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Query was: human

Here are the matching lines in their respective documents. Select one of the highlighted words in the matching lines below to jump to that point in the document.

• Title: Practical Course/Teachers: Editor's Preface
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  • basis of the entire human being. It is quoted frequently in
• Title: Practical Course/Teachers: List of Works
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  • results of anthroposophical investigation into human nature and
  • growing and evolving human being, the proper point of view for
• Title: Practical Course/Teachers: Lecture I: Introduction - Aphoristic remarks on Artistic Activity, Arithmetic, Reading, and Writing
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  • humanity, if it is to answer in the future to the impulses
  • towards development predestined in the human race by the
  • to develop human abilities. You will have to distinguish, above
  • determined by convention, by human agreement — even if it
  • knowledge which depend on an understanding of human nature in
  • definite culture, has no significance at all for the human
  • culture have no direct meaning for super-physical humanity, for
  • as spiritist circles sometimes do, that spirits wrote the human
  • writing in order to bring it into the physical world. Human
  • writing has arisen from human activity, from human
  • intermediary human activity; it is not a direct gesture
  • disconnected, and out of its context with the human setting.
  • activity of the human limbs. The children then feel
  • primitive human nature.
  • human nature: seeing the sum first, and then dividing it up
  • error which devastates human minds so sadly. When people meet
  • principles of human nature if we wish to be teachers in the
  • that the butterfly is like the human soul, you will not achieve
• Title: Practical Course/Teachers: Lecture II: On Language - the Oneness of man with the Universe
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  • The General Study of the Human Being as the Basis of Pedagogy,
  • sympathy and antipathy, occurs at the centre of the human
  • ensues midway in the human system, in the breast-system. Here,
  • sympathetic and antipathetic activities is human speech.
  • in human feeling.
  • Now, as a matter of fact, speech is doubly anchored in human
  • individual. In some manner every single thing reacts upon human
  • human feeling. You stand in a relation of feeling to the whole
  • hand, to the quite elementary expression of human shades of
  • in fact, the natures of human communities. In German we say
  • human head do we say “Kopf,” but for cabbage
  • depends on the nature of our feelings to the growing human
  • fact that the human being takes 18 breaths in a minute. How
  • has for its day our human life, so that we, in our human life,
  • universe, as one breath, and can understand our human span of
  • human being, this sense will deepen within you to form the
  • not achieve this vision in which every human being is a cosmic
  • human being is a mere mechanism, and the cultivation of this
  • feeling that the human being is a mere mechanism would, of
  • contents of human feeling as pertaining to the time between
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• Title: Practical Course/Teachers: Lecture III: On the Plastically Formative Arts, Music, and Poetry
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  • describe this human talent for becoming plastically
  • the conceptual, the thought-world in the human being.” In
  • human evolution; they say these things harm human nature,
  • but at the same time we must not neglect to approach human
  • and not through human abstract organization. Only imagine what
  • unity, and the rest of the body, too, the human body is really
  • the arts and crafts, for humanity to-day sorely needs truly
  • individual who means well to humanity is faced with to-day,
  • musical element, which lives in the human being from birth
  • human being, with the Apollonian. While the death-giving
  • toned down so that it does not affect the human being too
  • this is the position: Karma develops human nature with a bias
  • streams, to harmonize human nature through and through, we
  • that when a human being sings it is an infinitely valuable
  • is itself an echo of the world. When the human being sings he
  • cosmic melody with the human word. That is why something
  • natural is essential even in the building up of the human
• Title: Practical Course/Teachers: Lecture IV: The First School-lesson - Manual Skill, Drawing and Painting - the Beginnings of Language-teaching
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  • independence as human beings. We disassociate
  • heard parts of it. Particularly in the present age of our human
  • the consciousness: we human beings speak; animals cannot;
  • speech is mere human property. Man must also become
• Title: Practical Course/Teachers: Lecture V: Writing and Reading - Spelling
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  • vowels must always be made to render the human inner being and
  • willed. Humanity continually feels the urge to realize such
  • not only our individuality in human intercourse, but also our
• Title: Practical Course/Teachers: Lecture VI: On the Rhythm of Life and Rhythmical Repetition in Teaching
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  • not penetrated completely into the life of the human spirit and
  • Nor can it be done by trying anatomy on the human
  • practise anatomy on the activity of the human soul — but
  • know what person with a normal human intelligence does not know
  • elevation of the human being to the level of
  • could go very far in educating human observation of the world.
  • human life to interpret symbolically what is meant to be
  • Human life makes it indispensable that we should not only be
  • time in the second week. The human organism conforms as closely
  • our teachers and educators have so little healthy human
  • drive out all healthy human intelligence. This healthy human
• Title: Practical Course/Teachers: Lecture VII: The Teaching in the Ninth Year - Natural History - the Animal Kingdom
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  • perhaps start, when the child is nine, to describe the human
  • age, an idea of the most outstanding features of the human
  • way you compass the whole human being, not merely the
  • that the limbs are “fixed into” the human organism.
  • the human being, and are there connected with the digestive and
  • outside. This gives the child a first conception of the human
  • on how the human limbs serve, as feet for walking on, and as
  • services rendered to the human body by the feet, which carry it
  • and make it possible for the human being to work in the
  • to this, by the arms and hands, with which the human being does
  • directed to the essential difference between human legs and
  • feet, and human arms and hands. The difference between the
  • service performed by the feet and legs, in carrying the human
  • working, not for the human body but for the world — this
  • selfless service of the hands in labouring for the human world
  • addition, perhaps, an example of a human being — now you
  • ought to have enough specimens of human beings: you need only
  • present one of the pupils to the others as a human object! You
  • its enemies, or, too, when feeding, always acts like the human
  • being when he eats or looks at something. When the human being
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• Title: Practical Course/Teachers: Lecture VIII: Education After the Twelfth - History - Physics
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  • lamb or horse, and the human being. But you will have seen that
  • development of the impulse in humanity towards culture. But
  • the human eye as clearly as possible — but before he is
  • when you teach the child about the formation of the human eye?
  • a human sense-organ. If you want to do this you must already
  • purely physical facts which take place outside the human being.
  • outside world is projected into the human being and prolonged
  • consummation of physical processes in the human being.
  • impulses in humanity and the comprehension of the external
  • physical impulses of nature in the human organism. The essence
  • of real humanity lives in historical impulses, but the power
  • of events and reacts on man. When you describe the human eye
  • human being. Both processes require an understanding of
  • physiological kind, that is, the description of human
  • what arises exclusively in the human intellect, but that it
  • illusions. You can acquaint the human intellect in a scanty
  • years of age, but it ruins human nature, it really un-suits it
  • to the human eye.
  • the unconscious inner nature of the human being. For this
  • this properly you must penetrate a little deeper into human
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• Title: Practical Course/Teachers: Lecture IX: On the Teaching of Languages
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  • development of the human soul and cannot bear fruit for life.
• Title: Practical Course/Teachers: Lecture X: Arranging the Lesson up to the Fourteenth Year
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  • far side of which humanity still had a quite sound
  • grammar. At this point the human being is already capable,
  • cuttle-fish, mouse, and human being. And only later do we add
  • Further, at this stage in the life of the human being we can go
  • proper social part in human social life. In this respect our
• Title: Practical Course/Teachers: Lecture XI: On the Teaching of Geography
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  • we add to it the other features connected with human life. We
  • human life, and of the difference between the conditions of
  • between natural relations and the conditions of human life, we
  • connection between nature and human beings, another aspect can
  • relation of human economics to natural formations. You build
  • up, as it were, human economic life out of nature, by pointing
  • determine human settlements, etc.
  • between agriculture and human life, to give him a clear idea of
  • human life is made up in different ways from different sides.
• Title: Practical Course/Teachers: Lecture XII: How to Connect School with Practical Life
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  • enter into the subtleties of human nature.
  • have learnt that there are three stages of human development
  • stand as human beings to the surroundings of which we even make
  • a convenience. We live in a world produced by human beings,
  • moulded by human thought, of which we make use, and which we do
  • human creation, or for the results of human thought, is of
  • great significance for the entire complexion of the human soul
  • satisfaction that human nature shows of being itself worried
  • is participation in a world made by human heads and hands
  • connections with practical human life. Very many features,
  • This ideal of unity, inspiring the human soul, must
  • irreligious attitude. And if human teaching is pervaded by this
  • essay which represents human mind by introducing phrases.
  • about. Above all, people must know that the human being is a
  • human intelligence and common sense to your credit, you get
  • he is nine, is that we should be well grounded in human nature
• Title: Practical Course/Teachers: Lecture XIV: Moral Educative Principles and their Transition to Practice
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  • human world. The spread of evils such as alcohol is due to the
  • first years at school. These cease in the interests of human
  • albumen. The child knows these. But remind him that the human
  • strike a chord in the natural life of the human being and so do
  • morality of the soul. But the human being is less exposed to
  • is profoundly true that we do the human being a service, and
  • the cuttle-fish, the mouse, the lamb, and the human being, a
  • accordance with human nature to arrange the curriculum as
  • intellectual comprehension of the human being which can
  • between the human soul and the plant world. The person who
• Title: Practical Course/Teachers: Concluding Remarks
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  • and all human matters. To keep ourselves aloof on any occasion
  • of the world's life and human life.
  • so that the human being should be understood, particularly the