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Query was: feel

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• Title: Practical Course/Teachers: Lecture I: Introduction - Aphoristic remarks on Artistic Activity, Arithmetic, Reading, and Writing
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  • feel that here the most important thing is not the forms of the
  • artistic feeling is awakened in him. Then he will develop, as
  • well, the power to feel with his whole being what is otherwise
  • attention on the development of an artistic feeling with which
  • writing. We lay stress upon his feeling with his hands whatever
  • activity of the human limbs. The children then feel
  • between seven and fourteen years of age the feeling for
  • training is required to produce this feeling for authority, but
  • artificial training of the feeling for authority must be
  • things work in unison: will, feeling, and thinking. When we
  • teach on these lines, willing, feeling, and thinking are
  • entire being. You elevate feeling into an intellectual
  • the child feels his own forming, when he moves his hand and
  • instruct him to feel this, to feel over the form of the body
  • sensations, with inner feelings, even with inner stirrings of
  • intellectually, we have the feeling that the child, absorbing
  • and even feel sad about, the astral body will develop from the
  • disarticulates the feelings and the emotions, affects the whole
  • and fairy-tales, and if you have a real feeling for this, so
  • feeling that we are moving the whole child, and that only from
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• Title: Practical Course/Teachers: Lecture II: On Language - the Oneness of man with the Universe
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  • — like feeling. Speaking, too, is primarily
  • anchored in feeling. The thought content of our speech is
  • introduced by our accompanying the content of feeling with the
  • in human feeling.
  • feeling: once, in all the feeling with which the
  • individual confronts the world. With what feelings does
  • he confront the world? Let us take a clear feeling, a clear
  • shade of feeling: for instance, astonishment, amazement. As
  • relation, which can be bound up with this feeling-shade of
  • everything in the world makes a feeling-impression on the
  • feeling, even if often quite delicately, so that it remains
  • o, unless somehow we feel astonishment, even if this
  • human feeling. You stand in a relation of feeling to the whole
  • express the relation of feeling in some way. As a rule, you
  • the shade of feeling which lies in “ow” — I
  • expression for the world of feeling, for the relations of
  • feeling, which we develop in response to things.
  • Another shade of response is that feeling-shade which we
  • course, is related to emptiness: this is the feeling-shade of
  • fear, the feeling-shade of alarm. It is expressed by u,
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• Title: Practical Course/Teachers: Lecture III: On the Plastically Formative Arts, Music, and Poetry
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  • we feel within us to animate plastically-creatively with the
  • separate colour with a feeling-shade. He emphasizes, for
  • him into the world of colour so that the feeling-shades of the
  • you will feel the spontaneous urge to keep to blue, because the
  • soul the feeling of movement pertaining to the nature of
  • proper feeling for these things, because they vivify his whole
  • it should be fashioned; we should feel the chair; it must not
  • fusion of the sense of feeling with the chair, and even the
  • cultivated sense of feeling — with the way in which the
  • be understood later. I beg you to feel no scruple at teaching
  • that he has to wait. It is one of the feelings we can promote
  • profoundly.” This is the feeling with which we should
  • first feels the lilt of an undefined melody, and only later
  • are bringing them out into the open to feel the beauty of
  • a kind of feeling that it is sad to have to analyse nature when
  • we return to the class-room. Only the children should feel the
  • will-like element of music is that man should feel himself part
• Title: Practical Course/Teachers: Lecture IV: The First School-lesson - Manual Skill, Drawing and Painting - the Beginnings of Language-teaching
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  • much this shade of feeling must remain a nuance of feeling and
  • distinguish in his feeling a beautiful thing from a less
  • previously with colour, to awaken in the children a feeling for
  • appealing, that is, to feeling. It is with these things, not
  • power into a world of feeling, which again incites to the world
  • important to direct people's feelings to these matters again,
  • acquire a feeling which has also to a great degree already died
  • out in modern people — a feeling of how wise language
  • much. And to learn how to feel something concrete of the
  • feeling, too, can be further developed, can be developed into
  • feeling?” There are, in fact, such things as plants
  • a feeling of this kind. But nowadays people chatter
  • feelings, and those people are very rare who, without
  • sentimentality, feel tears in their eyes, for instance, at
  • language and the feeling in language has become very
  • revived, and if we revive it we shall be able to feel
  • is possible for man to have a feeling as intense as prayer:
  • consciousness, to awaken in the child the conscious feeling of
• Title: Practical Course/Teachers: Lecture V: Writing and Reading - Spelling
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  • teaching — or to feel yourself so astir in your soul that
  • discovery you make?” You will always feel joy, even if it
  • this joy which you yourself feel will live in what you make of
  • his feeling — that he is in a situation like this:
  • willed. Humanity continually feels the urge to realize such
  • social impulses and social feelings. Many things which we would
  • others. But we should feel that this is the position, and the
  • feeling should be educated with us, that we do such and such a
  • certain definite feeling-complex. You will have to draw the
  • spelling we must cultivate in him the feeling of respect, of
  • in the child the feeling that the grown-ups, whom one must
• Title: Practical Course/Teachers: Lecture VI: On the Rhythm of Life and Rhythmical Repetition in Teaching
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  • worked upon his feeling — and you should not forget this.
  • Just as feeling — this can be observed of the soul as
  • thinking, so does the education of feeling lie midway
  • influence the development of feeling, the formation of
  • education of the feeling nature when the child is made to
  • if we are to educate people with inner feelings. For feeling
  • reflected in his feelings. Taken as a whole I call the life of
  • the feelings the psychic disposition, “Mood of
  • profound impression on the feelings and disposition.
  • the formation of the disposition or feeling life suffers
  • will probably feel hungry for the buttered roll at the same
  • feeling for life itself. But you will then part company very
  • this “clattering” still feel, in certain
• Title: Practical Course/Teachers: Lecture VII: The Teaching in the Ninth Year - Natural History - the Animal Kingdom
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  • subjects thoroughly distasteful. You will feel this
  • feel the need to introduce natural history into the
  • the feeling that man is this consummation of all other
  • elements of feeling and will, for the child starts by seeing
  • through the feelings.
  • children acquainted with the cuttle-fish. They will feel, while
  • cuttle-fish. You must try to develop this artistic feeling in
  • time a feeling of the difference between these two creatures.
  • With the cuttle-fish you must suggest how it feels its
  • eats, he has a taste — a feeling which is conveyed to him
  • eye feels the constant need to look into light, and, when it
  • child feels from your description the sensitiveness of
  • mouse so that you gradually produce in the child the feeling
  • rudimentary impression, through the feelings, of the
  • the children a feeling of how the lower animals are heads which
  • head. And you must awaken in the children a feeling for the
  • must then awaken in the child a feeling of the external feature
  • Produce in the child, through the feelings, not theoretically,
  • child, by way of the feelings, a clear conception that
  • Anyone with a feeling for such things will observe that at this
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• Title: Practical Course/Teachers: Lecture VIII: Education After the Twelfth - History - Physics
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  • which we feel to be organically inconsistent we can correct it
  • eleventh year, with his feelings and his experiences, to the
  • the child begins to feel a yearning to get what he once learnt
  • always comprises feeling and will, you will not feel quite
  • child, inwardly like a child, in your thinking and feeling and
  • and again to feel this as a wonderful fact, that we should not
  • blunt our feelings to the realization of physical processes.
• Title: Practical Course/Teachers: Lecture IX: On the Teaching of Languages
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  • think over and feel with us. And then let him try, in terms of
  • instils rules into the children through their feelings without
  • air, you must realize that they feel little inclination, after
  • everything is beginning to hurt, because they feel how hard the
  • difference, so that the pupil comes to have a certain feeling
  • for it; then from this feeling there emanates a living aptitude
• Title: Practical Course/Teachers: Lecture X: Arranging the Lesson up to the Fourteenth Year
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  • always feels in some degree the original image behind the
  • really feel the children in front of you like a choir which you
  • to make them banal. The child must never have the feeling that
• Title: Practical Course/Teachers: Lecture XII: How to Connect School with Practical Life
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  • and feel thoroughly ill at ease. This is because they
  • electric railway, get in and out of it with a slight feeling of
  • discomfort. For this feeling of discomfort is at least the
  • these things, but, most important of all, he would feel, in
  • feeling that he went into a thing with pleasure and felt
  • himself lucky. On the contrary, he feels: I have forgotten what
  • responsible for producing this feeling in a person. When,
  • geometry and mathematics. The Benedictine feeling in general is
  • they will only feel the desire to do this if they are taught as
  • them in profoundly religious feeling the glory of the divine
  • one ear and out at the other without touching their feelings.
  • any way because you feel disinclined to show sympathy for the
• Title: Practical Course/Teachers: Lecture XIII: On Drawing up the Time-table
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  • feeling-training. Consequently, we shall have to make up for
  • feeling into the exclusively intellectual approach, by
  • intellectually into an appeal to the will and feelings.
  • child must feel: when he speaks Greek he really only speaks
• Title: Practical Course/Teachers: Lecture XIV: Moral Educative Principles and their Transition to Practice
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  • definitely feel this subconscious impulse — however
  • it with feelings of greater obedience if it is sent to his
  • we have really assimilated into our feelings all that we should
  • The child simply leaves the school feeling that he has learnt
  • and the feelings.
  • soul, but to be independent of his body in thinking, feeling,
  • no longer find an inner feeling for the right care of food and
  • absorbs this with it. If we have a right feeling for what the
  • permeate the whole of teaching with feeling. And if you attach
  • a certain amount of feeling to every step of your teaching, the
  • permeate your own self with feeling whenever you give
  • feeling, geography, history, natural history, in the last
  • feeling.
  • certain instinctive feeling for the relationships here
  • feeling of the relationship of man with the whole of the world
  • plant world. These ideas of things must be rooted in feeling
  • the instincts are still alive to this feeling of intimacy with
  • consciousness, the child feels himself now a cat, now a
  • feeling of relationship with animals. Later this instinctive
  • feeling ripens into a feeling of relationship with the plant
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• Title: Practical Course/Teachers: Concluding Remarks
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  • creating every single feeling, reacts on his pupils. Remember
  • teaching by this detour through the world of feeling and will.