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Query was: whole

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.
• Title: Kingdom of Childhood: Appendix to Lecture 5
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  • 'whole,' then the parts, to the children's imagination.
  • fits in to the space (3), and if you cut out the whole thing you can
• 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.
  • grasps the whole, and the part comes later in its proper relation:
  • whole story of man's development on the earth. There is therefore no
• Title: Kingdom of Childhood: Synopsis of Lectures
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  • 'whole,' then the parts, to the children's imagination.
  • for a new Art of Education. The whole of life must be
  • synthesis of the whole animal kingdom. Minerals should not be
  • whole. Other numbers proceed from it. Building with bricks is against
  • child's nature. His impulse is to proceed from whole to parts, as in
  • addition, proceed from the whole. In subtraction, start with
• Title: Kingdom of Childhood: Lecture 1
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  • The need for a new Art of Education. The whole of life must be
  • in educational life, but we are urged to do so out of our whole
  • be. It was impossible to know man in his wholeness and to ask
  • concerns itself with the whole man, body, soul and spirit; and these
  • externally, to the whole man.
  • Life as a whole is a unity, and we must not only consider the child
  • but the whole of life; we must look at the whole human being.
  • must take the whole human being into consideration, the growing,
  • right conception of man's life as a connected whole that we come to
  • descending to earth we live entirely in the outer world. The whole
• Title: Kingdom of Childhood: Lecture 2
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  • circulation of the blood in the choroid. The whole choroid is
  • within the eye. The whole eye adjusts itself according to these
  • when someone becomes furiously angry, then the whole child will have
  • whole of the rest of life.
  • whole of life depends on how one conducts oneself in the presence of
  • is of no use at all. It really has no value whatsoever, and the whole
  • whole body for he is also an organ of sense with regard to taste. He
  • tastes with his whole body; there are many remarkable instances of
  • it is always different. The whole character of a person is expressed
  • never forget that the human being is a whole, and as such he must
  • behind, for instance. Some walk by planting the whole foot on the
  • pronounce the whole word but begin only with M; and now we can form
  • painting-drawing, drawing-painting, that I have spoken of, the whole
  • body, the whole man is engaged. In reading only the head is occupied
  • The most important thing is first to bring the whole being into
  • keep a clear view of the whole. From the arrangements of the Waldorf
  • it is to survey the whole; though I shall later indicate certain ways
  • spirit that pervades the whole. It is very important that you should
  • but if everyone can do as he likes, then the whole school will fall
  • truth he really feels himself within the whole world. He feels that
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• Title: Kingdom of Childhood: Lecture 3
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  • found, in some form, in man. Man as synthesis of the whole animal
  • formed one whole together with the child's own body. I showed
  • rose is only a reality together with the whole rosebush. The hair is
  • whole head, as part of the whole human being. Now if you go out into
  • consequences for his whole life, for this kind of plant knowledge
  • earth. This is of great significance for his whole life. For think
  • one can only understand by considering earth and plants as one whole.
  • the pre-earthly world into the earthly world — this whole world
  • he may not be so fearfully lazy yet his whole bearing and behaviour
  • that the animal possesses. Man reaches his goal if in his whole being
  • entirety. Then comes another kind, but again not the whole of it.
  • the whole animal kingdom.
  • the whole face, while the forehead recedes; then you get a dog's
  • exists again as a giant human being. The whole animal kingdom is a
  • animal would arise. Thus man bears the whole animal kingdom within
  • the fact that there is really an immense variety, a whole world of
  • about the whole world.
  • will know that man unites within himself the whole animal kingdom, he
  • but he will think of the whole animal kingdom as the great analysis
  • of a human being spread out over the whole earth. Thus he, a human
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• Title: Kingdom of Childhood: Lecture 4
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  • as a natural development, right through their whole lives.
  • life courageously, for in fact the whole question of education is not
  • teachers' meetings, which are the heart of the whole school life, the
  • perfect themselves. The child presents a whole series of riddles, and
  • another in his place. With the new teacher the whole class is a model
  • whole group of his children with all their peculiarities pass before
  • whole hour; this is not so, for if it were to take an hour one could
  • vantage from which he may get to know the whole class.
  • whole life. Learning to think directly through the head is not the
• Title: Kingdom of Childhood: Lecture 5
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  • is good (also writing with the feet). The ONE is the whole. Other
  • nature. His impulse is to proceed from whole to parts, as in medieval
  • whole. In subtraction, start with minuend and remainder, in
  • when external results can be obtained, one does not touch the whole
  • whole hand in the Roman five and this is how it actually originated.
  • The whole hand is there within it.”
  • of comprehending the thing as a whole. This is the natural way of
  • his whole body. The head is the traveller that sits back restfully
  • always a whole and must be presented as a whole first of all. You are
  • doing wrong to a child if you always make him put together a whole
  • 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 and then divide it and split it up; this is the right path to a
  • 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
  • accordance with the nature of man — to see how the whole arises
  • has an influence on the whole of culture, as you will see from the
  • centuries very little emphasis was laid upon putting together a whole
  • more from the idea of the whole (which he then split up into its
  • become accustomed to go from the parts to the whole instead of
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• Title: Kingdom of Childhood: Lecture 6
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  • as much as if you were to copy the whole thing in wax or plasticine.
  • fill out the whole body from the outer environment, from the skin,
  • breathing works in with the whole nervous system. Indeed this working
  • together of the breathing with the whole nervous system is something
  • of teeth and puberty, that the astral body carries this whole process
  • marvellous thing. In the cow a kind of image of the whole world is
  • into the blood vessels and lymphatic vessels, and during this whole
  • digestion every cow has a wonderful aura in which the whole world is
  • digestion comprehending the whole world. With us human beings all
  • ignorant of the whole origin of the sound and only hear the outward
  • really call forth a feeling for music in his whole organism, and you
  • little songs as a whole, and to play a little too as far as that is
  • this whole configuration of the air, which otherwise he encloses and
  • guided. The human being feels how his whole organism is being
  • the whole language is built up in the vowels out of a feeling of
  • absolutely untrue. The whole thing is nonsense.
• Title: Kingdom of Childhood: Lecture 7
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  • consider the whole period between the change of teeth and puberty we
  • “living.” We can now speak of the whole earth as living.
  • here again proceeding from the whole and not from the part. This is
  • golden rule for the whole of teaching is that the child should not
  • whole conception is wrong from beginning to end. The truth of the
  • man, which contains the whole rhythm of breathing, the circulation of
  • the whole growth of the child.
  • year. Rhythm of breathing, rhythm of the blood, the whole rhythmic
  • will see from all this, the whole of your teaching and education must
  • School which are the heart and soul of the whole teaching. In these
  • either the whole class or individual children is spoken of in our
  • this time, through the whole tenor of our teaching, they will have
  • wholeness when the children come to the seventh and eighth classes,
  • the whole cosmos. This then is what we strive to achieve on the one
  • school. The whole school is the concern of the teachers in their
• Title: Kingdom of Childhood: Questions and Answers
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  • say: if a whole is divided in a certain way, what is the amount of
  • whole into a definite number of parts. Here I proceed from the whole
  • contained in the whole: then the division is not a separation into
  • number is not formed by the head, but by the whole body. The head
  • terrible amount of mischief has been wrought in our whole method of
  • produced which actually has a healthy effect upon the whole
  • other teachers: but as I have said, the principle of the whole thing