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Query was: human

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
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  • which you live, he said, you cannot even become a social human being.
  • But neither can you become a social human being (perhaps not even a
  • human being at all) unless you learn to rejoice in the great
  • productions of human genius in literature and the arts, and in the
  • differentiation between Humanities and Sciences in a Steiner School;
• Title: Kingdom of Childhood: Lecture 1
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  • human being was lacking. These ideas about education arose at a time
  • stands for present-day humanity. The knowledge of the body is
  • acquired a very advanced knowledge of the human body; but as soon as
  • to speak in a general way of the human lungs or liver, making no
  • unable to speak about the human soul as the modern physician can of
  • the human body. And as for the spirit, there is no such thing! One
  • that knowledge of the human being must be the basis for a teacher's
  • must always be thought of as becoming an older human being some day.
  • but the whole of life; we must look at the whole human being.
  • belong together, they are one and the same human being. We must know
  • is not enough merely to know the child, we must know the human
  • must take the whole human being into consideration, the growing,
  • living human being, and not just an abstract idea of man.
  • are so. Now when a human being is to descend, he must choose a body
  • spiritual world the human being can work on the body so that it may
  • set remain. This is not the case with all the members of the human
  • extremely difficult to give to present-day humanity, for we have no
• Title: Kingdom of Childhood: Lecture 2
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  • example the human eye or ear. What is the characteristic of such a
  • one should enter very thoroughly into the observation of a human
  • being and human life. What kind of school plan you make is neither
  • never forget that the human being is a whole, and as such he must
  • who bear a true knowledge of the human being in their souls are able
  • today are really not suited to the human being till a later age, in
  • human being is active. The fingers take part, the position of the
  • human knowledge.
  • Such is the result when real human knowledge lies at the
  • like human beings, that they tell each other things, that they love
  • they were human. You must not “ensoul” them out of a kind
• Title: Kingdom of Childhood: Lecture 3
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  • they were human beings who speak and act. The child thereby has the
  • whole head, as part of the whole human being. Now if you go out into
  • same way as the hair belongs to the organism of the human being. And
  • method cannot lead one to a right knowledge of nature or of the human
  • human consumption in fifty years' time.
  • of indifference whether a hair grew in wax or in the human skin. It
  • human being may incarnate at all, he has to absorb something which is
  • cannot think of human beings in this way. We cannot think of one man
  • in animals. Rather what we find with a human being, especially when
  • face of certain situations a human being may show cruelty simply out
  • is not — but he has some of this laziness in him. Every human
  • united synthetically in man, and if you analyse a human being you get
  • also the case with the external human form. Imagine a human face and
  • the human kingdom. Indeed this is the way man can find his
  • exists again as a giant human being. The whole animal kingdom is a
  • giant human being, not brought together in a synthesis but analysed
  • But this book is only intended for human beings. If a dog of genius
  • human being.
  • by considering it as a human being spread out into all the animal
  • right feeling. This alone can lead him to a really human feeling
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• Title: Kingdom of Childhood: Lecture 4
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  • working of human destiny in repeated lives on earth. See Rudolf
  • contrasting feelings which are rooted in the human soul. And even
  • human heart itself is of God. One can then say to the child:
  • upon you wherever you may be. For the human soul is like an
• Title: Kingdom of Childhood: Lecture 5
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  • over to number from the human being, for man is not an abstraction
  • peculiar organ this human head really is, and how useless for our
  • find a remarkable analogy for this human head. If you have a car and
  • human being skilful in every way. This cannot be done through sport,
  • conception of human thought up to the thirteenth and fourteenth
  • within it, as the human being for example, then you cannot divide it
  • up in all these different ways. Take the human trunk for instance and
  • considered, so that in old age the human being is still mobile and
• Title: Kingdom of Childhood: Lecture 6
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  • occur in the human organism, and consequently know what kind of forms
  • yourselves must have a kind of artistic conception of the human
  • rightly you will feel that it is inevitable for the human lung to
  • paint something that is in no way an imitation of the human body but
  • impulse to make forms that are related to the inner human organism.
  • to see that when you have explained anything about the human being to
  • forms of the human organs exactly in wax or plasticine — even,
  • within the human organism. But whilst the etheric body between birth
  • then the human being has arrived at the moment of puberty, of sex
  • into the human body from all sides.
  • very special in the human organism. As teacher and educator one
  • digestion comprehending the whole world. With us human beings all
  • are really in a bad way, we human beings, because the head does not
  • guided. The human being feels how his whole organism is being
  • human nature, and we must not drive out this impulse but rather lead
  • designate the same thing. In the primeval human language the same
  • to the spirit. When the human being dies, or before he comes down to
  • you can see how vital it is that if the human soul is not to become
  • in the same way as the human being does, neither does it cry in the
  • human faculties out of the very nature of man himself, for if you do
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• Title: Kingdom of Childhood: Lecture 7
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  • life. You must examine this closely. Look first of all at a human
  • child, of course in his own way, knows what a human being is within
• Title: Kingdom of Childhood: Questions and Answers
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  • dried-up, such terribly “un-human” people. They have no