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Query was: organ

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• Title: Kingdom of Childhood: Synopsis of Lectures
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  • epoch of life child is wholly sense-organ. Nature of child's
  • by modelling the organs. Teaching of Physiology (nine to
• Title: Kingdom of Childhood: Lecture 1
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  • organism; some parts, even more important than the teeth, undergo
  • Thus certain hard organs
• Title: Kingdom of Childhood: Lecture 2
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  • In first epoch of life child is wholly sense-organ. Nature of child's
  • seven years a second life organism is gradually built up in the
  • organism. This second organism is, we may say, completed at the
  • spiritual pre-earthly world is weak, then this second life organism
  • “sense-organ.” You must take this quite literally: wholly
  • sense-organ.
  • sense-organ? The characteristic thing is that the sense-organ is
  • so in the first seven years, and according to this the organism
  • This is the essential point. The child is wholly sense-organ, and
  • his childish organism into spirit, soul and body. Health for the
  • really entirely sense-organ.
  • the change of teeth is complete the child is no longer a sense-organ
  • whole body for he is also an organ of sense with regard to taste. He
  • early years are wholly sense-organ, though life is not easy for such.
  • only with those organs with which one generally approaches food, but
  • an organ of taste. The remarkable thing is that in his ninth or tenth
  • further in his will organs at a later age.
  • sense-organ now enables him to develop above all the gift of fantasy
  • have a diseased organ which leaves traces of illness on the face;
  • seven so wholly into a sense-organ now becomes more inward; it enters
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• Title: Kingdom of Childhood: Lecture 3
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  • same way as the hair belongs to the organism of the human being. And
  • plants, for the earth is an organism and the plants are like the hair
  • of this organism. The child must be able to see that the earth and
  • unity, and by looking upon the earth as an organism and the plant as
  • something that grows with this organism.
  • with all his other organs you can find that man, even in his external
  • metamorphosed, transformed olfactory nerve, and with this organ we
• Title: Kingdom of Childhood: Lecture 5
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  • peculiar organ this human head really is, and how useless for our
  • and the rest of his organism, then later on the limbs lose their
• Title: Kingdom of Childhood: Lecture 6
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  • Anatomy by modelling the organs. Teaching of Physiology (nine to
  • occur in the human organism, and consequently know what kind of forms
  • organism. It is therefore of real importance for the teacher to try
  • knowledge of the organs, of the lung for instance. For as you know
  • the organism with its own particular form, and if you mould it
  • it is with other organs.
  • the organs, so that you can then get the children to model or to
  • impulse to make forms that are related to the inner human organism.
  • forms of the human organs exactly in wax or plasticine — even,
  • within the human organism. But whilst the etheric body between birth
  • of other organs, breast organs and so on, that the astral body has
  • all the organs, and if we may put it somewhat crudely, it unites
  • itself chemically with the organism, with all the tissues of the
  • nerves, crawls along the nerves towards the central organs, towards
  • very special in the human organism. As teacher and educator one
  • really call forth a feeling for music in his whole organism, and you
  • guided. The human being feels how his whole organism is being
  • enlarged. Processes which are otherwise only within the organism are
  • different. You say of that organ that sits up there: that is the
  • organs of the cows in the meadow when they are digesting their food.
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• Title: Kingdom of Childhood: Lecture 7
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  • change of teeth you will find it is specially the head-organisation,
  • the nerve-senses organisation that is at work. [Dr.
  • Steiner is here speaking of the process of organic development, not
  • If I have to walk far, which is an exertion for my limb organism, I
  • also tire. The head, or the nerve-senses organism, and the
  • metabolic-limb organism can get tired. But the rhythmic organism can
  • the indications I wanted to give you for the practical organisation
• Title: Kingdom of Childhood: Questions and Answers
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  • what position any limb of the organism must be placed in order that
  • having a sense for what renders the organism skilled, light and
  • on the organism, so that you will know what movements to teach. Then