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Query was: fantasy

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: Synopsis of Lectures
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  • epoch, seven to fourteen, fantasy and imagination as life-blood of
  • in second period, never tires. Rhythm and fantasy.
• Title: Kingdom of Childhood: Lecture 1
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  • lines; but it has fantasy and this it is with which we must deal. It
• Title: Kingdom of Childhood: Lecture 2
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  • epoch, seven to fourteen, fantasy and imagination as life-blood of
  • sense-organ now enables him to develop above all the gift of fantasy
  • fantasy of the child is killed, for it leaves nothing to his
  • his playthings with his own fantasy, when he can develop a
  • passes over into the age of imagination and fantasy. It is not the
  • intellect but fantasy which fills his life at this age. You as
  • teachers must also be able to develop this life of fantasy, for those
  • just in such things as creating one's teaching matter out of fantasy
  • fantasy, but when I sit with my Waldorf teachers in their meetings,
  • is on fantasy then, on imagination, that our teaching and education
  • use his fantasy, to be artistic, for then he will meet the child with
  • his fantasy or his intellect. The intellect has a destructive and
  • crippling effect on the child, but fantasy gives it life and
• Title: Kingdom of Childhood: Lecture 3
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  • again this makes demands on the teacher's fantasy. But he must be
• Title: Kingdom of Childhood: Lecture 7
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  • period, never tires. Rhythm and fantasy. Composition. Sums from
  • but the fantasy that is predominantly active; we must constantly be
  • thinking of the child's fantasy, and therefore, as I have often said,
  • we must especially develop fantasy in ourselves. If we do not do
  • method of presentation, something that comes out of the fantasy.
  • Therefore it is imperative that fantasy should hold sway in the
  • still make the lifeless things live through fantasy and always
  • fantasy in order to do it. This is absolutely necessary.
  • fantasy should above all be the guiding principle in what are called
  • own fantasy. This is of great significance, and I would earnestly beg
  • reality as fantasy does. Fantasy can go astray, it is true, but it is