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Query was: world

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: About the Transcripts of Lectures
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  • connected with imparting facts directly from the spiritual world to
  • been imparted from the spiritual world.”
• Title: Kingdom of Childhood: Preface
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  • citizen of the spiritual as well as of the earthly world. Many of the
  • existence of the eternal being of the child in the spiritual world
  • and to understand the practical work of the world around him.
• Title: Kingdom of Childhood: Lecture 1
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  • world, but they possess no knowledge of Man.
  • insight, either into the world, life or men. A true insight will lead
  • civilisation and break it up. If this goes on the World War will have
  • been nothing but a first step, an introduction. In reality the World
  • existence in the spiritual world. The body of the child acts almost
  • spiritual world is still fully active in a child in the first seven
  • which has descended from the spiritual worlds, to accustom itself to
  • completely different world, with the new experience of having a body
  • pre-earthly world which is endeavouring to make the child's body
  • spiritual world the human being can work on the body so that it may
  • from the spiritual world needing a body, you just have to take one;
  • so on, and there would be no dentists in the world.
  • down from the spiritual world is very strong in us, and it is clumsy
  • there in the world. The child has to enter a world into which he so
  • world. Now there is one thing which the child has difficulty in
  • interest in the external world, but he takes so much the more
  • descending to earth we live entirely in the outer world. The whole
  • world is then our inner being and there exist no such distinctions as
  • outer and inner world. Therefore we are not curious about what is
• Title: Kingdom of Childhood: Lecture 2
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  • spiritual pre-earthly world is weak, then this second life organism
  • acutely sensitive to the impressions of the outer world. And if you
  • in the world is to be found within the eye as a picture. Physics
  • truth he really feels himself within the whole world. He feels that
  • the whole world is connected with himself. But people have the most
  • feeling for the world is “animism,” that is, they treat
• Title: Kingdom of Childhood: Lecture 3
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  • feeling that the outside world is simply a continuation of his own
  • him to certain elementary facts of the outside world, the facts of
  • can only be arrived at by considering earth and plant world as a
  • have the best will in the world. You may say to yourself that the
  • to what the child received in the spiritual worlds before he
  • plant world was then something that the child's soul could receive as
  • plants, and this plant world appears to him as related to the
  • the pre-earthly world into the earthly world — this whole world
  • whereas the child rejoices inwardly if he hears about the plant world
  • animal world. Even a superficial glance will show us that the animal
  • not find the world less interesting than a man does. A man can make
  • the fact that there is really an immense variety, a whole world of
  • Schopenhauer wrote a book called The World as Will and Idea.
  • had written it he would have called it The World as Will and
  • everywhere in the wide world you can find some connection between man
  • pointed out to you the child comes to know of the plant world as
  • about the whole world.
  • world as object. He makes a distinction between himself and the world
  • animal-man. Thereby the child takes his place in the world in a very
  • to show the child how he is related to the animal world, he will see
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• Title: Kingdom of Childhood: Lecture 4
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  • everything in the world which might hurt her. Then the little violet
  • as the world-ocean. Your soul is a drop in this ocean of God. But as
  • to perceive other examples of harmony to be found in the world.
• Title: Kingdom of Childhood: Lecture 5
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  • and are driven through the world. So it is with the head; it does not
  • be carried quietly through the world as a spectator. All that is done
• Title: Kingdom of Childhood: Lecture 6
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  • marvellous thing. In the cow a kind of image of the whole world is
  • digestion every cow has a wonderful aura in which the whole world is
  • digestion comprehending the whole world. With us human beings all
  • experience. We should know much more of the world if we could
  • carried over into the outside world. A similar thing happens when the
  • the outside world. He will do this of himself because it lies in
  • external world. This we should really experience in our feeling, be
  • who lives in this part of the world makes a jump he says he jumps
  • that. We do not make judgments about the world and about space in
  • himself to the world, experiments to see whether he fits in with the
  • world in this way or in that. That is not language, that is not a
  • revelation of man, but rather a demand the world makes upon him that
  • he should be fit for the world and be able to find his way into it.
  • may adapt themselves to the outside world. The Eurythmy teacher
• Title: Kingdom of Childhood: Lecture 7
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  • which surround him in the outside world; up to this point of time it
  • how the transition to descriptions of the outside world can be made
  • world.
  • only very gradually introduce the lifeless world when the child is
  • approaching his twelfth year, for this lifeless world must be grasped
  • different phenomena of the physical and mineral world. If you do it
  • come to a perception of the world which is in accordance with life
  • the being of man and some idea of the place of man in the world.
  • man is connected with all physical matter in the world, with all that
  • is of soul in the world, with all spirit in the world. So that the
• Title: Kingdom of Childhood: Questions and Answers
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  • lines, but in the real world there is no such thing as a line. In the
  • real world there is, for example, the sea. It is represented by
  • outer world who would be glad to teach in the Waldorf School, because
  • a stranger to his world. To believe that sport is of tremendous value
  • and we must not make the child a stranger to the world by excluding
  • because it is a universal world language, and will become so more and
  • launched: from it the world must take notice that the matter is