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Query was: era

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• Title: Foreword: First Scientific Lecture-Course
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  • materialism — Natural Science. Future generations will
  • existence to which the scientific era was restricted inasmuch
  • transcend the mechanical explanation of the World generally
  • generations due to come at the end of the 20th century, let
• Title: First Lecture (First Scientific Lecture-Course)
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  • can be derived from Goethe's general world-outlook. We must begin by
  • of Nature in the customary manner of our time, generally have no very
  • modern time will generally work. Admittedly, this way of working is
  • several creatures and phenomena he may form concepts of species, kind
  • how these “universals”, these general ideas, are related
  • interaction thereof with processes in ponderable matter.
  • scientific literature to this day.
  • phenomena, the classification into species and genera, whether of the
  • the subdivision and classification into genera, but with the
  • metamorphosis both of phenomena and of the several creatures. Also
  • light will interact with matter that is in its path. Goethe puts into
  • words how light and matter interact. That is no “law”; it
  • considerable light on what is seeking to come into our Science by way
  • body which would be able to impart an acceleration of a centimetre
  • working. Speaking in general terms, we call the measure of a force
• Title: Second Lecture (First Scientific Lecture-Course)
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  • quickly. We call the rate of increase of velocity the acceleration;
  • let us denote the acceleration by g. Now what will interest
  • m? The physicists are generally quite unconscious of what
  • in man's own constitution. Our brain, you see, weighs on the average
  • life of soul — we must not reckon merely with the ponderable
  • counteracts the force of gravity. You see then how the diverse ways
  • ponderable matter. We always tend to go up and out beyond our head
  • after. Here then we are dealing with the interaction of two things:
  • interacting in a different way than upward.
  • light and dark can so interpenetrate as to retain their several
• Title: Third Lecture (First Scientific Lecture-Course)
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  • only colours arise; there is also the lateral displacement of the
  • to begin with, considerably reduced in size. What then has taken
  • and drawn together. Here then we have a fresh interaction between
  • would be considerably enlarged. Once again, while moving the screen
  • lens, I get a picture considerably bigger than the cross-section of
  • widened, — very considerably thrust apart. Again: the simple
  • We see a kind of interaction between them. Taking our start from what
  • enumerated the three integuments of the eye, And now behind the
  • surrounding and more peripheral cells. I must conceive the forming of
  • and of Science generally.
• Title: Fourth Lecture (First Scientific Lecture-Course)
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  • shook the corpuscular theory very considerably. His experiments are
  • the Sun. But we can also generate the spectrum in another way.
  • generate a spectrum in a somewhat different way (
  • narrow bright yellow strip, or as is generally said, a yellow line.
  • thing comes about when we combine the two experiments. We generate
  • light gets analyzed into its several parts. Good and well; but now
• Title: Fifth Lecture (First Scientific Lecture-Course)
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  • Bunsen. If we arrange things so that the source of light generating
  • the continuous spectrum and the one generating, say, the sodium line,
  • apparatus, we here generate the cylinder of light; we let it go
  • “phosphor” or “phosphorus” in the literature
  • the sharp dividing line between what is generally called
• Title: Sixth Lecture (First Scientific Lecture-Course)
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  • has been completely lost; nay, the deliberate tendency has been,
  • too cannot exist save at certain temperatures and under other
  • requisite conditions. Given some other temperature, it could no
  • (i.e., in the latter case, we generate the black sodium line). If
  • in the elastic ether. Now that they learned of the interaction
• Title: Seventh Lecture (First Scientific Lecture-Course)
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  • which, as you focus on the white, generates the green,
  • — I with my own eye generate the contrasting colour. There is
  • generally said, “subjectively”. We have then, in the
  • “subjective and objective” as we generally call it, in
  • the false direction in which modern Science generally tries to see
  • the impact and interaction of your own inner, wondrously
  • In text-books of Psychology you will generally find a chapter on
  • “sense” or “sense-organ” in general
  • generated warmth. So too by calling forth out-and-out mechanical
• Title: Eighth Lecture (First Scientific Lecture-Course)
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  • confirm what I so often speak of more generally in Spiritual
  • examined far more than it generally is, for it is very frequent.
  • considerable vitality. Then there is the fluid between the lens and
  • — we may even elaborate a general physiology of the senses
  • it interacts with what is taking place more externally in the outer
  • through the ear must first interact in a certain way with the inner
  • living interaction.
• Title: Ninth Lecture (First Scientific Lecture-Course)
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  • speaking more generally one calls them “positive” and
  • mediated by the proper liquids, an interaction arises — an
  • interaction which can find expression in the form of an electric
  • as such. He found for instance that if you generate an electric
  • generally imagines wave-movements to spread out. Even as light
  • those experiments where an electric current, which you can generate
  • something is there, demanding our consideration),—
  • matter, the several particles of which are raying through space
• Title: Tenth Lecture (First Scientific Lecture-Course)
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  • generate the electric current; we pass it through this tube in
  • but into those of Nature generally. The Physics of the 19th century
  • quadrilateral etc., — the way of thinking all these forms in
  • said, future generations would find it difficult to understand that
  • research into the General Staffs of our armies.
  • the scientific laboratories and the General Staffs. How many things