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Query was: head
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- Title: Practical Course/Teachers: Lecture I: Introduction - Aphoristic remarks on Artistic Activity, Arithmetic, Reading, and Writing
Matching lines:
- affects the head, “head-man” (kopfmensch).
- with nothing but their heads; they have at the most dragged the
- “head.” The child first learns to write down
- “head,” just painting the word as a copy. Then we
- split the word “head” into h-e-a-d; we bring the
- particularly cultivated from the head downwards. The head
- right course of education and instruction for the head,
- a way that we draw out the head-element from the whole being,
- the right experiences pass from his head into his limbs:
- from his head into the rest of his body. But the ego and the
- being startled by something, not only your head and your heart
- being, not only the heart and the head.
- into the head, to be felt there by the child. We must have the
- the head and the heart only come later. Try never to appeal in
- stories to the head and the understanding, but tell stories so
- love, to move the whole being, not only the heart and the head.
- head. Take this example: I want to make clear to the child the
- Title: Practical Course/Teachers: Lecture II: On Language - the Oneness of man with the Universe
Matching lines:
- “Antipathy and sympathy meet even in the head.” We
- being intercepted at a certain point in the head for the first
- breast and a parallel activity which takes place in the head,
- the head it has faded into an image. When you speak, you have
- same time with an image of it, with an activity of the head.
- standstill and the “head-man” merely accompanies
- human head do we say “Kopf,” but for cabbage
- head in the word “Kopf.” The Roman did not express
- the form of the head; he said “caput,” and thereby
- comprehending, understanding power of the head. He drew
- his name for “head” from a quite different source.
- Title: Practical Course/Teachers: Lecture III: On the Plastically Formative Arts, Music, and Poetry
Matching lines:
- it would mean if people were to say: “As the head is a
- an anomaly; we ought to evolve the head from the rest of the
- Title: Practical Course/Teachers: Lecture V: Writing and Reading - Spelling
Matching lines:
- women wear on their heads, a bow of ribbon, you begin just the
- Title: Practical Course/Teachers: Lecture VII: The Teaching in the Ninth Year - Natural History - the Animal Kingdom
Matching lines:
- principal division of man into head, trunk, and limbs, but in
- form: that the head is spherical, that it is slightly flattened
- the head artistically, as spherical. This is important. In this
- the trunk is in a sense a fragment of the head. And then, for
- with the spherical head. You can say to him: “You have
- your eyes, your ears, your nose, your mouth, in your head. You
- about the outside world you know through your head.” If
- conception of the formation and function of the head. Then you
- head. The part of man which most resembles the cuttle-fish is
- the head. It is prejudice which causes people to imagine that
- the head is their most perfect organ. The head is indeed very
- relation of the human head to its surroundings is that of the
- means of its head, man cannot do this. The head must be poised
- cuttle-fish, which is really all head and nothing else, can
- the children a feeling of how the lower animals are heads which
- head. And you must awaken in the children a feeling for the
- the lower animals have the character of head, the higher
- the most perfect creature in the world by virtue of his head.
- human being knows instinctively that his head is a lazy-bones,
- because of his head, because of his lazy-bones of a head, but
- Maximum number of matches per file exceeded.
- Title: Practical Course/Teachers: Lecture XII: How to Connect School with Practical Life
Matching lines:
- is participation in a world made by human heads and hands
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