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Query was: life

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• Title: Kingdom of Childhood: About the Transcripts of Lectures
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  • the general cultural life of today: the requirement of meeting fully
• Title: Kingdom of Childhood: Preface
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  • Spiritual Science of Man which it had been his life's work to
  • reverence: the difference it makes to life when imagination first
  • true preparation for life.
• Title: Kingdom of Childhood: Synopsis of Lectures
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  • for a new Art of Education. The whole of life must be
  • epoch of life child is wholly sense-organ. Nature of child's
  • epoch, seven to fourteen, fantasy and imagination as life-blood of
  • school life. Drawing of diagrams, from ninth year. Completion and
  • basis of wisdom for later life. Simple colour exercises. A Waldorf
  • teaching matter must be intimately connected with life. Thus in
  • medieval thinking. Contrast Atomic Theory. In real life we have first
  • chewing the cud. Instrumental music from beginning of school life,
  • relation to the life after death. If language is rightly taught, out
  • real phenomena of life. The problem of fatigue. Wrong
  • Composition. Sums from real life, not abstractions.
  • Einstein's Theory. The Kindergarten — Imitation of life.
  • life. Decimal system as an intellectual abstraction.
  • belonging to English life. Gymnastics should be taught by
  • English life. These can be introduced at an early age.
• Title: Kingdom of Childhood: Lecture 1
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  • The need for a new Art of Education. The whole of life must be
  • in educational life, but we are urged to do so out of our whole
  • cultural life.
  • that prevailed in all departments of life and indeed had done so
  • on all sorts of emotions and opinions as to what life ought to
  • life into earthly life? This is the kind of question which can be
  • In our present-day life we
  • in our present cultural life. We have theories, but no living
  • insight, either into the world, life or men. A true insight will lead
  • to a true practice in life, but we have no such practical life today.
  • of life, these faults can be clearly seen in them. But in those who
  • are the worst theorists and who are the least practical in life these
  • practical affairs of life with theoretical thoughts. A bank today is
  • being done in life because it is all worked in so unpractical a way.
  • The “practical life” of today is absolutely unpractical
  • Life as a whole is a unity, and we must not only consider the child
  • but the whole of life; we must look at the whole human being.
  • management of the child; for life is a unity, it is all connected. It
  • concept which he is to retain throughout his life, that is just as
  • right conception of man's life as a connected whole that we come to
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• Title: Kingdom of Childhood: Lecture 2
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  • In first epoch of life child is wholly sense-organ. Nature of child's
  • epoch, seven to fourteen, fantasy and imagination as life-blood of
  • first epoch of life. It is however the case that during the first
  • seven years a second life organism is gradually built up in the
  • spiritual pre-earthly world is weak, then this second life organism
  • reveal themselves in this second life epoch. In the first epoch,
  • whole of the rest of life.
  • whole of life depends on how one conducts oneself in the presence of
  • life. [Translator's Note.
  • school life up to this time, (including, for instance, the
  • seven years of life and not what you express outwardly in words as a
  • grumpy person, this harms him for the rest of his life. This is why
  • being and human life. What kind of school plan you make is neither
  • it, especially for that age or life epoch of the child in which he is
  • early years are wholly sense-organ, though life is not easy for such.
  • characteristic phenomena of life and only think out how to educate
  • the young instead of observing life itself.
  • Life is
  • is observation of life down to the minutest details.
  • able to observe life in all its manifestations.
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• Title: Kingdom of Childhood: Lecture 3
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  • either. In ordinary life we say of everything of which we can sec the
  • not matter whether you are considering a hill which has less life in
  • consequences for his whole life, for this kind of plant knowledge
  • to understand how the earth is really a part of plant life you must
  • earth. This is of great significance for his whole life. For think
  • changing his position in life. If he happens to be in a mood to go
  • life which he must meet with patience or again with courage, and
  • blessing into his life. But if his courage is so developed in his
  • life that it unites with cleverness — the cleverness which in
  • life.
  • he needs a certain life in it for one particular species of plant.
  • definite way, with his whole life of soul, body and spirit.
  • child demands at each age of life. For this we need real observation
  • life of today, is like talking about colours to someone who is colour
  • used today — the lifeless sciences such as Physics, etc.
  • conception of life as it runs its course if one is taught everything
  • this reason education for moral life must run parallel to the actual
  • be educated in a healthy way in his soul life.
  • one part of his soul life; in the depths of human nature, even in the
• Title: Kingdom of Childhood: Lecture 4
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  • school life. Drawing of diagrams, from ninth year. Completion and
  • basis of wisdom for later life. Simple colour exercises. A Waldorf
  • a feeling for the inward life of the soul. A teacher or educator must
  • life courageously, for in fact the whole question of education is not
  • teachers' meetings, which are the heart of the whole school life, the
  • repeatedly coming up again and again in life and working upon each
  • presented to us wrongly. This cleavage in the feeling life, which may
  • intellect, that in the adult has its own independent life, must not
  • whole life. Learning to think directly through the head is not the
  • kind of thinking that will last him his life. He will become
  • he will be wise and prudent in the affairs of his life, and there
  • child of six or seven. Thus it is that the different epochs of life
  • life, namely that in one lesson they have to absorb what is then
• Title: Kingdom of Childhood: Lecture 5
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  • All teaching matter must be intimately connected with life. Thus in
  • thinking. Contrast Atomic Theory. In real life we have first a basket
  • in your teaching that are remote from life itself. Everything which
  • is intimately connected with life can be understood. One could even
  • with the life of man. This is not the case with abstractions.
  • so that in many respects he is himself remote from life. This brings
  • that have no connection with real life. The modern age has proved
  • however should be derived from life itself, and here it is supremely
  • that there should be moments in a man's life when in his thirtieth or
  • awakens new life in a man. But if you look at all the object lessons
  • thus he will gradually learn to build up number out of life.
  • from real life, and only when number has thus been worked out
  • straight from life should you try to introduce counting by letting
  • do the counting at all. In ordinary life people have no idea what a
  • earthly life. It is there for beauty's sake, it is true, because our
  • man's former earth-life. The head is a metamorphosis of the former
  • life on earth, and the fact of having a head only begins to have a
  • in spiritual life is-done from the body. Mathematics are done by the
  • the children. In fact there is nothing better in life than making the
  • Arithmetic too must be approached out of life. The living thing is
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• Title: Kingdom of Childhood: Lecture 6
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  • music from beginning of school life, wind or strings. Teaching of
  • in relation to the life after death. If language is rightly taught, out
  • first seven years of life the etheric body has been carrying out
  • years of life, the child learns everything by imitation, but now he
  • this account it is essential, for the inner processes of life between
  • on the other hand it is a wonderful thing in the child's life when
  • point of time in the life of the child which falls between the ninth
  • as soon as the child comes to us at the beginning of his school life
  • the further course of the life after death that soon ceases also.
  • soul life flow outwards and thereby becomes a real expression of the
• Title: Kingdom of Childhood: Lecture 7
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  • phenomena of life. The problem of fatigue. Wrong conceptions of
  • real life, not abstractions. Einstein's Theory. The Kindergarten
  • - Imitation of life. Teacher' Meetings, the heart of the school.
  • the children through these early years of school life.
  • through our teaching of plant and animal life. You can treat these
  • only at this time that we can pass on to lifeless nature, for it is
  • child's soul life. From about nine-and-a-third to about
  • only very gradually introduce the lifeless world when the child is
  • approaching his twelfth year, for this lifeless world must be grasped
  • up with life as far as possible, not simply start, for instance, with
  • physical phenomena also it is just as important to start from life
  • on. Thus you must connect everything with life itself.
  • life itself, and your chemical phenomena also.
  • the essential thing, to begin with real life in considering the
  • He does not get tired if you start from real life. He gets tired if
  • life. You must examine this closely. Look first of all at a human
  • still make the lifeless things live through fantasy and always
  • connect them with real life. It is possible to connect all the
  • phenomena of Physics with real life, but we ourselves must have
  • be taken from real life. This is something which you can often hear
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• Title: Kingdom of Childhood: Questions and Answers
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  • as related to real life. Decimal system as an intellectual abstraction.
  • belonging to English life. Gymnastics should be taught by demonstration.
  • of English life. These can be introduced at an early age.
  • connected with life.
  • directly with life.
  • life, namely the spending of money; and here you are more favourably
  • out you will find that a transition also takes place in life itself.
  • life itself. [The sketch was made on the blackboard
  • life, for they are no longer alive, and we have them with us only as
  • part in English life, and the child should grow up into life. Only
  • I always speak from the standpoint of practical life, I have to say
  • meant to bring into the school a philosophy of life or anything
  • “Method-School”; we do not interfere with social life as
  • life during the course of the years; it contributes in a very special
  • that this free religious teaching truly brings new life to
  • life is making it necessary to teach these languages, you must teach
  • circumstances of life. It is not at all so important which language