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- Title: Practical Course/Teachers: Lecture I: Introduction - Aphoristic remarks on Artistic Activity, Arithmetic, Reading, and Writing
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- “So you have learned that what you say when you say
- this way you learn what the sign was for saying fish in the
- learnt like this from isolated instances, we pass on — no
- then not learn to read without his hand following the shapes of
- “head.” The child first learns to write down
- parents would learn to engage in Eurhythmy with the child,
- the individual grows better, he learns how to walk better, etc.
- to things, we learn to believe the fact that nature is full of
- Title: Practical Course/Teachers: Lecture II: On Language - the Oneness of man with the Universe
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- content of knowledge and perception. But we shall only learn to
- Title: Practical Course/Teachers: Lecture III: On the Plastically Formative Arts, Music, and Poetry
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- able to demonstrate what they had learnt to a group of their
- all a bad idea in olden times to make the children simply learn
- = 9, etc., instead of their learning it, as they do to-day,
- 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 because you have to learn something in school. To-day
- you have no idea of all that you are to learn in school, but
- you will have to learn very many things here. Why will you have
- to learn very many things in school? Well, you have already met
- read yet, but you will learn to read, and when you have learnt
- learn from them what the grown-ups learn from these books.
- able to write letters later, for besides learning to read you
- will learn to write. And besides being able to read and write,
- learn to calculate, too.” It is a good thing to draw the
- for the inner being of the individual to learn things by
- complete indifference but he will learn by and by to understand
- teacher, but the other teacher says the same, and we learn the
- but will learn them all in school. This awakens hope, desire,
- methods hitherto employed in learning to read and to write, but
- especially in what is, after all, connected with learning to
- made to learn grammar or even syntax. This horror is, of
- that the learning of grammar as such is useless and that it
- the learning of grammar is not a useless factor, particularly
- he learns in grammar. In grammar, for instance, we learn that
- ourselves from the outer world in learning to describe things
- Maximum number of matches per file exceeded.
- Title: Practical Course/Teachers: Lecture V: Writing and Reading - Spelling
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- should precede the learning to write, so that, in a sense,
- that it became necessary to learn the easiest possible way of
- important, to have learnt an historical, most elaborately
- we teach him that what he has learnt for the beginning of a
- proceed as I have suggested. When you let the child learn the
- of dealing with this question. If, after learning to write,
- Title: Practical Course/Teachers: Lecture VI: On the Rhythm of Life and Rhythmical Repetition in Teaching
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- things can be learnt from such experiments and I have decidedly
- called “learning to anticipate”: repeating once
- learning to anticipate, then of returning to the as yet
- passage if you want to learn it easily. And here I must make
- connecting sense, and they have to learn these, etc. These
- psychology. You find, for example, very learnedly expounded,
- difficulty, what they have once learnt. Now it has been
- memory?” And we learn: firstly, there is a type of memory
- intelligence that they can only learn in this roundabout
- self-satisfied the person is in these days, who has learnt
- learnt a great deal, that they have gone far beyond
- where they could learn, let us say, ancient Egyptian; he made
- them learn Greek. But to-day we begin by introducing people to
- Title: Practical Course/Teachers: Lecture VII: The Teaching in the Ninth Year - Natural History - the Animal Kingdom
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- learnt good educational theory from Goethe's naive self-education,
- people wanted him to learn. Goethe was always a person who
- them on Schiller's Aesthetic Letters. They had learnt
- learn from a certain age in childhood, roughly the ninth year,
- Title: Practical Course/Teachers: Lecture VIII: Education After the Twelfth - History - Physics
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- the child begins to feel a yearning to get what he once learnt
- comprehension of man himself, that is that he learns, along
- childhood if you are a person who relates a newly learned fact
- learnt something about physics and understand the
- Title: Practical Course/Teachers: Lecture IX: On the Teaching of Languages
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- who have learnt French or Latin up to a certain stage. The
- child's learning in grammar and syntax there should be only
- pupil learns a thing far better if, in his soul, he can apply
- Title: Practical Course/Teachers: Lecture X: Arranging the Lesson up to the Fourteenth Year
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- during the school course? We have learnt that an important
- if they are to learn. We shall therefore have to arrange the
- learnt, that is, what treasure they can produce for you from
- importance that anything the children have learnt by heart
- other hand, the points learnt from these sentences must be
- good turn of phrase from things once learnt in this way. The
- does belong there, for the child must learn this art of
- learn it well by heart, in order to enact the whole scene as
- Title: Practical Course/Teachers: Lecture XI: On the Teaching of Geography
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- geography lesson is like a resume of much that is learnt. What
- little. He learns to read a little, of course, while writing.
- Title: Practical Course/Teachers: Lecture XII: How to Connect School with Practical Life
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- have learnt that there are three stages of human development
- have the residue, the traces. Granted, we learn a good deal in
- often degenerates into platitudes, the child learns many such
- I learnt about that, and a good thing, too. We should never be
- that the child learns during his school years should ultimately
- learns at thirteen, fourteen, and fifteen must be given less of
- business letters. Do not say that he can learn this later.
- Certainly, by overcoming great difficulties, he can learn it
- there should really be no single individual who has not learnt
- Title: Practical Course/Teachers: Lecture XIII: On Drawing up the Time-table
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- year at school, fall short of the learning shown by the
- try to teach him what an article is. But he has to learn it.
- age have learnt, for instance, the theorem of Pythagoras the
- wrong way, that they have not learnt it in the way we have
- “You have learnt it. Can you tell me how it goes? Now you
- experience which learning this should give his soul. So I do
- let us suppose the child has already learnt Latin or Greek. I
- Title: Practical Course/Teachers: Lecture XIV: Moral Educative Principles and their Transition to Practice
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- create it for ourselves at every turn, so that we learnt to
- working with his own soul-force on what he has learnt in the
- The child simply leaves the school feeling that he has learnt
- people. What the child learns later, after puberty, about
- child is to learn — then the child himself, or the
- of this conventionality, and on the other hand to all learning
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