younger generation. If this is not
  • to teach or educate: “The young cannot be brought to the point
  • with violating his most sacred duty if, as teacher or educator, he
  • all instruction. In other respects the education and teaching of that
  • else was connected with this: that teachers felt that it was first of
  • only when the young people had reached a certain age that the teacher
  • and for this reason the substance of the teaching was the trinity of
  • and words. Instruction in grammar was the teaching of an art, and all
  • teachers, that they should feel their teachers capable of speaking
  • the teacher and educator.
  • when we speak of the objective method of teaching, we keep the
  • teaching quite apart from the personality of the teacher. We drag in
  • machines, in order that the teaching may be as impersonal as
  • separation is not really possible. The endeavour to keep the teaching
  • teacher coming into play, and his good side is quite unable to unfold
  • it was a natural demand on the teacher that he should first let the
  • that is not correct. His teaching certificate was for Eloquentia —
  • order to teach he took up history of art — and dealt with it
  • most excellently. Even at the time when Curtius was teaching it would
  • Maximum number of matches per file exceeded.
• Title: Lecture: Younger Generation: Lecture X
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  • and living wisdom in teachers and so must reject modern adults' dead
  • drew attention to how in earlier times the teacher took his start
  • young human being started by recognizing in his teacher: This man can
  • our system of teaching is ultimately of this character, too, and
  • teacher if he is to guide and lead the young from the time of the
  • can education really be experienced as art, and the teacher can
  • Then in our epoch of the consciousness soul all teaching will be so
  • arranged as to create an artistic atmosphere between teacher and
  • cleverer than the teacher — one asks: Why should I be bothered
  • cannot very well be otherwise. For the teacher is so drilled in
• Title: Lecture: Younger Generation: Lecture XI
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  • and living wisdom in teachers and so must reject modern adults' dead
  • were everyone to teach a different science. But that could not be,
  • age it establishes no relation between teacher and pupil. All
  • the individuality of the teacher and educator. It is individuality
  • that must work in the school. What grows between teacher and pupil
  • teacher as coming out of pre-earthly existence. A young child has the
  • concepts but is manifested in the teacher; and it resists conceptual
  • teacher, of educator. Through study we cannot become teachers. We
  • cannot drill others into being teachers, because each one of us is
  • already a teacher. Every human being is a teacher, but he is sleeping
  • it brings the teacher, as a human being, nearer to those whom he
  • It would be terrible if anyone were to believe it possible to teach
  • cannot always give the post of teacher to a genius just for a future
  • geniuses as teachers. You would not say this because experience does
  • the teacher is faced with a class in which there are children
  • teacher consists in bringing the children not merely to our degree of
  • teachers, therefore, we may come into the position of having to
  • provide schools with enough teachers unless one holds to the
  • principle that it does not matter if the teacher is not as clever as
  • teacher because it does not depend on the giving out of knowledge but
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• Title: Lecture: Younger Generation: Lecture XII
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  • and living wisdom in teachers and so must reject modern adults' dead
  • learn all the teachings about the ego. It is not a question of
  • being a teacher. For we should really get the feeling that we are
  • important than is supposed. The boy or girl, seeing the teacher come
  • into the classroom, must not have the feeling: “He is teaching
  • subconscious.” They want a human relation with the teacher. And
  • Pedagogics is not enough if it makes the teacher or educator merely
  • the teacher merely clever is not of the right kind; the right kind of
  • pedagogics makes the teacher inwardly alive and fills him with
  • teacher or educator, it is that his pedagogical art has not made him
  • perhaps only a myth or a legend. If teachers are pedants, if these
  • and philistines were to be found in the teaching profession it would
  • teacher can be no philistine, can be no pedant.
• Title: Lecture: Younger Generation: Lecture XIII
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  • and living wisdom in teachers and so must reject modern adults' dead
  • teacher. Everything was still permeated with soul, everything was
  • Michael if we want to become true teachers. More is accomplished for
  • were, from another side so that as teachers we know: All accumulation
  • teach the child about the mysteries of earthly existence. Only when