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: man

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: Cover Sheet
  Matching lines:
  • of child development and gives many classroom examples. Here is one
  • The German text of the following
• Title: Kingdom of Childhood: About the Transcripts of Lectures
  Matching lines:
  • of child development and gives many classroom examples. Here is one
  • of Anthroposophy — certainly incomplete in many ways.
  • mankind.
  • least knowledge of man and of the cosmos insofar as these have
• Title: Kingdom of Childhood: Appendix to Lecture 5
  Matching lines:
  • of child development and gives many classroom examples. Here is one
  • get just as many as if I plant potatoes in
• Title: Kingdom of Childhood: Contents
  Matching lines:
  • of child development and gives many classroom examples. Here is one
• Title: Kingdom of Childhood: Preface
  Matching lines:
  • of child development and gives many classroom examples. Here is one
  • stimulates their observation by many practical and homely examples.
  • citizen of the spiritual as well as of the earthly world. Many of the
  • Spiritual Science of Man which it had been his life's work to
  • not now so much regarded as the art of making a man what he should be
  • 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
  • whole story of man's development on the earth. There is therefore no
  • differentiation between Humanities and Sciences in a Steiner School;
  • twenties (which so many educators — and others — would
  • How many
• Title: Kingdom of Childhood: Synopsis of Lectures
  Matching lines:
  • of child development and gives many classroom examples. Here is one
  • connection with man. All animal qualities and physical
  • characteristics are to be found, in some form, in man. Man as
  • speech.” In Gymnastics man finds relationship to
  • conceptions of psychologists. The rhythmic system in man, predominant
  • Lessons. Choice of languages must be guided by the demands of
• Title: Kingdom of Childhood: Lecture 1
  Matching lines:
  • feeling and experience of how mankind is evolving in civilisation and
  • human being was lacking. These ideas about education arose at a time
  • when no real knowledge of man was possible owing to the materialism
  • be. It was impossible to know man in his wholeness and to ask
  • the question: How can we bring to revelation in a man what lies,
  • on the basis of a true knowledge of man in body, soul and spirit.
  • 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
  • the lungs of an old man, or indeed between the hair of a child and
  • the hair of an old man. He will note all these differences. But
  • man simultaneously.
  • distinguish between a child and an old man! You would of course
  • 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
  • cannot therefore venture to speak of a knowledge of Man. Here one may
  • know nothing at all of Man? Therefore all the ideas for the
  • world, but they possess no knowledge of Man.
  • can help men to acquire this knowledge of man. I am not saying this
  • seeks knowledge of man must find it in Anthroposophy. It is obvious
  • Maximum number of matches per file exceeded.
• Title: Kingdom of Childhood: Lecture 2
  Matching lines:
  • example the human eye or ear. What is the characteristic of such a
  • In Germany the children remain in the “Kindergarten”
  • one should enter very thoroughly into the observation of a human
  • being and human life. What kind of school plan you make is neither
  • tastes with his whole body; there are many remarkable instances of
  • never forget that the human being is a whole, and as such he must
  • able to observe life in all its manifestations.
  • child himself, for there are many things hidden away in such children
  • you must make a point of doing a great many things yourself that they
  • who bear a true knowledge of the human being in their souls are able
  • to do this. It is indeed so that a true knowledge of man loosens and
  • of what man is, this will be expressed in his face, and this it is
  • civilised man. Rather should we lead the children, in a vivid and
  • imaginative way, through the various stages which man himself has
  • the meaning and spirit of what man wanted to express in picture
  • 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
  • body, the whole man is engaged. In reading only the head is occupied
  • Class A. There you see a teacher, man or woman, who is teaching
  • under the titles of Study of Man
  • Maximum number of matches per file exceeded.
• Title: Kingdom of Childhood: Lecture 3
  Matching lines:
  • with man. All animal qualities and physical characteristics are to be
  • found, in some form, in man. Man as synthesis of the whole animal
  • 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
  • it, then you will see how necessary it is to manure the earth in
  • is actually a tree? A tree is a colony of many plants. And it does
  • itself but which has many plants growing on it, or a tree trunk where
  • the plants are no more separate entities than a man and his hair
  • to the man.
  • must be treated, and of how it must be manured, made living by the
  • manure that is put into it. The child can only gain an understanding
  • has come about that in many districts during the last fifty or sixty
  • human consumption in fifty years' time.
  • living by means of manure. It is impossible that they should
  • find out what kind of soil each plant belongs to; the art of manuring
  • 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
  • similar manner we must consider how to introduce our children to the
  • Maximum number of matches per file exceeded.
• Title: Kingdom of Childhood: Lecture 4
  Matching lines:
  • see, whenever a man undertakes an activity of a spiritual nature, he
  • must always be able to bear being clumsy and awkward. A man who
  • before the children in this awkward manner. But here indeed the
  • working of human destiny in repeated lives on earth. See Rudolf
  • give a reprimand, you are lost! Especially with the little children
  • one must have the gift of letting a great many things pass
  • 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
  • will be in the reflection. In this manner you can lead the children
  • child can learn to do all kinds of exercises in a quick alert manner.
  • will be a noticeable connection between the wisdom of such a man in
  • of such a knowledge of man that one must try to work out what one has
  • Many will
• Title: Kingdom of Childhood: Lecture 5
  Matching lines:
  • 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 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
  • manner you can derive number out of what man is himself. You can lead
  • over to number from the human being, for man is not an abstraction
  • numbers with the Roman figures, because these of course will be
  • Roman figures) and could not see why it occurred to the Romans not to
  • whole hand in the Roman five and this is how it actually originated.
  • peculiar organ this human head really is, and how useless for our
  • faces please each other. It has many other virtues too, but as far as
  • man's former earth-life. The head is a metamorphosis of the former
  • real meaning for man when he knows something of his former earth
  • And what you do in this manner with your fingers and toes only throws
  • occurs. The head in man is really only an apparatus for reflecting
  • find a remarkable analogy for this human head. If you have a car and
  • the body. The bead-frame has arisen from the mistaken idea that man
  • human being skilful in every way. This cannot be done through sport,
  • for sport does not really make people skilled. What does make a man
  • significance, for in truth man is permeated with soul and spirit in
  • Maximum number of matches per file exceeded.
• Title: Kingdom of Childhood: Lecture 6
  Matching lines:
  • experiences in ordered movements - "visible speech." In Gymnastics man
  • body of man only really begins at the change of teeth. The etheric
  • body by the etheric body, becomes free, emancipates itself with the
  • 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,
  • moulding your teaching out of a knowledge of man. This is what must
  • proceed. Man consists not only of his physical body and etheric body,
  • which latter is emancipated and free at the seventh year, but also of
  • 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
  • know how many of you, but I hope most, have at some time been able to
  • digestion comprehending the whole world. With us human beings all
  • are really in a bad way, we human beings, because the head does not
  • Maximum number of matches per file exceeded.
• Title: Kingdom of Childhood: Lecture 7
  Matching lines:
  • psychologists. The rhythmic system in man, predominant in second
  • courses; all I shall do now is to remind you that man consists of
  • three members — the nerve-senses man, that is, all that
  • sustains man in the activity of his mind and spirit; the rhythmic
  • man, which contains the whole rhythm of breathing, the circulation of
  • the blood and so on; and the metabolic-limb man, in which is to be
  • life. You must examine this closely. Look first of all at a human
  • is predominant in man; thus between the change of teeth and puberty
  • way, the more you will be making demands on the rhythmic system only,
  • done in the following way: The children were told that one man was
  • first man. The second one up to 1924 is about 26
  • ingenious examples of the same kind. In many places I have found that
  • It is said that if you are so many miles away, after a certain length
  • which is not in accordance with reality. A man who can think in
  • boys and with greater eagerness too. You will find many other
  • develop all our lessons on Science and History in such a manner that
  • the being of man and some idea of the place of man in the world.
  • Everything must lead up to a knowledge of man, reaching a measure of
  • what laws, forces and substances are at work in man himself, and how
  • man is connected with all physical matter in the world, with all that
  • Maximum number of matches per file exceeded.
• Title: Kingdom of Childhood: Questions and Answers
  Matching lines:
  • Modern Language Lessons. Choice of languages must be guided by the demands
  • division: but if we regard it from the standpoint of “how many
  • what age and in what manner should we make the transition from the
  • would like to join our school. There may well be many teachers in the
  • people coming to me recently and describing the manner in which they
  • dried-up, such terribly “un-human” people. They have no
  • Waldorf-Astoria Cigarette Factory), and amongst them we had many
  • religion. But our educational conscience of course demanded that a
  • teachers, and therefore we are not particularly pleased when too many
  • French and German be taught from the beginning, in an English School?
  • whether French and German should be taught from the beginning in an
  • should not wish to decide categorically whether French and German
  • a conception of the real being of man, and which is now to be brought
  • times, that calls us to undertake this task, along with many other