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Query was: life

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• Title: Practical Course/Teachers: Contents
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  • THE RHYTHM OF LIFE AND RHYTHMICAL REPETITION IN
  • TO CONNECT SCHOOL WITH PRACTICAL LIFE
• Title: Practical Course/Teachers: Editor's Preface
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  • Steiner died in 1925, but interest in his life's work is
• Title: Practical Course/Teachers: List of Works
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  • Many are setting about to reform life, without really knowing
  • life in its foundations. But he who would make proposals as to
  • the future must not content himself with a knowledge of life
  • that merely touches life's surface. He must investigate its
  • and into its practical application in school life. The titles
  • emerging from school life wearied in soul and body.”
• Title: Practical Course/Teachers: Lecture I: Introduction - Aphoristic remarks on Artistic Activity, Arithmetic, Reading, and Writing
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  • superstructure. For if we were to try in modern life to build
  • in the school-life. We can only carry it out, then, first of
  • of the second period of his life, the child is most
  • give any guarantee for public life that a person can recover
  • development establishes the individual securely in life? So we
  • battle of life. If these abilities are not cultivated at this
  • of life, but will have to succumb to it, as most people do
  • continued life of the soul after death. I shall never make it
• Title: Practical Course/Teachers: Lecture II: On Language - the Oneness of man with the Universe
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  • intimately bound up with the whole life of the individual. A
  • significantly bound up with our external life.
  • further, we multiply one year by our average span of life, that
  • and 25,920 times in our whole life. Then you have a third
  • is our life poised in the world? We live 72 years on an
  • has for its day our human life, so that we, in our human life,
  • life as a day in the great year of the universe, so that again
  • the interplay of our life's course with the conditions of
  • the cosmic year we are cosmic beings. In the cosmic life, in
  • existence; our seventy-two years of life are one day for that
  • process of education the external life of the adult. The scene
  • indication of life after death, of the embryonic future or the
  • that the pre-natal experiences loom into our life in the
  • him correctly for the life of ideas. Your understanding itself
  • And you can rest assured: We are not brought together in life
  • for the child's life of ideas. You will be a good teacher for
  • the child's life of will if you try to surround each individual
• Title: Practical Course/Teachers: Lecture III: On the Plastically Formative Arts, Music, and Poetry
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  • “will-life.” From the discussions which we have
  • In social life the only right solution is for the spiritual
  • life, economic life, and the life of rights, to stand side by
  • If, therefore, we were to introduce into school-life teaching
  • socializing of life towards which we gravitate. This has to be
  • sapping away life.
  • of will, potent with life. But, extraordinary as it may sound,
  • an excessive life, a benumbing life, a life directed against
  • life of the community. Without it we should not with ease be
  • give due prominence within our social life to those who can
  • plastically formative; social life is better maintained in
  • on the life between death and a new birth, and you will
  • so very prominent in our school-life, and what is really
• Title: Practical Course/Teachers: Lecture IV: The First School-lesson - Manual Skill, Drawing and Painting - the Beginnings of Language-teaching
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  • in life, when, for instance, you want to buy something to eat,
  • life through force of habit. On the other hand, it is of no
  • knowledge of life, is like playing at things; it is meaningless
  • to, this can only appear to man in later life as child's play.
  • contrary it is our task to introduce real life-fullness into
  • Unconsciously, or half-consciously, in fact, man climbs in life
  • life is not without significance for our life. Through all
  • life behind the sounds, but suppresses it. The ego performs a
  • unless the power of listening is stirred to life afresh by
  • course, is the foundation of all social life. In these days
  • the plants, too, have a life of the will and a life of
  • to life with the outer world.
• Title: Practical Course/Teachers: Lecture V: Writing and Reading - Spelling
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  • history of writing in civilized life and refer to it for what
  • And from these two points of view both life and teaching must
  • an opening angle. When you see the sunrise you let the life
  • life to be able to conceive of the living process clearly.
  • concrete examples. German spiritual life contains a very
  • in reality he made mistakes all his life, especially in his
  • our common life, which should play no part in teaching and in
  • fact that he is growing up to an already finished life, which
• Title: Practical Course/Teachers: Lecture VI: On the Rhythm of Life and Rhythmical Repetition in Teaching
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  • of life. Let me illustrate this by an example.
  • not penetrated completely into the life of the human spirit and
  • have a profounder understanding of the life of the whole being
  • point is, that the very inevitability of life breaks in
  • human life to interpret symbolically what is meant to be
  • Human life makes it indispensable that we should not only be
  • experiences in the sleeping life: by rhythm, measure, melody,
  • true, understand this at once, but only later in life.
  • plays a peculiar role in life. In this sphere, too, people
  • psychic life in 1790?” You will only be able to answer
  • in this way to the soul-life of an individual who died recently
  • reflected in his feelings. Taken as a whole I call the life of
  • These, however, can be observed. But in everyday life it is not
  • usually hidden from this life just as the will is withdrawn, as
  • position outside ordinary life to some extent. He must not be
  • afraid to take up his stand detached from his usual life and to
  • disturbing, rather tragic, for everyday life. In this
  • of the past to the extent that the detachment from life does
  • people did not. The detachment from life can remain to some
  • life than that of people who wear evening dress for dinner. I
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• Title: Practical Course/Teachers: Lecture VII: The Teaching in the Ninth Year - Natural History - the Animal Kingdom
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  • that the mouse is completely adapted to serve the life of its
• Title: Practical Course/Teachers: Lecture VIII: Education After the Twelfth - History - Physics
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  • the twelfth and thirteenth year. At this time of life the
  • for the whole of life. You will therefore find that you must
  • important in teaching not to deviate too much from life, but at
  • life and this continual dragging up into consciousness of
  • great a distance from life and teach the child empty
  • relationship things near at hand in our everyday life —
  • and things far removed from external life. You should therefore
  • take care to develop physical concepts from life itself. As far
  • you draw the child's attention to a fact of life, and from it
  • out from a fact of life from which you can now find the
  • cold air contracts. Here you are already leaving everyday life.
  • Start, that is, from what is useful in ordinary life, and go on
  • much of the tormenting restlessness of life arises from the
  • he must keep a childish nature all his life. You are a poet, an
  • own soul the child's participation in life. To be always a
  • rejoices in the realization of a new fact of life. In a word,
  • created when, for instance, in talking about life, about
• Title: Practical Course/Teachers: Lecture IX: On the Teaching of Languages
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  • shall soon have to send on to the other institutions of life:
  • development of the human soul and cannot bear fruit for life.
  • form conclusions in everyday life and then pass on to
  • practical logic of life, try to discover how much grammar and
  • and sentences taken more from life were introduced into the
  • to life, unless you intend also to use sentences such as we
  • everyday life. But in teaching grammar, use sentences which you
  • conscious life.
  • weeks of this life, to exchange playing and romping for quiet
  • for if children are really interested in the lesson such life
  • into life at this moment and not before, and you can more
• Title: Practical Course/Teachers: Lecture X: Arranging the Lesson up to the Fourteenth Year
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  • means that in our civilized life we are no longer capable of
  • things which implant in our soul-life things which from its
  • it in life evolution itself. But into this complete plan
  • Further, at this stage in the life of the human being we can go
  • stolen from the child's life. It is the very worst thing that
  • then only work connected with real life: the writing of
  • what really happens in life. To have compositions written in a
  • life, is really, in the deepest sense, a monstrosity. We ought
  • proper social part in human social life. In this respect our
  • experience. For after all, in life, too, people report on what
  • nothing in life or, if need be, in a court of law, but to
  • is horrible. For what is really obvious in life should not be
  • life of his soul. You can effect this elevation
• 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
  • life in the country and in the towns. As far as the child can
  • and so on, and even people, in life. When we have tried for
  • between natural relations and the conditions of human life, we
  • up, as it were, human economic life out of nature, by pointing
  • earlier one — of the economic life of these different
  • of economic life which you have implanted in the child, go on
  • between agriculture and human life, to give him a clear idea of
  • in life later on. And if you could even make little ploughs and
  • this would establish a good contact with life. Far more
  • life with the life of the world. For the actual fact is: a
  • for life rather than fit him for it. It is far better to
  • encourage the child to do things which are really done in life,
  • human life is made up in different ways from different sides.
  • spiritual life. For the child cannot yet fully understand
  • whole of life will be impoverished, because conditions of right
• Title: Practical Course/Teachers: Lecture XII: How to Connect School with Practical Life
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  • realize that particularly in the last of these stages of life
  • — a part which is significant for the whole future life
  • going about life and in his own vocation, that he once knew
  • a footing for himself in life. It is very important for the
  • later, we go into business and other walks of life, innumerable
  • described. Life to-day is exclusively specialized. This
  • practical life is chiefly due to the fact that we begin to
  • connections with practical human life. Very many features,
  • relation of subjects of school study to practical life. Do not
  • imagine that the child will be more idealistic later in life
  • the channel of practical life. In fact, no child ought really
  • apply this knowledge in later life, but there should not be one
  • to the practical side of life, he will also retain a healthy
  • cannot adjust our teaching to the demands of life. The most
  • of enormous importance for life. I should like to know who has
  • particularly in business life a very deep-seated evil that time
  • means public life is carried on with colossal extravagance. It
  • loss during this year cannot be made good in later life without
  • rooted in life, that we should have an interest in and a
  • sympathy for life. I had to say all this to you before going on
• Title: Practical Course/Teachers: Lecture XIII: On Drawing up the Time-table
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  • not to estrange children too greatly from modern life.
  • of children at the beginning of their school life.
  • children near the end of the school life, at the age of
  • and I again bring to life what his cranium had imbibed more or
• Title: Practical Course/Teachers: Lecture XIV: Moral Educative Principles and their Transition to Practice
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  • around him in daily life. Object lessons, as given to-day,
  • Whereas if you have sown his imagination with seeds of life he
  • development with the last years of school life. When puberty
  • for the rest of his life. It is still natural to him to satisfy
  • strike a chord in the natural life of the human being and so do
  • the dangers of egoism in later life if he is instructed in
  • see what very far-reaching problems of life are involved
  • provide for the whole of his life if you teach a child what is
  • effects on life are not by any means fully appreciated.
  • results at which you are aiming will persist throughout life.
  • life, when he is gravitating in the direction of the power of
• Title: Practical Course/Teachers: Concluding Remarks
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  • of the world's life and human life.
  • good spiritual powers they will pervade our life and inspire