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- Title: Practical Course/Teachers: List of Works
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- element of soul and spirit that is at once a support and help,
- 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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- are concerned with a certain harmonizing of the spirit and soul
- soul and body forces of the individual. And so you will not be
- the activity of the spirit and soul in man. In teaching
- physical in arithmetic, and we are really teaching the soul and
- strike a chord to which the child-like soul loves to vibrate in
- quite a different disposition of soul and spirit. So, in
- continued life of the soul after death. I shall never make it
- soul is inside you; later it finds its way out; it will then
- that the butterfly is like the human soul, you will not achieve
- chrysalis, we introduce into the child's soul, not an arbitrary
- comes from soul to soul. If you notice this, you will go
- Title: Practical Course/Teachers: Lecture II: On Language - the Oneness of man with the Universe
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- movements are then further reflected in the brain, in the soul,
- our soul, we experience astonishment, amazement. If we find
- transpose myself into his condition of soul. Not in the sense
- the condition of soul of the dog, is the sound formed. Another
- This survey gives us a picture of inner soul-stirrings
- expressed in vowels. All vowels express inner soul-emotions as
- soul-process. This soul-process, actually the direct outcome of
- He indicated on the one hand the sympathy of soul, mind
- “Kopf” — astonishment, amazement! The soul
- Title: Practical Course/Teachers: Lecture III: On the Plastically Formative Arts, Music, and Poetry
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- what the eye sees, but what the soul experiences in red. In the
- self-absorption, experienced by the soul in blue. It is
- soul the feeling of movement pertaining to the nature of
- the soul. A yellow-reddish colour produces in the soul the
- soul's being and bring it into a right relation with the
- understand it later. But notice if you hear the word ‘Soul’ in
- cherished for a time deep in the soul, and then, after a while,
- can be introduced tenderly into the child's soul which can only
- created in the solitude of the soul — there alone; but it
- innermost soul in the creation of poetry, and that his inner
- soul finds response again in the innermost soul of other people
- poem arises from the depth of his soul. In many of his poems he
- in the child's soul that music is a creative element, an
- Title: Practical Course/Teachers: Lecture IV: The First School-lesson - Manual Skill, Drawing and Painting - the Beginnings of Language-teaching
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- get on without raising to the level of the soul's consciousness
- soul. When you have talked with the child for a time about
- yellow.” That will linger long in the child's soul. It
- kind of healing or restoration of the soul's being must take
- important to add the hygiene of the soul to all the
- Eurhythmy, but they will learn for the soul what they learn for
- Title: Practical Course/Teachers: Lecture V: Writing and Reading - Spelling
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- soul's making, of your own imagination. The activity which you
- teaching — or to feel yourself so astir in your soul that
- capacities of your own soul. Positively the same results can be
- Title: Practical Course/Teachers: Lecture VI: On the Rhythm of Life and Rhythmical Repetition in Teaching
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- soul. If you let the subject carry out, in correct succession,
- soul-activity. It is interesting, of course, and in another
- practise anatomy on the activity of the human soul — but
- split up into atoms like this the soul of their subject and
- Just as feeling — this can be observed of the soul as
- Goethe's soul in 1790. You can do this by studying a selection
- you imagine from all this the state of his soul in 1790 and ask
- remarkable realization that the actual state of his soul in the
- in this way to the soul-life of an individual who died recently
- a more careful study of the soul you will then find this: A
- “What was the state of his soul in 1912?” If you
- state of his soul in 1912 was such that the preparation for his
- Soul” (Seelenstimmung). A man who is soon to die has a
- instilled into the children's souls years before. In any case,
- Title: Practical Course/Teachers: Lecture VII: The Teaching in the Ninth Year - Natural History - the Animal Kingdom
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- things of the soul, for which he would have shown little
- have described, you plant in the child's soul moral concepts
- into the child's soul by appealing to the reason, but by
- can implant in the child's soul this quite particularly
- Title: Practical Course/Teachers: Lecture VIII: Education After the Twelfth - History - Physics
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- spirit and soul element in man is strengthened and reinforced
- in so far as soul and spirit are less dependent on the ego.
- spirit and soul and are expressed in the external world as
- tire the child horribly in his subconscious soul, and that
- own soul the child's participation in life. To be always a
- it is the soul and spirit which must transport itself back into
- 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.
- disposition of his soul into a channel by which you convey to
- him economically what his soul should possess. You introduce
- part in it with his soul by discovering examples, after three
- the lesson with your whole soul.
- pupil learns a thing far better if, in his soul, he can apply
- ordinary condition of the child's soul. You will have to think
- Title: Practical Course/Teachers: Lecture X: Arranging the Lesson up to the Fourteenth Year
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- in your soul to understand what I have just said: Transport
- things which implant in our soul-life things which from its
- life of his soul. You can effect this elevation
- Title: Practical Course/Teachers: Lecture XI: On the Teaching of Geography
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- lesson when you have attuned the child's soul to it in some
- The soul undergoes a change in doing these things. Abstract
- ideas of conditions of right, the forces of his soul for the
- Title: Practical Course/Teachers: Lecture XII: How to Connect School with Practical Life
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- and subconscious soul-processes. And it is especially important
- subconscious and unconscious forces of his soul. In this
- great significance for the entire complexion of the human soul
- This ideal of unity, inspiring the human soul, must
- relation to the ideal needs of the soul. But these will just be
- development of the spirit, the soul, and even the body. For one
- Title: Practical Course/Teachers: Lecture XIII: On Drawing up the Time-table
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- only a burden on the child's soul: we shall have to teach him
- experience which learning this should give his soul. So I do
- deeper still into his soul when he reflects that some of the
- Title: Practical Course/Teachers: Lecture XIV: Moral Educative Principles and their Transition to Practice
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- working with his own soul-force on what he has learnt in the
- quite inwardly in our souls with the curriculum.
- soul, but to be independent of his body in thinking, feeling,
- morality of the soul. But the human being is less exposed to
- soul-relations such as we tried to discover in the plant
- the twilight instincts of the soul, which we must overcome by
- between the human soul and the plant world. The person who
- Title: Practical Course/Teachers: Concluding Remarks
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- un-withered, fresh disposition of the soul. He must not get
- souls the vision of the task which we have elucidated this last
- it to ripen in your souls. But the Waldorf School will be
- soul.
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