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Query was: concept

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• Title: Kingdom of Childhood: Synopsis of Lectures
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  • of external processes. Each language expresses a different conception.
  • conceptions of psychologists. The rhythmic system in man, predominant
• Title: Kingdom of Childhood: Lecture 1
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  • feeling and willing, but there is no conception of what takes place
  • concepts shall be firmly grasped, and the child will know: this is a
  • concepts to the day of his death? In our present age there is no
  • child with a concept that is to remain “correct”
  • concept which he is to retain throughout his life, that is just as
  • grow with him. We give him concepts which are intended to be
  • permanent; we worry him with fixed concepts that are to remain
  • unchanged, whereas we should be giving him concepts capable of
  • right conception of man's life as a connected whole that we come to
  • habits of life before birth or conception, in its pre-earthly
  • is really a question of developing the concept of a kind of
• Title: Kingdom of Childhood: Lecture 3
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  • of the plant. The men of our time have less and less conception of
  • understand it if they have been given conceptions of plants as being
  • what kind of conception people have today of the origin of geological
  • be perfectly clear that the conception of causality, of cause and
  • and effect. Even after the tenth year these conceptions should only
  • conception of life as it runs its course if one is taught everything
  • you give a child of seven a conception of cause and effect you are
• Title: Kingdom of Childhood: Lecture 4
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  • pass over to a conception of how an object is reflected; if this, let
• Title: Kingdom of Childhood: Lecture 5
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  • way you can work out a conception of the “one” and the
  • on, then the child will have concepts that are living. He thereby
  • ages our present conceptions of counting by placing one bean beside
  • living conception.
  • conception of human thought up to the thirteenth and fourteenth
  • introduced into civilisation later on. This conception then led to
  • conceptions must come to your aid here. We will do it like this, that
  • whole, but this will give the child dead concepts. He will not gain
  • living concepts by this method. Proceed from the whole, from the
  • first and then the addenda, you will arrive at conceptions that are
• Title: Kingdom of Childhood: Lecture 6
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  • a different conception. Compare head, Kopf, testa. The parts of speech
  • yourselves must have a kind of artistic conception of the human
  • conception is expressed in each word, something that can only be
  • You can quite well have both together. For the conception of space is
• Title: Kingdom of Childhood: Lecture 7
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  • phenomena of life. The problem of fatigue. Wrong conceptions of
  • conception of weight and gravity. Always develop your Physics from
  • whole conception is wrong from beginning to end. The truth of the
  • if you continue this thought you come to the possible conception,
• Title: Kingdom of Childhood: Questions and Answers
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  • the part? And you have only another conception of the same thing as
  • have much more concrete conceptions of a quantity: a dozen: a
  • a conception of the real being of man, and which is now to be brought