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Query was: nature

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 of life child is wholly sense-organ. Nature of child's
  • environment until nine. Teaching about nature must be based on this.
  • effect, which is foreign to the young child's nature. Some thoughts
  • child's nature. His impulse is to proceed from whole to parts, as in
• Title: Kingdom of Childhood: Lecture 1
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  • god-given, within his nature after he has descended from pre-earthly
  • outer nature, by our parents and so on; it is a model. The soul
  • The soul nature which came
  • at first because it has to become accustomed to external nature. Yet
  • a being whose nature is of God and the spirit has descended to earth.
  • must live and be as though it were his own inner nature. You must
  • ready to meet them. You must allow the child's inner nature to decide
• Title: Kingdom of Childhood: Lecture 2
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  • In first epoch of life child is wholly sense-organ. Nature of child's
  • environment until nine. Teaching about nature must be based on this.
  • conditioned in its blood circulation by the nature of this picture
  • but if the inner nature of a person is filled with a living knowledge
  • giving him things that lie right outside his nature and to which he
• Title: Kingdom of Childhood: Lecture 3
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  • child's nature. Some thoughts on punishment, with examples.
  • the child's own nature needs and asks of us.
  • method cannot lead one to a right knowledge of nature or of the human
  • originally of plant and animal nature.
  • the right way we can say that man has within him the lion-nature,
  • sheep-nature, tiger-nature and donkey-nature. He bears all these
  • nature in the right proportions and has the right relationship to
  • thinking will then be in accordance with nature. Through our efforts
  • differentiated, in individualised forms suited to man's nature. All
  • animal nature lives in the human being. Human will receives its
  • in the world according to his own nature.
  • year is really demanding that the whole world of external nature
  • from this external nature; therefore we shall tell the child fairy
  • teach and educate out of the very nature of man himself, arid for
  • must read from the nature of the child how he should be treated. If
  • working against the development of his human nature, and punishments
  • nature.
  • But here you must know how the unconscious part of the child's nature
  • one part of his soul life; in the depths of human nature, even in the
  • This is always the judgment that is passed by the subconscious nature
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• Title: Kingdom of Childhood: Lecture 4
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  • see, whenever a man undertakes an activity of a spiritual nature, he
• Title: Kingdom of Childhood: Lecture 5
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  • nature. His impulse is to proceed from whole to parts, as in medieval
  • which is in accordance with the child nature.
  • only the half of it, and so on. So you come to understand the nature
  • The child out of his very nature has no impulse to put together a
  • accordance with the nature of man — to see how the whole arises
  • for it has already been membered by nature in a definite way. When
  • good thing, a very good thing. It is in keeping with the nature of
• Title: Kingdom of Childhood: Lecture 6
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  • explained to you, and treat everything that has to do with nature in
  • circumstances be of an intellectual nature; that is to say it must
  • human nature, and we must not drive out this impulse but rather lead
  • human faculties out of the very nature of man himself, for if you do
• Title: Kingdom of Childhood: Lecture 7
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  • only at this time that we can pass on to lifeless nature, for it is
  • is the real nature of rhythm? Now if I think a great deal,
• Title: Kingdom of Childhood: Questions and Answers
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  • multiplication will soon cease to be something in the nature of
  • reality there are just light patches and dark patches. Nature does
  • gratitude in the contemplation of everything in Nature. Whereas in
  • time we can only introduce to the children a kind of Nature-religion
  • children. All this is in the nature of an