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- Title: Kingdom of Childhood: Cover Sheet
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- 'whole', then the parts, to the children's imagination.
- Title: Kingdom of Childhood: About the Transcripts of Lectures
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- 'whole,' then the parts, to the children's imagination.
- connected with imparting facts directly from the spiritual world to
- complaints in this direction became too persistent — to depart
- been imparted from the spiritual world.”
- Title: Kingdom of Childhood: Appendix to Lecture 5
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- 'whole,' then the parts, to the children's imagination.
- make the proof quite obvious by saying: the parts (2) and (4) of the
- on the hypotenuse); they are already within it. The part (5) exactly
- of the square ABDE. This only leaves parts (1, 3 and 5) of the
- ABDE. Now you can take part (5) and lay it over part (6), but you
- Title: Kingdom of Childhood: Contents
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- 'whole,' then the parts, to the children's imagination.
- Title: Kingdom of Childhood: Preface
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- 'whole,' then the parts, to the children's imagination.
- forget it or represent the methods developed in his schools apart
- prevail in his schools. He himself described these particular
- grasps the whole, and the part comes later in its proper relation:
- Title: Kingdom of Childhood: Synopsis of Lectures
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- 'whole,' then the parts, to the children's imagination.
- creative activity of each teacher. The child as integral part of his
- child's nature. His impulse is to proceed from whole to parts, as in
- Compare head, Kopf, testa The parts of speech in
- Title: Kingdom of Childhood: Lecture 1
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- that prevailed in all departments of life and indeed had done so
- remain asleep any longer, more particularly in the domain of
- is not so very suitable after all. For the most part one does not fit
- organism; some parts, even more important than the teeth, undergo
- say; he imitates the model, but in reality the inherited part is
- able to direct his attention to the inner part of his body; that is
- particular word, you will find that you thereby entirely drive out
- different parts, and you gave him one part at one time and the other
- Title: Kingdom of Childhood: Lecture 2
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- creative activity of each teacher. The child as integral part of his
- “Infants” Departments of State Schools in
- particularly good for a child when he can add as much as possible to
- human being is active. The fingers take part, the position of the
- and anything which only occupies a part of the organism and leaves
- the remaining parts impassive should be taught as late as possible.
- movement, and later on the single parts.
- particular educational drill going on which is considered the best.
- particular difficulties, and by meeting the child with inner warmth,
- Title: Kingdom of Childhood: Lecture 3
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- particular conditions which may arise.
- But it is particularly in this realm that we must be guided by what
- whole head, as part of the whole human being. Now if you go out into
- part here (below the line in drawing) lives with it and belongs to
- of how to cultivate the land if he knows how the soil is really part
- something in themselves apart from the earth. The plant is no more an
- to understand how the earth is really a part of plant life you must
- has its own particular characteristics.
- cut away part of it here (see drawing) and
- part forwards here, so that this latter part is not harmonised with
- instance of a waddling duck; you have a relic of this waddling part
- formed. Or again if the upper part of your face were to be pushed up
- he needs a certain life in it for one particular species of plant.
- 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
- Title: Kingdom of Childhood: Lecture 4
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- this particular content? It was because the thought-pictures which
- the early part of the story is the snappish advice given by the dog,
- (right hand part of drawing). In this way I shall arouse in him a
- Title: Kingdom of Childhood: Lecture 5
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- nature. His impulse is to proceed from whole to parts, as in medieval
- part in it. Before you come to the point of saying: Now tell me the
- inside and does nothing, whilst the body, every part of it, is the
- out of its parts, and do not teach him to look first at the whole and
- then divide this whole into its parts; get him first to look at the
- whole out of parts. He has many other needs and impulses which are,
- break up the whole into its parts, which is actually far more in
- out of its component parts.
- out of its parts; this arose later. The master-builder built much
- parts) rather than starting with the single parts and making a
- the very smallest parts. Out of this arose the atomic theory in
- education, to putting everything together out of its parts. Thus it
- become accustomed to go from the parts to the whole instead of
- letting their thoughts pass from the whole to the parts.
- something we should particularly bear in mind in the teaching of
- we divide our heap of apples into three parts.
- apples, and have divided it up into three parts.
- consider the whole and not the part. How many more of these groups of
- actually play a very important part in teaching. I am referring to
- Title: Kingdom of Childhood: Lecture 6
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- a different conception. Compare head, Kopf, testa. The parts of speech
- the organism with its own particular form, and if you mould it
- an integral part of the Waldorf School method. Our children paint
- you see, sound is brought about by the particular way the breath is
- one must understand something of music. But an essential part of
- have already described; he has the Main Lesson for the early part of
- important part of man, (although you know of course that this opinion
- who lives in this part of the world makes a jump he says he jumps
- Title: Kingdom of Childhood: Lecture 7
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- here again proceeding from the whole and not from the part. This is
- outwardly the largest, strongest part, and out of the head proceeds
- particularly if I have to study, I get tired, I get tired in my head.
- fatigue on the part of the children.
- approaching puberty you must still not depart from this principle.
- quite apart from what the boys and girls say to each other, or what
- striving to teach by “reading” from the particular age of
- task in this domain and was particularly gifted for it.]
- particular age.
- participate in the upper classes. We must make it our aim that by
- Title: Kingdom of Childhood: Questions and Answers
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- the part? And you have only another conception of the same thing as
- our question refers to dividing into parts, we have to do with a
- indicated; here we examine how large each part is if we separate a
- whole into a definite number of parts. Here I proceed from the whole
- to find the part: that is one kind of division. In the other kind of
- division I start from the part, and find out how often the part is
- parts, but a measurement. The child should be taught this difference
- between separation into parts and measurement as soon as possible,
- in particular, because we have ten fingers. The only numbers we write
- perhaps be seen, if at all, in the particles of dust in the room
- them, quite apart from the fact that they want to teach drawing in
- part in English life, and the child should grow up into life. Only
- to the stories of the Old Testament. Secondly, quite apart from the
- teachers, and therefore we are not particularly pleased when too many
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