Searching Rudolf Steiner Lectures by Location (Stuttgart) Matches
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- Title: Education for Adolescents
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- he can bring about such a formulation in class, and he must be able to
- to class, and gradually everything in them stagnates, becomes
- during class, especially in secondary matters. It should be — and
- Title: Lecture: Awakening to Community - I
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- himself in two, one part going to an office or a classroom, the other
- Title: Threefold Order II: Lecture 1: Influence of the human will upon the course of economic life
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- just the working classes of the day who are peculiarly prone
- working classes of the day, — finding no understanding
- middle-classes, — who were developing ever more and
- that these middle-classes stood for: that of
- working classes. If one would learn to know life,
- Title: Threefold Order II: Lecture 2: On Propaganda of the Threefold Social Order
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- middle-class circles held aloof, for they thought that we
- arranged things only to suit the working classes. Well, in
- one side, the classes who formerly held the reins. These
- of the working class throughout the civilised world. Of what
- these working-classes there exists a will: a will,
- leading classes imagine, that in a little while maybe things
- that amongst the leading classes for a very long time past
- working classes to a really understanding conception of life.
- influence amongst the middle-classes — the bourgeoisie
- working classes and the others.’ — And what
- nothing of this sort will the working classes ever, under any
- classes simply on common-sense grounds; and all that was
- leaders of the working class, who should have been left out
- beyond classes. And this understanding will lead to a total
- Title: Necessity for Spiritual Knowledge: Lecture 1
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- — and you not only find inside: some particular class
- Title: Necessity for Spiritual Knowledge: Lecture 1 (alternate translation)
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- — he feels aggrieved that middle class culture, as it
- such a class, of such and such a school, such and such things
- Title: Necessity for Spiritual Knowledge: Lecture 2
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- pedagogics altogether when one goes into a classroom; to
- Title: At the Gates: Lecture II: The Three Worlds
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- the poets, both classical and modern; she also has a good knowledge
- Penguin Classics, 1949.
- Penguin Classics, 1959.
- Title: At the Gates: Lecture VII: Workings of the Law of Karma in Human Life
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- purpose was to enable whole classes and groups of people to work together
- Title: First Lecture (First Scientific Lecture-Course)
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- and genus. He sub-divides and classifies the beings and phenomena of
- “hyena”, likewise he classifies the phenomena into
- express how it works in certain “Laws”. Another classical
- phenomena, the classification into species and genera, whether of the
- the subdivision and classification into genera, but with the
- Title: Sixth Lecture (First Scientific Lecture-Course)
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- explanations there are no doubt many others. It is a classical
- Title: Man/Being/Spirit/Soul: Lecture II: The Psychological Expression of the Unconscious
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- dividing everything into particular classes or categories, in
- putting things into categories, classes, determining a
- Title: Warmth Course: Lecture I
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- particular class of facts, but no recognition has been given to him.
- Title: Lecture: Younger Generation: Lecture VII
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- those who teach standing before their class with a note-book, or even
- of a class of say, thirty pupils, and teach with the help of a book
- Title: Lecture: Younger Generation: Lecture IX
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- into all kinds of classes and distinctions. But putting that aside,
- Title: Lecture: Younger Generation: Lecture XI
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- take a class in a school. There are perhaps thirty pupils in the
- class. Among these pupils there are, let us say, two geniuses, or
- the teacher is faced with a class in which there are children
- Title: Lecture: Younger Generation: Lecture XII
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- into the classroom, must not have the feeling: “He is teaching
- Title: Cosmic New Year: Lecture V: The Dogma of Revelation and the Dogma of Experience. The Spiritual Mark of the Present Time. A New Year Contemplation.
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- with our classic period of culture this is lacking now. The
- Title: Fundamentals of Anthroposophical Medicine: Lecture II
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- it is really an abstract method of classification to speak of
- behind this classification and division, but I assure you they
- Title: Fundamentals of Anthroposophical Medicine: Lecture III
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- two classes. On the one side you will find that the forces
- is related reciprocally, and by a simpler classification of
- Title: Anthroposophical Approach to Medicine: Lecture II
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- an abstract classification, that we take the functions of the
- classification and division, but I assure you they are not merely the
- Title: Anthroposophical Approach to Medicine: Lecture III
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- them into two classes. On the one side you will find that the forces
- in Nature is interrelated, and by a simpler classification of
- Title: Lecture: Michaelmas Va: The Michael Impulse and the Mystery of Golgotha (Part I)
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- classes, orders, individuals, as one does in speaking of plants,
- Title: Threefold Order: Part II: Lecture: The Impulse Towards the Threefold Order
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- myself had experienced in my own life as a working-class
- child amongst the working classes, — where I learnt the
- note that rose up from the working classes of to-day, (that is,
- termed ‘class-struggles,’ through the ample opportunities my
- destiny gave me of becoming acquainted with the classes. I
- learnt to know the working class as myself a member of the
- working class. Later on, I learnt to know the middle-class with
- interests of the one particular class, its indifference to
- everything that lies outside these particular class-Interests.
- And I learnt to know that class of people too from direct
- different classes of mankind. Believe me, I have been
- the various destinies, of all those classes, of which to-day we
- beginning with regard to class-differences.
- living side by side in the various classes. And when a
- which is nothing however but the imposition of middle-class
- impulses by which the working-classes are determined to see
- were the working classes, who turned with all their spiritual
- is the way in which the working-class have become expropriated;
- masses of the working class!
- working-classes, yoked to the factory, yoked to the
- Maximum number of matches per file exceeded.
- Title: Practical Course/Teachers: Lecture I: Introduction - Aphoristic remarks on Artistic Activity, Arithmetic, Reading, and Writing
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- can this be done with a whole class? It is comparatively
- With a whole class it is no harder if one is oneself moved by
- Title: Practical Course/Teachers: Lecture III: On the Plastically Formative Arts, Music, and Poetry
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- from what we do in the class-room. We ought never to neglect
- difference between studying dead nature in the class-room
- class room is not doing right. Even in children we should evoke
- we return to the class-room. Only the children should feel the
- explanation of the beetle belongs to the class-room. What we
- Title: Practical Course/Teachers: Lecture IV: The First School-lesson - Manual Skill, Drawing and Painting - the Beginnings of Language-teaching
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- pupils in every class as a lesson of outstanding significance.
- Title: Practical Course/Teachers: Lecture VI: On the Rhythm of Life and Rhythmical Repetition in Teaching
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- teacher, after finishing with the eighth class, should then
- begin anew with the first class. For one must sometimes be able
- Title: Practical Course/Teachers: Lecture VII: The Teaching in the Ninth Year - Natural History - the Animal Kingdom
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- narrative form, in the same way as I took in our training class
- the class first of all with the cuttle-fish. You will tell them
- Title: Practical Course/Teachers: Lecture VIII: Education After the Twelfth - History - Physics
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- your class with the abstract lever. Start with the lever of a
- Title: Practical Course/Teachers: Lecture IX: On the Teaching of Languages
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- other class has mastered the foreign language.
- higher classes, is bound to create for you a certain exertion.
- sitting in class and quiet listening to things which are to
- or four weeks you will have a class of children who take just
- the Latin or French teacher comes into the class; now the
- enters the class that when they are supposed to be sitting they
- lazy yourself that you want a class to sit as rigid as
- pupils, who come to us from other classes, where there are gaps
- that after a few weeks we have a class with the old gaps filled
- Title: Practical Course/Teachers: Lecture X: Arranging the Lesson up to the Fourteenth Year
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- us, at the same time and in the same classroom as a lesson with
- draw a less sharp distinction between the classes within the
- get children who have gone through the most various classes.
- let them talk to each other in class in the language concerned
- caused by reading aloud to the children in class while they
- so that in such exercises in class the teacher's words are
- Title: Practical Course/Teachers: Lecture XI: On the Teaching of Geography
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- Title: Practical Course/Teachers: Lecture XII: How to Connect School with Practical Life
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- from the so-called “better classes” enter a factory
- into the first or lowest class of the senior school the lads of
- the second class always used to come into the corridor the
- class we took over the Fialkowski geometry books from the boys
- of the second class and brought the money for them the next
- Title: Practical Course/Teachers: Lecture XIII: On Drawing up the Time-table
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- in the Waldorf School. In the upper classes
- to the beginning of the Waldorf School when the higher classes
- Title: Practical Course/Teachers: Concluding Remarks
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- classes; he indicated the subjects which could be connected in
- Title: Study of Man: Lecture I
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- school or another comes through the classroom door to any group of
- constant trend of thought, and carries with him into the classroom. A
- quenched this personal spirit, then, as you enter the classroom, it
- the children. So that we enter the classroom with the conscious
- Title: Study of Man: Lecture II
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- of nerves. All talk of classifying nerves as sensory and motor is
- Title: Study of Man: Lecture III
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- school work. And clearly, it is particularly in the lower classes, in
- teacher of younger classes in a kind of dependent position, in a
- Title: Study of Man: Lecture IV
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- usually starts from the following classic example in setting forth its
- important lessons, a religion lesson. When we entered the classroom
- Title: Study of Man: Lecture V
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- two quite different activities so that to class seeing and hearing
- Title: Study of Man: Lecture VI
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- child out from the class which will be stimulating to the other
- Title: Study of Man: Lecture IX
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- with classes of all ages. You will thus find that the children's souls
- Title: Study of Man: Lecture X
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- significance for the whole universe. We are together in the classroom:
- macrocosm. This classroom is a centre indeed many centres
- Title: Anthroposophy Science: Lecture VIII
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- then step into a history or aesthetics classroom and hear
- Title: Dear Children: Lecture I: Address at the Christmas Assembly
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- to visit you again. I went into all your classes and asked many of
- was especially pleased when I was in the classes and some children
- all the corridors and especially in the classrooms. This was no mere
- Title: Dear Children: Lecture II: Address at a Monthly Assembly
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- event and the classes were to show each other what they had been working
- looking forward to seeing all the other classes, too. I am always
- spirit when you are in your class, and think of it when you leave. Be
- Title: Dear Children: Lecture III: Address at the Assembly at the End of the First School Year
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- have often come here during this school year, and in each class I
- have rested, we can go back into our classes and be fresher and more
- Title: Awakening to Community: Lecture I
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- classrooms in the sense that young people studying in them were to
- directly into classrooms, but instead into another setting entirely:
- different tone to words used in the classroom; the point was rather
- universally human spirit of anthroposophy, into the classroom also.
- encountered in classrooms, but with the young human beings in them.
- Title: Awakening to Community: Lecture IV
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- himself in two, one part going to an office or a classroom, the other
- Title: Spiritual-Scientific Consideration: Lecture 1: Prelude to the Threefold Commonwealth
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- classes, esteemed it of so little worth that they
- Look at the upper class that gradually arose out of that
- yet turned. Now look, the people of this upper class were
- merit of the upper class.) All this went on in places
- conception of the upper class, the people also lost faith
- Title: Spiritual-Scientific Consideration: Lecture 2: Esoteric Prelude to an Exoteric Consideration of the Social Question I
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- classes: the Bimbam theory and the Wan-wan theory (those
- Title: Spiritual-Scientific Consideration: Lecture 3: Esoteric Prelude to an Exoteric Consideration of the Social Question II
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- fact. Avenarius was also in his life a good middle-class
- undergone. It classes man with the animals, because with
- Title: Spiritual-Scientific Consideration: Lecture 4: Pedagogy, from the Standpoint of the History of Culture
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- have to think; they prefer thoughtless class war. They
- Commonwealth ideas even better then the middle-class
- understands them. If the middle class would only have the
- middle-class to have “goodwill” — and
- prepared to understand than a man of the middle-class.
- middle-class in order to set understanding; he laughs
- throughout a straight line as is the middle-class citizen
- middle-class citizen, especially the state-official: the
- that a man of the middle-class, citizen of both state and
- manners as the middle-class citizens, and they fight
- middle-class.
- present English laboring class, in the modern spirit of
- organizing, has grown quite neatly into the middle-class
- what the demand of the time is, than for the middle-class
- themselves do not have. That is what these classes of
- Title: Occult History: Lecture 3
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- able to give the unique definition of tragedy which has become classic
- Title: Karmic Relationships, VI: Lecture V
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- pointer to his earlier incarnation. This really first-class
- Title: Deeper Education: Lecture II: Forces Leading to Health and Illness in Education
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- classes in the school I see a kind of depression, a kind of
- we must deal in the classroom. Now, it is essential for you to
- Title: Deeper Education: Lecture III: A Comprehensive Knowledge of Man as the Source of Imagination in the Teacher
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- of teaching, but you can go into the classroom supported by
- occur to you; you should not stand in the classroom with such a
- classroom; and there is the face he has in the classroom. We
- his classroom and when he leaves it. These things are
- with Michael whenever we enter the classroom; only through this
- the classroom and sustain it there in complete tranquility,
- Title: Esoteric Lessons Part III: Stuttgart, 2-17 (20)-'13
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- From the Contents of Esoteric Classes
- Title: Esoteric Lessons Part III: Stuttgart, 5-18-'13
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- From the Contents of Esoteric Classes
- Title: Esoteric Lessons Part III: Stuttgart, 11-23-'13
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- From the Contents of Esoteric Classes
- Title: Esoteric Lessons Part III: Stuttgart, 3-5-'14
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- From the Contents of Esoteric Classes
- Title: Esoteric Lessons Part II: Stuttgart, 12-24,31-10
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- From the Contents of Esoteric Classes
- Title: Esoteric Lessons Part II: Stuttgart, 12-31-10
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- From the Contents of Esoteric Classes
- Title: Esoteric Lessons Part II: Stuttgart, 1-1-11
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- From the Contents of Esoteric Classes
- Title: Esoteric Lessons Part II: Stuttgart, 1-2-11
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- From the Contents of Esoteric Classes
- take esoteric life seriously, and so an esoteric class must always be
- him at the close of each class:
- Title: Esoteric Lessons Part II: Stuttgart, 2-20-12
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- From the Contents of Esoteric Classes
- Title: Esoteric Lessons Part II: Stuttgart, 2-22-12
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- From the Contents of Esoteric Classes
- Title: Esoteric Lessons Part II: Stuttgart, 2-12
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- From the Contents of Esoteric Classes
- Title: Esoteric Lessons Part II: Stuttgart, 2-23-12
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- From the Contents of Esoteric Classes
- Title: Poetry/Speech: Lecture VIII: The Interaction of Breathing and Blood-Circulation
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- English the classical .stateliness of a courtly dance.
- German classical period) – and those include the human organs
- Title: Universe, Earth and Man: Lecture IV: The Outer Manifestations of Spiritual Beings in the Elements. Their connection with Man. Cosmic partitions. The Myth of Osiris.
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- with the finer substances to the sun. There were two principal classes
- Title: Universe, Earth and Man: Lecture VIII: Mans connection with the various planetary bodies. The earth's mission.
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- Title: Universe, Earth and Man: Lecture XI: The reversing of Egyptian remembrance into material forms by way of Arabism. The harmonizing of Egyptian remembrance. The Christian impulse of power in Rosicrucianism.
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- There will be categories and classes however fiercely class-war may
- Title: Astronomy Course: Lecture I
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- be classified from quite other aspects. This will necessitate
- holds so firmly to such traditional classification that it is
- Knowledge. The older forms of scientific classification,
- will be to continue the older classifications indefinitely,
- classical researches upon it. But something that could
- Title: Social Basis For Primary and Secondary Education: Lecture I
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- the lowest classes and continued. It will be important too that teaching
- made by class distinction should be abolished.
- to a certain class. Take up any philosophical work today, for example, by
- Title: Social Basis For Primary and Secondary Education: Lecture II
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- there not in the middle class today those who scarcely know more about
- above them stands a class who perpetually have the wish to escape from
- irrespective of the fact that among many of the middle class there is
- Title: Social Basis For Primary and Secondary Education: Lecture III
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- advance from class to class this evil goes on increasing. Already at an
- particularly great significance for the lower classes in a school —
- the higher classes in a school. How has our higher education actually
- lowest classes of a school impulses are inoculated which make of the
- Title: Introductory Words to the First of Four Educational Lectures
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- rather a comical figure in his class and among his pupils or
- “Baccalaureus” in the upper classes is not such a
- class, the 6-7 year old children; now our teaching will always
- worked with this first class for a year we do not say to
- had gone into your class in fear and trembling without over
- class we are conscious that we are doing everything
- teaching of the first class and so on, so that you have gone
- have gone through all the classes of the Volkschule; at the end
- from the eighth to the first class. Yes, now it might be
- course of your new class will bring something quite different
- have the same class twice over and send out into the world the
- teacher who enters his classroom with this feeling in his heart
- enter the classroom. There is one thing especially which is of
- class. A teacher may in certain circumstances, because
- the end of a class one day and beginning again on the next. It
- whole reaction of the class to tragedy or sentimentality or
- Title: Lecture: Philosophy and Anthroposophy
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- Schopenhauer in his classical formula; “The world is my
- Title: Meditative Knowledge of Man: Lecture I: The Pedagogy of the West and of Central Europe: The Inner Attitude of the Teacher
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- class, among his students, among his colleagues, and he is poked fun at.
- first class. Now our teaching will be bad every time, will never have
- fulfilled its purpose, if after working for a year with this first class we
- if we had entered the classroom each morning in great trepidation, without
- stand in our classroom, conscious of the fact that it is a good tiling we
- for the teaching of a first class, a second and third class, etc., so that
- will. Consider that you have gone once through all the classes of an
- again, say from the eighth to the first class. Yes, now it might be
- you have the good fortune to begin again with the first class, you will
- in the widest sense. We cannot have the same class twice over and send out
- enters his classroom with this conviction in his heart achieves something
- hearts before we enter the classroom.
- when we go into the class. The teacher may (since he is 'only human', as is
- sorts of things in the time between the end of class on one day and the
- class to tragedy or sentimentality or humour. If we are able to do this,
- Title: Meditative Knowledge of Man: Lecture II: The Three Fundamental Forces in EducatioN
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- retarding its influence. For this reason our drawing classes will have
- eurythmy class contour these forms or movements that he wants to make of
- Title: Meditative Knowledge of Man: Lecture III: Spiritual Knowledge of Man as the Fount of Educational Art
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- of initiation science we have to challenge this classification. There is
- Title: Meditative Knowledge of Man: Lecture IV: The Art of Education Consists of Bringing Into Balance the Physical and Spiritual Nature of the Developing Human Being
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- happen. Those who are standing in front of a class will be enormously
- Title: Polarities in Evolution: Lecture 5: How the Material Can Be Understood Only through the Spirit
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- able to refer to the teaching of anthropology in class 5.
- class and point of view suggested to them. Now at last it
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