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Query was: think

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• Title: Kingdom of Childhood: Appendix to Lecture 5
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  • course it can be drawn more clearly but I think you will understand
• Title: Kingdom of Childhood: Preface
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  • thinking than a rigid decimal numeration.
• Title: Kingdom of Childhood: Synopsis of Lectures
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  • symmetry. Concentration exercises to awaken an active thinking as
  • medieval thinking. Contrast Atomic Theory. In real life we have first
  • clear, visual proof, based on practical thinking. This will arouse
• Title: Kingdom of Childhood: Lecture 1
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  • to such things as thinking, feeling and willing we find no reality in
  • the ordinary Psychology of today. We still use the words thinking,
  • psychologists have to say about thinking, feeling and willing is in
  • thinking, feeling and willing are mere words which are uttered
  • thinking is old; that in fact thinking is willing grown old, and
  • willing is a youthful thinking in the soul. Thus everything
  • of a young child we have the old thinking and the young willing
  • speak and think truthfully. So if anyone asks you how to become a
  • War arose out of this unpractical thinking, but that was only an
  • and must learn something. Then one thinks how best to teach so that
  • once. You would never think of putting it on. But when you come down
  • of life a child learns to walk, to speak and to think, out of the
• Title: Kingdom of Childhood: Lecture 2
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  • day it is easy enough to think out a curriculum, because everyone in
  • must develop this way of thinking, for an immense amount depends upon
  • characteristic phenomena of life and only think out how to educate
  • the soul life. The sense-organs do not think; they perceive pictures,
  • Eurythmy gestures and movements. Think for instance of an O. One
  • spirit he can do entirely what he thinks right. You will say: Yes,
  • several years. Why do you think that all the teachers approve of the
  • question of what he himself thinks out and discovers out of his own
  • might think they were said out of vanity; indeed they are not said
  • living. For as yet the child has no reason to think that the stone
  • feel and live as if they were people, thinking, feeling and speaking
  • child is not only what one thinks out or what one can convey in
  • child wants an image and he wants to think of him- self as an image
  • to him, and this is good because you think it good. You must be for
• Title: Kingdom of Childhood: Lecture 3
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  • earth. This is of great significance for his whole life. For think
  • strata. They think of it as one layer deposited upon another. But
  • cannot think of human beings in this way. We cannot think of one man
  • being has these things within him. When we think of this matter in
  • Think for
  • has many kinds of smell; just think how a dog specialises in his
  • think of a man altered in one direction or another, simplified or
  • comes to think of himself standing on the earth as though he were
  • but he will think of the whole animal kingdom as the great analysis
  • thinking will then be in accordance with nature. Through our efforts
  • unnatural about it. But above all they have no idea how to think nor
  • and knowledge of man. Think once again of the two things of which I
  • too!” For they had been brought up to think of Arithmetic as
• Title: Kingdom of Childhood: Lecture 4
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  • symmetry. Concentration exercises to awaken an active thinking as
  • twice we have succeeded in thinking out a pictorial presentation of a
  • the night wondering what to think of the great blue sky-violet who
  • all night long she had only been thinking, and she was fresh and not
  • blue and stretches out in all directions. Now think of a little bit
  • yet really be cultivated, but all thinking should be developed in a
  • observation which is permeated with thought, and thinking which is
  • permeated with imaginative observation. His thinking will all be
  • pictorial imaginative thinking by saying to him: “Touch your
  • years old, they will teach him how to think — to think for his
  • whole life. Learning to think directly through the head is not the
  • kind of thinking that will last him his life. He will become
• Title: Kingdom of Childhood: Lecture 5
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  • thinking. Contrast Atomic Theory. In real life we have first a basket
  • practical thinking. This will arouse fresh wonder every time.
  • the following: Imagine that you want to think over how you first came
  • somewhere else in yourself.” The child will think finally of
  • are. For people generally think that numbers were thought out by
  • what the body does. The body thinks, the body counts. The head is
  • body, thinking is also done by the body, and feeling too is done with
  • looking at external objects. You should develop the child's thinking
  • people thinking of every single thing as being put together out of
  • to thinking of wrongly for the last four or five centuries; they have
  • addenda can change. This peculiarity of number, that you can think of
  • see this if you think of the story of Mary and her mother and the
  • soul. You must always be thinking of how you can bring life, not
  • thought has life in it. Just think how dead it is when you say: I
  • point is that we must never, never separate thinking from visual
  • when you count on your fingers or toes you have to think about these
  • body. If a man only thinks with his head, rather than with his limbs
  • think it over afterwards you will have forgotten it again. You must
  • degrees. They do not get it at once, they have to think it out each
• Title: Kingdom of Childhood: Lecture 6
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  • know or rather does not need to think of the fact that when he says
  • let us think, what is the vowel A [
  • thinks of the word simply as something written down or something
  • let us think: “Kopf,” what is
  • only “think” language with their head. Therefore when
  • become so accustomed to think of the earth as round that when someone
• Title: Kingdom of Childhood: Lecture 7
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  • thinking of the child's fantasy, and therefore, as I have often said,
  • is the real nature of rhythm? Now if I think a great deal,
  • think; you breathe all day long. Your heart beats at night as well as
  • of thinking will be adopted by the young people and will be taken
  • guide the child to think only about things that are to be found in
  • men's thinking, and the teacher has need to consider this very
  • sound more quickly than it travels itself, and then if you think this
  • what it can lead to, if theories arise out of a kind of thinking
  • which is not in accordance with reality. A man who can think in
  • lose sight of reality in our thinking.
  • reason, as I have already told you, we should not think out what are
  • We have to think much more carefully than is usually the case in
  • Think how
• Title: Kingdom of Childhood: Questions and Answers
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  • think of division in two ways. One is that which I have just
  • number itself is treated as something concrete. And if you think this
  • thinking by the importance attached to drawing. From this has arisen
  • misunderstanding. You might otherwise think I had something personal
  • This then is how you should think of the free Religion
  • English School, I should first like to say that I think this must be