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Query was: part

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
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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