You may select a new search term and repeat your search. Searches are not case sensitive, and you can use regular expressions in your queries.

Enter your search term: by: title, keyword, or contextually

Query was: abstract

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: Kingdom of Childhood: Preface
  Matching lines:
  • dangers of stressing the intellect and handling the abstraction
• Title: Kingdom of Childhood: Synopsis of Lectures
  Matching lines:
  • Composition. Sums from real life, not abstractions.
  • concrete to the abstract in Arithmetic. Not before the ninth
  • life. Decimal system as an intellectual abstraction.
• Title: Kingdom of Childhood: Lecture 1
  Matching lines:
  • raised in an abstract way, but which can only be answered concretely
  • living human being, and not just an abstract idea of man.
• Title: Kingdom of Childhood: Lecture 2
  Matching lines:
  • clothe it in pictures than if we put it into abstract ideas. A child
  • Goethe, it was too abstract. So he invented for himself the
  • too abstract, but “Deuterling.”
  • between his ninth and tenth year. Speaking in an abstract way we can
  • “I” of his. But this is an abstract way of expressing it.
• Title: Kingdom of Childhood: Lecture 5
  Matching lines:
  • with the life of man. This is not the case with abstractions.
  • find today is that the ideas a teacher has are largely abstractions,
  • that it lives in abstractions, by inventing such things as the abacus
  • over to number from the human being, for man is not an abstraction
  • away as possible from abstract ideas.
  • intellectualism and abstractions to the child in early life and
• Title: Kingdom of Childhood: Lecture 6
  Matching lines:
  • abstract. Man can no longer really feel his way into language. Look
  • civilised languages make speech an abstract thing. Look at your own
  • .” With the abstract kind of relationship to language
  • very often considered in quite an abstract way, and people do not
  • consider space by itself as something abstract. There are certain
• Title: Kingdom of Childhood: Lecture 7
  Matching lines:
  • real life, not abstractions. Einstein's Theory. The Kindergarten
  • the other way, beginning with an abstraction, then something very
  • you start from abstractions.
• Title: Kingdom of Childhood: Questions and Answers
  Matching lines:
  • Transition from the concrete to the abstract in Arithmetic.
  • as related to real life. Decimal system as an intellectual abstraction.
  • concrete to the abstract in Arithmetic?
  • and above all avoid abstractions before the child comes to the
  • to it that calculations are not made with abstract numbers, but with
  • the transition from the concrete to the abstract in Arithmetic is
  • to the abstract treatment of addition, subtraction, and so on.
  • to the abstract, as far as possible, until the time between the ninth
  • that can help you in this transition from the abstract to the
  • something concrete, and then make it abstract again. We should make
  • abstract. 100 is really only 10 times 10. Now, whether I have 10
  • conceived under the influence of abstraction. All other systems still
  • transition from the concrete to the abstract can be made. We do not
  • concrete to abstract as a gradual preparation for the time between
  • the ninth and tenth years when abstract number as such can be
  • transition from the concrete to the abstract dealt with above,
  • the sea, is really a very abstract statement. So from the artistic
  • which you already have to do with the abstract method of explanation
  • neither something which is steeped in abstract, dilettante plans of