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- Title: Lecture: The Two Christmas Annunciations
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- annunciation, through the channel of the teachers of wisdom, through
- Title: Education for Adolescents
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- If a teacher makes a mistake while teaching a 10 or 12 year old, then,
- as far as the mutual relationship between pupil and teacher is
- The feeling for the teacher's authority will flag perhaps for a while,
- inwardly, the teacher must be capable of doing this himself, so that
- again the teacher has failed to give us the right answer. He
- that occur when the children have the feeling: The teacher just
- inability, the personal capacities and incapacities of the teacher are
- teacher — even though he is the more objective party —
- You see the teacher must, in full consciousness, be permeated through
- lightning! What's happened to the teacher! Up to now we've thought of
- must arise. Verve is what teachers must bring to young people at this
- It is important for oneself as a teacher to exercise a certain amount
- if, just at this age, young people feel cleverer than the teacher
- be diverted from all the teacher's little mannerisms. Here, too, the
- teacher's latent inadequacies are the most fatal.
- relationship between pupil and teacher. And here morality is to be
- understood in its broadest sense: that, for instance, a teacher calls
- teacher to pupil. Mournful teachers, un-alterably morose teachers, who
- city dwellers, city dwellers who have become teachers and doctors. And
- the country immediately. If teachers and pupils carry these same
- Title: Lecture: Awakening to Community - I
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- an able Waldorf School teacher became a poor anthroposophist. (This
- possible to be both a first-rate Waldorf teacher and a poor
- Waldorf teachers, workers at Der Kommende Tag, scientists, medical
- Title: Lecture: Past Incarnations of the Peoples of Today
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- teachers have been able to speak intelligibly of life as it is at the
- Title: Lecture: The Peoples of the Earth in the Light of Anthroposophy
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- life.’ These teachers instructed their pupils in certain
- Title: Lecture: Yuletide and the Christmas Festival
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- that the teachers at the Gymnasium (Grammar School) there had
- Title: Necessity for Spiritual Knowledge: Lecture 1
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- bodily constitution. Teachers could turn their attention to
- teachers at the Waldorf School. It has been our intention to
- Title: Necessity for Spiritual Knowledge: Lecture 1 (alternate translation)
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- at the course of instruction for the teachers of the Waldorf
- Title: Necessity for Spiritual Knowledge: Lecture 2
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- pedagogy it is possible to become a good teacher. Now even in
- science never makes a true teacher. It is not necessary to
- teachers. And why? It is drawn up in such a way that its
- to be a teacher by the mere fact of learning pedagogy;
- teacher; the impulse to teach and instruct in a certain way
- Title: The Ten Commandments
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- these ancient Rishis, these great teachers of the
- Title: At the Gates: Lecture I: The Being of Man
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- of Sponheim, a German scholar who was also an Initiate and the teacher
- Title: At the Gates: Lecture II: The Three Worlds
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- was little more than an animal. Then she met a teacher of genius, a
- Title: At the Gates: Lecture VI: The Upbringing of Children. Karma.
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- not be an enforced authority — the teacher must gain his authority
- to go on. Theosophical education demands of the teacher not only
- demands that the type of people chosen to be teachers must be those whose
- teachers, since the future of mankind depends on it. Here a great
- The Theosophical Society is to publish a book for teachers and mothers
- Title: At the Gates: Lecture VII: Workings of the Law of Karma in Human Life
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- ago the occult teacher had a quite different task. He had to concern
- and more individual and independent; the occult teacher can no longer
- illness would never have appeared. The occult teacher knows that if this
- Title: At the Gates: Lecture IX: Evolution of the Earth
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- about successive incarnations; the teacher said only, “Learn the
- Title: At the Gates: Lecture XI: The Post-Atlantean Culture-Epochs
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- of Manu, called the holy Rishis, became the teachers of the ancient
- Title: At the Gates: Lecture XII: Occult Develpment
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- teacher. What, then, happens to a man who enters on occult development?
- Title: At the Gates: Lecture XIII: Oriental and Christian Training
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- briefly the kind of instruction that an Eastern teacher gives. You will
- by the great teachers of humanity, conditions were much simpler: stealing
- was easy to define. But a Yoga teacher would not agree that Europeans
- all this the Yoga teacher would call stealing. With us, social relations
- of public opinion, of the newspapers! The Eastern teacher of Yoga does
- teacher makes his pupil adopt a special posture; the pupil has to keep
- to kill and not to injure any living creature. The occult teacher says:
- no further use of. The occult teacher is concerned to alter this. If there
- The teacher gives the necessary instructions. Breathing in, holding
- to work on him. The occult teacher says to the pupil: “You must
- with which a teacher of Eastern Yoga deals.
- can be followed with the advice of a teacher who knows what has to be
- of the teacher, and after meditating again on the five opening verses,
- teacher indicates the way to this experience.
- Title: At the Gates: Lecture XIV: Rosicrucian Training - The Interior of the Earth - Earthquakes and Volcanoes
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- saying given by his occult teacher, he will be guided to that which
- Title: First Lecture (First Scientific Lecture-Course)
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- contribute may well be of use to those of you who are teachers and
- Nature in our time has been subject, for the teacher and educator it
- teachers who instruct the young, and altogether those who want to
- Title: Third Lecture (First Scientific Lecture-Course)
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- especially to Waldorf-School and other teachers — you will
- Title: Tenth Lecture (First Scientific Lecture-Course)
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- this applies above all to the teacher — it is most important
- Waldorf teachers, will teach it too, needless to say; they cannot
- you — and notably to the Waldorf School teachers among you
- Title: Warmth Course: Lecture I
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- for teachers of the natural sciences, as well as interested parents
- teacher; his teacher gave him a thrashing. In both cases there is a
- that the bad boy who dealt out today's whipping and the teacher who
- Title: Warmth Course: Lecture II
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- for teachers of the natural sciences, as well as interested parents
- Title: Warmth Course: Lecture III
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- for teachers of the natural sciences, as well as interested parents
- Title: Warmth Course: Lecture IV
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- for teachers of the natural sciences, as well as interested parents
- observed. In such a case, these teachers of physics would call forth
- Title: Warmth Course: Lecture V
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- for teachers of the natural sciences, as well as interested parents
- Title: Warmth Course: Lecture VI
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- for teachers of the natural sciences, as well as interested parents
- Title: Warmth Course: Lecture VII
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- for teachers of the natural sciences, as well as interested parents
- Title: Warmth Course: Lecture VIII
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- for teachers of the natural sciences, as well as interested parents
- Title: Warmth Course: Lecture IX
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- for teachers of the natural sciences, as well as interested parents
- Title: Warmth Course: Lecture X
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- for teachers of the natural sciences, as well as interested parents
- Title: Warmth Course: Lecture XI
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- for teachers of the natural sciences, as well as interested parents
- Title: Warmth Course: Lecture XII
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- for teachers of the natural sciences, as well as interested parents
- Title: Warmth Course: Lecture XIII
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- for teachers of the natural sciences, as well as interested parents
- Title: Warmth Course: Lecture XIV
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- for teachers of the natural sciences, as well as interested parents
- Title: Lecture: Younger Generation: Lecture I
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- and living wisdom in teachers and so must reject modern adults' dead
- become a teacher or adopt some other profession — that is not
- Title: Lecture: Younger Generation: Lecture II
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- and living wisdom in teachers and so must reject modern adults' dead
- leaders, for those who were both teachers and leaders or — as
- would be equally correct — teachers endowed with leadership,
- can no longer find any teachers.
- men prided themselves on not being teachers any longer, but
- needed today. First of all, the teachers must be awakened, and then
- the teachers must awaken the children and the young people.
- Title: Lecture: Younger Generation: Lecture III
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- and living wisdom in teachers and so must reject modern adults' dead
- Title: Lecture: Younger Generation: Lecture IV
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- and living wisdom in teachers and so must reject modern adults' dead
- Title: Lecture: Younger Generation: Lecture V
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- and living wisdom in teachers and so must reject modern adults' dead
- what is dead becomes the teacher of the living, the youthful feel it
- Title: Lecture: Younger Generation: Lecture VI
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- and living wisdom in teachers and so must reject modern adults' dead
- pedagogics of the future to the growing generation by teachers and
- confidence we bring to an adult. When we meet the child as teacher or
- Title: Lecture: Younger Generation: Lecture VII
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- and living wisdom in teachers and so must reject modern adults' dead
- right thing is for teachers to be able to handle what does not give
- another way. We may find that the teacher hands on to the young
- invisible children about the teacher of the thirty visible ones who
- inner being what neither parents, nor teachers, nor even the old
- henceforth demanded of teachers: Yes, now prove that for me! And now
- Title: Lecture: Younger Generation: Lecture VIII
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- and living wisdom in teachers and so must reject modern adults' dead
- [or] ninth post-Christian centuries, at least those who were teachers
- their teachers that thoughts were Beings permeated, imbued by the
- natural scientist, certainly not in any authoritative teacher of
- Title: Lecture: Younger Generation: Lecture IX
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- and living wisdom in teachers and so must reject modern adults' dead
- teachers, educators, and the younger generation. If this is not
- with violating his most sacred duty if, as teacher or educator, he
- else was connected with this: that teachers felt that it was first of
- only when the young people had reached a certain age that the teacher
- teachers, that they should feel their teachers capable of speaking
- the teacher and educator.
- teaching quite apart from the personality of the teacher. We drag in
- teacher coming into play, and his good side is quite unable to unfold
- it was a natural demand on the teacher that he should first let the
- them to experience together with the teacher in a provisional way, up
- fact no teacher can convey knowledge to any boy or girl if in their
- teacher has not the right sense of responsibility towards the human
- up to those who are older. When they only know that the teacher has a
- teachers deprive us of insight into what man really is, we cannot
- when the teacher stands in front of the child again as — in an
- say, when the teacher stands before the young so that his way of
- will crowd around the teachers who are artists, because there they
- Title: Lecture: Younger Generation: Lecture X
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- and living wisdom in teachers and so must reject modern adults' dead
- drew attention to how in earlier times the teacher took his start
- young human being started by recognizing in his teacher: This man can
- teacher if he is to guide and lead the young from the time of the
- can education really be experienced as art, and the teacher can
- arranged as to create an artistic atmosphere between teacher and
- cleverer than the teacher — one asks: Why should I be bothered
- cannot very well be otherwise. For the teacher is so drilled in
- Title: Lecture: Younger Generation: Lecture XI
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- and living wisdom in teachers and so must reject modern adults' dead
- age it establishes no relation between teacher and pupil. All
- the individuality of the teacher and educator. It is individuality
- that must work in the school. What grows between teacher and pupil
- teacher as coming out of pre-earthly existence. A young child has the
- concepts but is manifested in the teacher; and it resists conceptual
- teacher, of educator. Through study we cannot become teachers. We
- cannot drill others into being teachers, because each one of us is
- already a teacher. Every human being is a teacher, but he is sleeping
- it brings the teacher, as a human being, nearer to those whom he
- cannot always give the post of teacher to a genius just for a future
- geniuses as teachers. You would not say this because experience does
- the teacher is faced with a class in which there are children
- teacher consists in bringing the children not merely to our degree of
- teachers, therefore, we may come into the position of having to
- provide schools with enough teachers unless one holds to the
- principle that it does not matter if the teacher is not as clever as
- teacher because it does not depend on the giving out of knowledge but
- The teacher should see to it that the troublesome elements are got
- teachers we are not particularly endowed with genius — one
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- Title: Lecture: Younger Generation: Lecture XII
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- and living wisdom in teachers and so must reject modern adults' dead
- being a teacher. For we should really get the feeling that we are
- important than is supposed. The boy or girl, seeing the teacher come
- subconscious.” They want a human relation with the teacher. And
- Pedagogics is not enough if it makes the teacher or educator merely
- the teacher merely clever is not of the right kind; the right kind of
- pedagogics makes the teacher inwardly alive and fills him with
- teacher or educator, it is that his pedagogical art has not made him
- perhaps only a myth or a legend. If teachers are pedants, if these
- teacher can be no philistine, can be no pedant.
- Title: Lecture: Younger Generation: Lecture XIII
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- and living wisdom in teachers and so must reject modern adults' dead
- teacher. Everything was still permeated with soul, everything was
- Michael if we want to become true teachers. More is accomplished for
- were, from another side so that as teachers we know: All accumulation
- Title: Cosmic New Year: Lecture IV: The Breaking-in of Spiritual Revelations Since the Last Third of the Nineteenth Century. Thoughts on New Years Eve.
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- power of speech when a teacher of religion says: True piety must
- 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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- amongst the lower or higher ranks of the nation's teachers during the
- Title: Threefold Order: Part II: Lecture: The Impulse Towards the Threefold Order
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- the experience of an elementary school teacher, up to
- Title: Practical Course/Teachers: Lecture I: Introduction - Aphoristic remarks on Artistic Activity, Arithmetic, Reading, and Writing
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- Practical Course for Teachers
- Together with Study of Man and Discussions with Teachers these
- to the teachers of the first Waldorf school. Here are 14 lectures,
- Practical Advice to Teachers, and is published in German
- principles of human nature if we wish to be teachers in the
- which we must develop in ourselves as educators and teachers,
- educator and teacher. He must see that the whole being is
- Title: Practical Course/Teachers: Lecture II: On Language - the Oneness of man with the Universe
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- Practical Course for Teachers
- Together with Study of Man and Discussions with Teachers these
- to the teachers of the first Waldorf school. Here are 14 lectures,
- Practical Advice to Teachers, and is published in German
- important to develop this sense as educators and teachers.
- teacher, of his reason, of his perception. Here already reside
- of teachers with just this group of children. And you are the
- right teachers for these children because you have formerly
- By following out the methods practised in our teachers' training
- for the child's life of ideas. You will be a good teacher for
- Title: Practical Course/Teachers: Lecture III: On the Plastically Formative Arts, Music, and Poetry
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- Practical Course for Teachers
- Together with Study of Man and Discussions with Teachers these
- to the teachers of the first Waldorf school. Here are 14 lectures,
- Practical Advice to Teachers, and is published in German
- saturating oneself as a teacher with the instructions
- [Eurhythmy teacher at the Goetheanum, 1913–27.]
- material, purely on the teacher's authority, for which
- of music. The teacher of music should be in close contact with
- the teacher of recitation, so that when the one lesson follows
- would be especially useful if the teacher of music were still
- Title: Practical Course/Teachers: Lecture IV: The First School-lesson - Manual Skill, Drawing and Painting - the Beginnings of Language-teaching
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- Practical Course for Teachers
- Together with Study of Man and Discussions with Teachers these
- to the teachers of the first Waldorf school. Here are 14 lectures,
- Practical Advice to Teachers, and is published in German
- is not remarkable that you find a very well-known teacher of a
- for his teacher, from a sense of his authority. Accordingly you
- let us take first the teacher who takes the main morning
- teacher, but the other teacher says the same, and we learn the
- if we are to be educators and teachers.
- teachers. It is left to you to apply it in the teaching of
- Title: Practical Course/Teachers: Lecture V: Writing and Reading - Spelling
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- Practical Course for Teachers
- Together with Study of Man and Discussions with Teachers these
- to the teachers of the first Waldorf school. Here are 14 lectures,
- Practical Advice to Teachers, and is published in German
- achieved by one teacher in this way, by another teacher in
- one teacher as by another. But every teacher puts himself into
- that the enlightened minds among the teachers were seriously
- Title: Practical Course/Teachers: Lecture VI: On the Rhythm of Life and Rhythmical Repetition in Teaching
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- Practical Course for Teachers
- Together with Study of Man and Discussions with Teachers these
- to the teachers of the first Waldorf school. Here are 14 lectures,
- Practical Advice to Teachers, and is published in German
- will not only have to be teachers and educators at the Waldorf
- system of Central Europe. You know that especially the teachers
- former educators of youth, especially the teachers of more
- not merely consist, as it did formerly, in the teacher's
- Mystery teachers withheld such secrets of life esoterically
- certain degree every teacher must know truths which he cannot
- teacher retaining his same pupils; of taking them over for the
- teacher, after finishing with the eighth class, should then
- teacher who cannot himself develop what he instilled into
- itself that the teacher should go up with his own pupils
- considerably, but which will not bring the teacher in touch
- our teachers and educators have so little healthy human
- “A good teacher must not merely bring out the rhythm, and
- Title: Practical Course/Teachers: Lecture VII: The Teaching in the Ninth Year - Natural History - the Animal Kingdom
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- Practical Course for Teachers
- Together with Study of Man and Discussions with Teachers these
- to the teachers of the first Waldorf school. Here are 14 lectures,
- Practical Advice to Teachers, and is published in German
- explain to you, as teachers, what you will have to make clear
- teacher must pay attention to it. For his reason you will be
- old friend and teacher, Schröer, once told me that he had
- teachers, but he had not been able to prepare the work demanded
- of the future teachers in the examination. So he questioned
- teachers on Schiller's Aesthetic Letters, while
- into the obligations of the educator and teacher. From this
- Title: Practical Course/Teachers: Lecture VIII: Education After the Twelfth - History - Physics
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- Practical Course for Teachers
- Together with Study of Man and Discussions with Teachers these
- to the teachers of the first Waldorf school. Here are 14 lectures,
- Practical Advice to Teachers, and is published in German
- is called by many teachers an “object lesson,” and
- that very much depends on the teacher's sound knowledge, on his
- the teacher believes it himself, but in his subconscious nature
- naturally unaware. He says to himself: “Yes, the teacher
- shall not, of course, be called upon as teachers to sift such
- can only do it by becoming, as teachers, more and more the kind
- is not the attitude suited to a teacher. But the right attitude
- between the teacher and the pupils. For the right atmosphere is
- ground. What will the modern teacher generally say when he is
- Title: Practical Course/Teachers: Lecture IX: On the Teaching of Languages
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- Practical Course for Teachers
- Together with Study of Man and Discussions with Teachers these
- to the teachers of the first Waldorf school. Here are 14 lectures,
- Practical Advice to Teachers, and is published in German
- the Latin or French teacher comes into the class; now the
- teacher, French by another, and German by a third. Very much,
- by a teacher with a pupil in one language is allowed to be
- the teachers — are available. But what is available
- Title: Practical Course/Teachers: Lecture X: Arranging the Lesson up to the Fourteenth Year
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- Practical Course for Teachers
- Together with Study of Man and Discussions with Teachers these
- to the teachers of the first Waldorf school. Here are 14 lectures,
- Practical Advice to Teachers, and is published in German
- and, as teachers, to do no more than guide this conversation.
- and to have the teacher confining himself to correcting their
- mind of the teacher must do its quite peculiar work. You must
- you can do. The right way is for the teacher to introduce the
- so that in such exercises in class the teacher's words are
- hypotenuse. And if, as a teacher, you realize what is taking
- Title: Practical Course/Teachers: Lecture XI: On the Teaching of Geography
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- Practical Course for Teachers
- Together with Study of Man and Discussions with Teachers these
- to the teachers of the first Waldorf school. Here are 14 lectures,
- Practical Advice to Teachers, and is published in German
- teaching which lays down beforehand the teacher's time-table
- completely, excludes the teacher's art. And this must not be.
- The teacher must be the driving and stimulating element in the
- “The Training of Teachers”
- Title: Practical Course/Teachers: Lecture XII: How to Connect School with Practical Life
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- Practical Course for Teachers
- Together with Study of Man and Discussions with Teachers these
- to the teachers of the first Waldorf school. Here are 14 lectures,
- Practical Advice to Teachers, and is published in German
- sense, if we are to be true educators and teachers, we must
- example, the teacher in religious instruction condescended now
- teacher of religion is doing this would make an extraordinary
- lesson, the teacher suddenly begins to talk about the
- time-table is that as teachers and instructors we should be
- Title: Practical Course/Teachers: Lecture XIII: On Drawing up the Time-table
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- Practical Course for Teachers
- Together with Study of Man and Discussions with Teachers these
- to the teachers of the first Waldorf school. Here are 14 lectures,
- Practical Advice to Teachers, and is published in German
- Waldorf School. But we shall only be good teachers of the
- his paws. But it is very unsettling for the teacher too. The
- Title: Practical Course/Teachers: Lecture XIV: Moral Educative Principles and their Transition to Practice
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- Practical Course for Teachers
- Together with Study of Man and Discussions with Teachers these
- to the teachers of the first Waldorf school. Here are 14 lectures,
- Practical Advice to Teachers, and is published in German
- for this out of its own powers should stimulate teachers to do
- teacher approaches the Official Gazette. This, even in
- are teachers, a certain alertness of mind. If we are drilled as
- The Training of Teachers
- instructors, as teachers. Try not to do too much, whatever your
- Title: Practical Course/Teachers: Concluding Remarks
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- Practical Course for Teachers
- Together with Study of Man and Discussions with Teachers these
- to the teachers of the first Waldorf school. Here are 14 lectures,
- Practical Advice to Teachers, and is published in German
- concluding this fortnight's work for teachers Rudolf Steiner
- “Firstly that the teacher in general and in detail, in
- that the teacher is a person of initiative, that he must never
- thing: The teacher must be an individual of initiative in
- “The second is that as teachers we must take an interest
- and mankind. As teachers we must be interested in all worldly
- do this as teachers, it would be greatly to be deplored. We
- second thing: The teacher must be interested in every aspect
- “And the third thing is: The teacher must be an
- teacher must be profoundly and inwardly true, he must never
- also a golden rule for the teacher's work: The teacher must
- teacher must aspire.
- teachers. It is in this sense that I have addressed you this
- Title: Study of Man: Lecture I
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- the three-fold man. Nature of sleep in child and adult. The teacher
- The task of the educator, and of the teacher too, is the mutual
- We, as teachers and educators, cannot really teach the child anything
- now been said. For you can only become good teachers and educators if
- friends, it makes a very great difference whether one teacher of the
- that the one teacher is more skilful in his practice than the other.
- teaching lies in what the teacher bears within him, as his
- teacher who occupies himself with thoughts of the evolving human being
- will work very differently upon his pupils from a teacher who knows
- an inner spiritual relationship, may hold sway between the teacher and
- Title: Study of Man: Lecture III
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- Equal importance of teachers of children of all ages. Twofold division
- The teacher of the present day should have a comprehensive view of the
- teacher's soul with the highest ideas of humanity. A real canker in
- teacher of younger classes in a kind of dependent position, in a
- teachers in the upper school. Naturally this is not the place for me
- recognise that the teacher of the lower grades, both spiritually and
- in other ways, has the same intrinsic value as the teacher of the
- essential that the teacher should know if his teaching is to be
- As teachers it will be necessary for you on the one hand to give your
- Title: Study of Man: Lecture IV
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- Teacher must understand hidden being of man. Marxist education
- physical body itself is, in this respect his teacher. We can observe
- general willing. Yet the teacher and educator has to enter
- To be a teacher and educator one must work with what is taking place
- It is of the utmost importance that the teacher or educator should
- that the educator and the teacher of the future must understand the
- religion teacher entered and read a story by Gottfried Keller, which
- strengthens the authority of the teacher, and doing the same thing
- Title: Study of Man: Lecture V
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- which the teacher and educator must bring to full consciousness. In
- Title: Study of Man: Lecture VII
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- (Realschule) and he to the Teachers' Training College, and what
- our times. But the teacher must understand also the times in which he
- Title: Study of Man: Lecture VIII
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- Course for Teachers) I used the spherical form for the head, the
- Title: Study of Man: Lecture IX
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- to think logically. But what you yourselves, as teachers, have to know
- only through your whole general attitude. But as teachers you will
- to the habits of that child's soul. Hence the teacher, who possesses
- the concepts which teachers and educators inculcated in these people
- arise of itself, if, for instance, the teacher does not merely
- Teachers.) I tried to show in the first piece about the sheep-dog,
- must not happen. But the only sure preventive is for the teacher and
- teacher discourses on with his pupils is inartistic and commonplace.
- not a question of instructing the teacher that he shall adopt this
- essential is that the teacher himself by living in art should see to
- Title: Study of Man: Lecture X
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- Teacher must understand man as microcosm.
- good for the teacher to master a conception remote from common life.
- is the duty of the present-day teacher of youth to know these things.
- civilisation. But a teacher above all, if he is to do anything with
- part, though some teachers may not admit it, the teacher meets the
- Title: Study of Man: Lecture XI
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- sleeping. Limbs awake but unformed. Teacher can only educate part of
- child. First mother milk, then mother speech awaken child. Teacher's
- as teachers would require to be equal to whatever the human beings in
- perceiving such a relation. For example the teacher should be able to
- for Teachers) He must, then, hold a review, so to speak, of the
- that time; or perhaps another has shot up too much. Then the teacher
- children on to another teacher every year. And, to look at the matter
- periods of development (seventh, ninth, twelfth year) the teacher gets
- and remember things. The teacher must get to know all this. And he
- Title: Study of Man: Lecture XII
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- And all that a teacher ought to know about the evolution of the body
- Title: Study of Man: Lecture XIII
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- teachers. Now when is a man active without purpose? He is active
- the present-day teacher must understand them; for, not only must he be
- the teacher of those children entrusted to his care, he must also work
- altogether and let the school year finish as it began. As teachers we
- Title: Study of Man: Lecture XIV
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- for teachers ...
- another course of lectures to teachers) that I wondered that nobody
- way. The teacher could say: Suppose we have three children; the
- imagination between teacher and child. The teacher must keep alive all
- intercourse, the complete harmony of life, between teacher and
- children. For this reason no one can be a good primary teacher unless
- This, in turn, throws light on what the teacher must be himself. He
- teacher. And this categorical imperative is as follows: Keep your
- wicked and immoral. This must be the teacher's attitude of mind. If it
- should not be his attitude of mind, then dear friends, the teacher
- just spoken, the teacher must have courage for the truth. Without this
- courage for the truth which the teacher develops must go hand in hand
- Title: Dear Children: Lecture I: Address at the Christmas Assembly
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- “What are my dear Waldorf children and their teachers doing
- you, “Do you love your teachers?”
- teachers, and these nice capable teachers approach them with real
- to coming up here and of the love you show for your teachers. These
- teachers have to work long and hard to be able to teach you all the
- where your teachers get all the strength and ability they need so
- hard and pay attention as children, and if we have teachers that are
- be able to fly into life, where the love of our teachers carries us.
- attention to what your nice teachers are giving you, I was so glad to
- see your love for your teachers streaming out of your eyes when I saw
- teachers?” [“Yes, we do!” shout the
- felt your teachers' love all day long up here, then you can go home
- teachers into your hearts and kept it there, then I will again be
- spirit, that brings teachers and children together
- teachers, and your parents at home will have no concerns and will
- Title: Dear Children: Lecture II: Address at a Monthly Assembly
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- lovingly the first grade teacher had helped the children make some
- for each other, love for our teachers, love for God, who speaks to us
- teachers presented to you each morning, you have also been
- thankful. We have heard you, under the direction of your teachers,
- persistence of your teachers, what travels through the world as light
- teachers? [“Yes!” shout the children.]
- you are meant to take up into your souls. Love for your teachers will
- to love your teachers. You can be sure that in the great building that
- love for their teachers.”
- that is always meant to prevail here, a spirit that your teachers
- teachers bring to you with love, patience and endurance. May it
- Love needs to be present among you, for each other and for your teachers.
- Title: Dear Children: Lecture III: Address at the Assembly at the End of the First School Year
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- heart. I often asked you, “Do you love your teachers?”
- do not see your teachers for a while, and so now I want to say
- that you are not going to see your teachers, learn to be grateful to
- learn to love your teachers, now learn to feel firmly in your heart
- that you are grateful to your teachers, so that when you ask
- yourselves, “Am I grateful to my teachers?” you can
- “All of what we received from our dear teachers, everything
- we will once again take into our hearts what our teachers will give
- teachers have worked hard at this on your behalf; you have been
- in school, it may be that you think, “Oh, I had nice teachers,
- good it was that you came together so that your teachers could help
- dear teachers bring to us.”
- your presence to your dear teachers, who have now put all the
- speaking to the teachers, but you children can also hear it and can
- times still look very bad. But then the Waldorf teachers were the
- above all else. The Waldorf teachers came here and said, “Yes,
- not sleeping, but of staying awake. That, dear Waldorf teachers, is
- Dear children, when your teachers
- you, “Do you love your teachers?” and you so heartily
- whether you are grateful to your teachers. But you, dear Waldorf
- Maximum number of matches per file exceeded.
- Title: Awakening to Community: Lecture I
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- teacher imaginable, one wholly consonant with the spirit in which the
- teacher wholly in that spirit. The school can shape itself and its
- school to teach anthroposophy. The individual Waldorf teacher may
- would have to be faced in the case of a Waldorf School teacher who,
- may be a first-rate Waldorf teacher and a first-rate spreader of
- Title: Awakening to Community: Lecture III
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- Title: Awakening to Community: Lecture IV
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- an able Waldorf School teacher became a poor anthroposophist. (This
- possible to be both a first-rate Waldorf teacher and a poor
- Waldorf teachers, workers at Der Kommende Tag, scientists, medical
- Title: Fruits/Anthroposophy: Lecture 1 (Summary): Effects of Modern Agnosticism
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- teachers try to place things before children in such a way that they
- Title: Natural Science; the Anthroposophical Movement
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- teachers of mankind, who should be the great Keepers of the
- Title: Spiritual-Scientific Consideration: Lecture 1: Prelude to the Threefold Commonwealth
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- teacher — I mean, as the latest great teacher,
- teachers and then letting them loose like camels among
- Title: Spiritual-Scientific Consideration: Lecture 3: Esoteric Prelude to an Exoteric Consideration of the Social Question II
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- solid Bourgeois teacher? What became of it? It became the
- Title: Esoteric Studies: Lecture I: Cosmic Aspect of Life Between Death and New Birth
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- hearts, disciples of Francis of Assisi or of his great teacher,
- Title: Reincarnation and Karma: Lecture III
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- old! We need not remind ourselves that some teachers are severe, or
- Title: Reincarnation and Karma: Lecture IV
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- by an ordinary teacher, but by a priest.
- Title: Occult History: Lecture 1
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- to-day. This applies, shall we say, to Hermes, the great Teacher of the
- the physical plane, is Aristotle, the teacher of Alexander the Great.
- Title: Occult History: Lecture 4
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- to him by his uncle the Emperor, he came into contact with teachers
- knew not only more than any of the teachers about the secrets of the
- Title: Occult History: Lecture 6
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- treasures of the temple-wisdom, when the teachers of the ancient Greek
- Title: Karmic Relationships, VI: Lecture IV
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- Anthroposophical Society to have me only as teacher, as one who could
- Title: Karmic Relationships, VI: Lecture V
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- and again of a number of ancient Initiates, of teachers and priests
- according to which the connection of certain pupils with the teacher
- must be so close and strong that the teacher might not desert them
- teacher — I have also spoken of him in my
- teacher's club-foot became for me the starting-point of occult
- the intimate impression made by my geometry teacher upon those who
- Title: Karmic Relationships, VI: Lecture VI
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- Moon separated from the Earth, the ancient primeval Teachers of
- primeval Teachers had not incarnated in physical bodies, but only in
- Teachers on the Earth. But the essential nature of these Teachers enabled
- into the Moon sphere and encounters these great primeval Teachers as
- possibility of doing evil, these primeval Teachers were present
- Teachers who have established their colony on the Moon, the
- himself in the Mysteries. The Gods themselves were the teachers in
- are souls on the Moon: the souls of the great primeval Teachers,
- Title: Lecture: The Tasks and Aims of Spiritual Science
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- Steiner had been able to work as an independent teacher within the
- Title: Deeper Education: Lecture I: Gymnast, Rhetorician, Professor: A Living Synthesis
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- Speaking to the teachers at the first Waldorf school in Stuttgart,
- on the ability of the teachers to develop the attitude that
- the teachers themselves. I would like to preface what I have to
- teachers in England, [Rudolf Steiner, A Modern Art of
- teachers who have passed through only a training college
- teacher pf gymnastics whom I knew well. He felt extremely
- teachers in the Waldorf School to adhere to the principle that
- teacher should cultivate gymnastics in the noblest sense,
- said. It must not be distorted. The teacher should simply
- a particular significance for the teacher today. No educator,
- That, above all, is what the teacher needs. I would like to
- emphasize strongly at the beginning that the teacher should
- we need above all else in our work as teachers. We must relate
- good teachers. This is connected with what I described as our
- really to form and mold our speech so that as teachers our
- concern the teacher himself, for the educational problem is in
- many ways a problem of those who are actually teachers.
- Title: Deeper Education: Lecture II: Forces Leading to Health and Illness in Education
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- Speaking to the teachers at the first Waldorf school in Stuttgart,
- he is to be a true teacher. This enthusiasm is infectious, and
- teacher.
- heaviness in the teachers. The lessons are really conducted
- realize that as teachers we need to develop a consciousness of
- develop this consciousness, the Waldorf teacher's
- breathing, as teachers we must bring the next higher stage into
- the remedy. What we do as teachers, is really to work in such a
- as a teacher with the child. This is the higher metamorphosis
- oneself as a teacher. It may be said that engendering this
- This shows us how as teachers we must demand a higher
- The consciousness of a Waldorf teacher should be imbued
- Title: Deeper Education: Lecture III: A Comprehensive Knowledge of Man as the Source of Imagination in the Teacher
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- Comprehensive Knowledge of Man as the Source of Imagination in the Teacher
- Speaking to the teachers at the first Waldorf school in Stuttgart,
- the Teacher
- teacher's profession. In continuation of what I said this
- a true consciousness of one's purpose as teacher. We must
- cosmic processes. In fact, as teachers we are coworkers
- teacher, confronted by an obvious authority. The teacher
- and goodness. What the teacher takes to be beautiful or true or
- this authority but accepts them because he loves the teacher.
- something he once accepted simply through love for his teacher.
- face of a teacher has three main nuances of expression,
- teacher and simply engages in natural conversation; there is
- difference in the face of a teacher when he is going into
- connected with the whole consciousness of the teacher.
- teachers should always be alive, inwardly expressive,
- Teachers ought to be conscious, especially nowadays, of
- about this task. The teacher, above all others, should be
- standards, the teacher can let what he gains from a true
- but as a teacher confronting children it is possible to
- the head and especially in the heart of the teacher and
- Maximum number of matches per file exceeded.
- Title: Esoteric Lessons Part II: Stuttgart, 2-12
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- these sublime beings who are also our teachers in the spiritual
- Title: Lecture: Inner Nature of Music: Lecture V
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- shall address myself chiefly to the needs of teachers. My subject
- Title: Lecture: Inner Nature of Music: Lecture VI
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- teachers in school what they need as background for their
- Title: Lecture II: Man in the Past, the Present and the Future
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- What was the source from which these teachers of the Mysteries drew in
- after-feeling, but Initiation gave the Mystery teachers, who were the
- older teachers not to give way to this feeling; when he began to feel
- Title: The Three Fundamental Forces in Education: Lecture
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- The second of four lectures delivered to the teachers of the
- second of four lectures delivered to the teachers of the
- teacher's feelings are the most important means of education
- the pedagogy of the future, teachers will no longer be
- teachers, to develop the necessary reverence, the necessary
- fundamental forces by which the teacher-soul must be
- old Mystery- teachers expressed themselves somewhat
- Mystery-teachers would always have used animal forms to
- formula in the soul of the educator and teacher. And if one
- manifestation of the teacher-character.
- Title: Universe, Earth and Man: Lecture II: Ancient Wisdom and the new Apocalyptic Wisdom. Temple sleep. Isis and the Madonna. Past stages of Evolution. The bestowing of the Ego. Future Powers.
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- was regarded as the teacher of the Egyptian priesthood in this
- Title: Universe, Earth and Man: Lecture VII: Animal forms -- the physiognomical expression of human passions. The religion of Egypt -- a remembrance of Lemurian times. Fish and serpent symbols. The remembrance of Atlantis in Europe. The Light of Christ.
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- described as the first teachers, the first Initiates of humanity;
- who acted as great teachers in the Atlantean schools of initiation.
- Title: Universe, Earth and Man: Lecture XI: The progress of man. His conquest of the physical plane in the post-Atlantean civilizations. The beginning and up-building of the 'I am.' The chosen people.
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- always finds that the teachers told their pupils: You may raise
- Title: Universe, Earth and Man: Lecture X: The reflection in the fourth epoch of mans experiences with the ancient Gods and their way of the Cross. The Christ-Mystery.
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- as teachers in the schools of initiation, and on this account being
- earlier teachers. Even the ancient Egyptians when they spoke of Osiris
- Title: Astronomy Course: Lecture XVIII
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- good. Yet you must not forget: There were you the teacher,
- Title: Social Basis For Primary and Secondary Education: Lecture I
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- and instruction of the teacher himself. When today the teacher is
- text book. In the examination of teachers this can be entirely omitted,
- Then the teacher will not just teach reading, arithmetic or drawing; he
- in this sense. For this means that the teacher will know: I must help
- psychologists . The teacher must know what to give to his pupil if the
- pursuits is adapted to the developing being. Whoever is a teacher of
- school or college with anyone studying to be a teacher, the result will
- be a doctor, a lawyer or a teacher; that is one aspect of the matter; in
- teacher passes his pupil by, the pupil passes his teacher. This can
- Title: Social Basis For Primary and Secondary Education: Lecture II
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- reveal itself to teacher and educa tor some kind of anthropological and
- the examining of a prospective teacher or educator to discover whether
- age — and how today we should have to speak at teachers'
- Today even at teachers'
- and teachers were able to rise to the level from which they could survey
- should speak to teachers so that they may themselves receive the impulse
- in those who are teachers. Above all, people must become aware that at
- for the right kind of teacher — the knowledge that recognises the
- Above all today the teacher
- courage to say: It is because teachers have isolated themselves,
- result of this withdrawal behind the school walls where teachers have
- teacher must be directed towards the great world phenomena; he must be
- those in educational circles who should have been active as teachers, led
- especially is something that a teacher must know. Teachers must have
- which I speak — teachers must, above all, have each stage
- elucidated. We have to outgrow what previously has prevented teachers
- have the task — a thing the teacher must know — the task of
- teachers; not those who are asked what they know of any particular
- be to discover what those who aspire to be teachers are as men. A life of
- in the heads of those who in future will be teachers of the young. Then
- Maximum number of matches per file exceeded.
- Title: Social Basis For Primary and Secondary Education: Lecture III
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- convenience of the college of teachers, let us say mathematics,
- are in the terrible situation of possessing no teachers for general human
- teacher in such a way that a connection arises between the soul of the
- teacher and the soul of the one who is taught. This can happen, however,
- Title: Introductory Words to the First of Four Educational Lectures
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- Speaking to the teachers at the first Waldorf school in Stuttgart, Steiner
- Speaking to the teachers at the first Waldorf school in Stuttgart, Steiner
- gave you last year about the teacher himself, the teacher and
- the being of the teacher must be understood in a completely
- When we speak of the College of Teachers, it is necessary to
- call your attention to the fact that the teachers must really
- private possession. The teacher in particular would find it
- within the College of Teachers itself as such. At first a
- the teacher as such has something to do with the scientist; a
- scientific training has actually been taken as a teacher's
- different. If the teacher is a scientist, if he makes it his
- do as a private man, but not as a teacher), then there comes
- about something which does often happen. The teacher cuts
- be more on the side of the teacher when his pupils make jokes
- child. If as teachers we can enter into the child's being,
- we must as teachers become artists. Just as it is impossible
- writer, so it should be quite impossible for a teacher to use
- the teacher! If we say to ourselves, “At the beginning of
- is most important of all that teachers should know it. For this
- give the teachers strength, for more arises out of this feeling
- Maximum number of matches per file exceeded.
- 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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- Speaking to the teachers at the first Waldorf school in Stuttgart, Steiner
- TEACHER.
- last year I should like to add something about the teacher himself, about
- teacher should be taken quite aphoristically. It would indeed be best if it
- especially teachers whose attention should be drawn to the fact
- should be drawn: the teacher must really have a deep feeling for the nature
- And it would be necessary for the teacher especially to guard much as
- the proceedings and debates taking place within the body of teachers. The
- been deemed that the teacher as such has something in common with the
- teacher training, whereas the two must be different, through and through.
- If the teacher becomes a scientist, if he gives himself up in the narrow
- private person but not as a teacher — then he deserves
- what frequently happens, that the teacher cuts a ridiculous figure in his
- side of the teacher when the students poke fun at him, or more on the side
- first course, and then later in the teachers' conferences, concerning the
- nature of the growing child. If we as teachers were able to engage
- regard we must as teachers become artists. Just as it is quite impossible
- impossible for the teacher to use one of those instructors' manuals in
- order to teach. What the teacher needs is true insight into what the human
- learned the most? It is I, the teacher! If on the contrary we are able to
- Maximum number of matches per file exceeded.
- Title: Meditative Knowledge of Man: Lecture II: The Three Fundamental Forces in EducatioN
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- Speaking to the teachers at the first Waldorf school in Stuttgart, Steiner
- that a teacher has are his most important teaching tools. And this
- believe the future of education will consist in this: teachers will no
- of greater importance than this, that we are able as teachers to develop in
- lend spirit to the teacher's soul.
- that man may become Man. We must naturally keep in mind that the teachers
- repelled from man's inner nature by the musical element. The teachers in
- capacity as teacher, then we arrive at the third feeling we have need of.
- teacher and educator. And if we wanted to create something externally,
- such a fashioning of the teacher's nature, its outer manifestation would
- Title: Meditative Knowledge of Man: Lecture III: Spiritual Knowledge of Man as the Fount of Educational Art
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- Speaking to the teachers at the first Waldorf school in Stuttgart, Steiner
- teacher every moment of the time. I want to put this point as an
- for as teachers we have particular reason to know about them. Notice what a
- strengthen the memory of a pale child if, as teachers, we are in the
- inner process of digestion goes on in your soul and spirit making a teacher
- works in us and makes us teachers, comes into being through our working
- the case of the teacher.
- you will be a real teacher.
- 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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- Speaking to the teachers at the first Waldorf school in Stuttgart, Steiner
- protected from this by their teacher when he or she sees to it that the ego
- and metre in the language. As a teacher one must acquire this as an art and
- you have all learnt some physics and you will remember how hard teachers
- usually tried, tried as conscientious teachers will , to explain to the
- teacher, I should like to say as a real soul habit, then the following will
- intimate between teacher and pupil when we educate. When we meet a man the
- are teachers who are inclined towards an understanding of Karma and less in
- the direction of a teacher who has taught in such a way that, being
- fashion, but even in a less radical form we as teachers and educators must
- the ways in which we as teachers and educators shall acquire the right
- a teacher needs quite specially if he wants to be a good
- teacher.
- teachers have accepted the slogan: learning must be pleasure for the
- and ask yourself what you as a teacher can possibly do to make everything
- nevertheless. Were, for instance, the teacher to give to the child nothing
- towards the teacher and then they will feel quite differently. They will
- feel then: there are many difficult things, but, for this or that teacher I
- when we are able to create the right relationship between teacher and
- We will only be able to gather once more for a teachers'
- Title: Polarities in Evolution: Lecture 4: Western Secret Societies, Jesuitism, Leninism
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- teacher, shaking in his boots if I may put it like that,
- Title: Polarities in Evolution: Lecture 10: Transition from the Luciferic to the Ahrimanic Age and the Christ Event to Come
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- the mood of the age that teachers perceive when they give their lessons.
- Title: Polarities in Evolution: Lecture 11: Modern Science and Christianity, Threefold Social Order, Goetheanism
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- different fields, above all the Waldorf School teachers
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