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- Title: Practical Course/Teachers: Lecture I: Introduction - Aphoristic remarks on Artistic Activity, Arithmetic, Reading, and Writing
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- unconsciously, right down into their legs, what they would
- and which are not brought out. We must be conscious ourselves
- Title: Practical Course/Teachers: Lecture II: On Language - the Oneness of man with the Universe
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- antipathy meet in us, in our breast we are conscious of their
- it purely instinctively. Other more subconscious reflex
- half-unconscious. But we shall never have a thing in front of
- individuals are expressed by a kind of unconscious nuance, but,
- Title: Practical Course/Teachers: Lecture III: On the Plastically Formative Arts, Music, and Poetry
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- consciousness without losing our naivety, for this age always
- annihilates consciousness. There is no need to sacrifice
- We ought really only to draw with the consciousness that we are
- paint with the consciousness that we are evoking the living
- consciousness. The child's development is very easily brought
- reduced consciousness. One must say, therefore: “The
- Title: Practical Course/Teachers: Lecture IV: The First School-lesson - Manual Skill, Drawing and Painting - the Beginnings of Language-teaching
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- school must be consciously appreciated. “You have come to
- get on without raising to the level of the soul's consciousness
- conscious of what he is doing.
- to see that the consciousness — if I may put it like this
- — is consciously awakened to what otherwise goes on in
- consciousness to the reason for his coming to school, and on
- is, let us try to awaken the child's consciousness to the
- but he must be conscious that he has hands. Of course you will
- probably say here: “Obviously he is conscious of
- What do we really do when we elevate unconscious speech into
- from unconscious language to the higher plane of a fully
- conscious approach; we do not in the least wish to teach him
- grammar pedantically, but we want to elevate into consciousness
- processes otherwise performed unconsciously.
- Unconsciously, or half-consciously, in fact, man climbs in life
- that is expressed in nouns we become conscious of our
- our consciousness in relation to things is reflected in forms
- of address of which we must become conscious by all means. When
- what you would give to these words without this consciousness.
- significant for man is the elevation to consciousness of
- Maximum number of matches per file exceeded.
- Title: Practical Course/Teachers: Lecture V: Writing and Reading - Spelling
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- first, the child's consciousness of why he has actually come to
- school; then the transition by which he becomes conscious that
- he has hands; and then, after making him conscious of this,
- death, still continued to live with her consciously. He speaks
- Title: Practical Course/Teachers: Lecture VI: On the Rhythm of Life and Rhythmical Repetition in Teaching
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- approaching death was unconsciously reflected in his
- psychic disposition at that time; it was unconsciously
- consciousness. But the educator must, after all, take up a
- sub-regions of their consciousness, the craving to return to
- Title: Practical Course/Teachers: Lecture VII: The Teaching in the Ninth Year - Natural History - the Animal Kingdom
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- translate it into teaching, for you must first be conscious of
- what you must later introduce less consciously into
- a little more consciously than before and to walk about, even
- that the emergence in man of self-consciousness is distinctly
- which takes place in the human consciousness round about
- the ninth year. At this point self-consciousness increases; you
- nine his self-consciousness both deepens and increases.
- consciousness of the synthesis of all nature in man. Goethe is
- man its own consciousness.” If you go through my writings
- consciousness of our age. That is why I am always so grieved
- Title: Practical Course/Teachers: Lecture VIII: Education After the Twelfth - History - Physics
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- as follows: The ego consciousness is strengthened and
- tire the child horribly in his subconscious soul, and that
- life and this continual dragging up into consciousness of
- concepts which can really quite well remain in the unconscious,
- and which simply haul into blatant consciousness purely
- the teacher believes it himself, but in his subconscious nature
- the unconscious inner nature of the human being. For this
- reason we must at least see that what we consciously teach the
- visualizes differently in his subconsciousness. In science we
- always at least be conscious that we are not, of course, merely
- influencing the child's consciousness, but always his
- subconscious nature too. How can we adapt ourselves to this
- subconsciousness?
- another you cannot but be conscious of a miracle in the fact
- child's subconscious nature we can excite beautiful ideas in
- Title: Practical Course/Teachers: Lecture IX: On the Teaching of Languages
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- twelve are made fully conscious of the value of grammar. But
- conscious life.
- impression so that he is conscious of it. It is a very good
- Title: Practical Course/Teachers: Lecture X: Arranging the Lesson up to the Fourteenth Year
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- begin to develop the self-consciousness more. And we do this in
- describe to you, of absorbing into his self-consciousness the
- But it is important to make this quite consciously part
- Title: Practical Course/Teachers: Lecture XII: How to Connect School with Practical Life
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- conscious. I have attempted to make clear to you from the most
- various angles the nature and significance of the unconscious
- and subconscious soul-processes. And it is especially important
- consciousness, but also to his subconsciousness, to the
- subconscious and unconscious forces of his soul. In this
- the subconscious plays a great part along with consciousness
- experience, like a shaft from their subconsciousness, the
- consciousness that, even about things which do not fall within
- recollections will flicker up from our subconsciousness if we
- impression on the consciousness of the growing children. I am
- regain what was in their subconsciousness while writing
- Title: Practical Course/Teachers: Lecture XIV: Moral Educative Principles and their Transition to Practice
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- definitely feel this subconscious impulse — however
- consciousness, the child feels himself now a cat, now a
- consciously is non-existent. If children are very precocious
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