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- Title: Practical Course/Teachers: Lecture I: Introduction - Aphoristic remarks on Artistic Activity, Arithmetic, Reading, and Writing
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- knowledge which depend on an understanding of human nature in
- must go on to make the child understand that grown-up people,
- matter whether the child understands the details or not —
- separate parts. For example, here stands the word
- quite different understanding from that aroused by the opposite
- capacity for understanding in the child, if you go the way I
- such a way that the individual can stand his ground in the
- understanding for the story come. Make it, therefore, your
- away from you, understanding dawns on him. Try, then, to
- stories to the head and the understanding, but tell stories so
- understanding dawns on him and interest awakes in their
- image, but an illustration, which we understand and believe to
- must not understand what just passes from ear to ear, but what
- Title: Practical Course/Teachers: Lecture II: On Language - the Oneness of man with the Universe
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- speech. We trace speech with an understanding of it. In speech
- understand speech if we really see it as fundamentally anchored
- amazement. You can understand the o, therefore, as the
- human feeling. You stand in a relation of feeling to the whole
- understand speech as a meeting between sympathy and antipathy.
- we can understand speech formation in still another way: what
- standstill and the “head-man” merely accompanies
- comprehending, understanding power of the head. He drew
- saved from the abstraction of going by what stands in the
- “pes” from standing firm, having a point of
- universe, as one breath, and can understand our human span of
- may understand this in such a way that its theoretical aspect
- feeling: the growing being stands before us, but he is the
- true; only you must understand it rightly. You must establish
- understand the pupil himself correctly if you wish to educate
- him correctly for the life of ideas. Your understanding itself
- By understanding the pupil, by trying to penetrate into the
- Title: Practical Course/Teachers: Lecture III: On the Plastically Formative Arts, Music, and Poetry
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- in terms of unity. For this reason, too, they do not understand
- life, economic life, and the life of rights, to stand side by
- understanding of the world of colour.
- fashion we can invite children to understand this living
- now which you do not understand yet. You will only
- understand it later. But notice if you hear the word ‘Soul’ in
- future, for you cannot understand it yet!” This drawing
- understand, which must first mature, is extraordinarily
- can at the moment understand — this principle makes
- only understand later. The contrary principle has introduced a
- understanding until much later. For this reason it was not at
- understanding only dawns later.
- State,” they say that they cannot understand it. In
- reality it is not difficult to understand; only they are not
- understand the poem! The answer to that must be: Teaching must
- teaching what is necessary for the understanding of the poem.
- recitation lesson what he needs to understand the poem. You can
- world do we acquire a right understanding of teaching. Only
- Title: Practical Course/Teachers: Lecture IV: The First School-lesson - Manual Skill, Drawing and Painting - the Beginnings of Language-teaching
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- pupils in every class as a lesson of outstanding significance.
- say a great deal to the child which he will only understand
- he already understands, what he can already form an opinion on,
- Do not, however, misunderstand me: I do not say that games
- to tell you something that you cannot understand properly
- yet, but that you will understand perfectly some day: what we
- complete indifference but he will learn by and by to understand
- In the discussions speakers stand up, but you very soon notice
- Title: Practical Course/Teachers: Lecture V: Writing and Reading - Spelling
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- animal in the act of rising, standing on its hind legs, and the
- from the bear, dancing, standing up, to B. We get from the
- you something, but you don't understand them. Then there comes
- the older ones, who had an understanding of such things, a good
- so-called standard language (Schriftsprache) suffers loss.
- Title: Practical Course/Teachers: Lecture VI: On the Rhythm of Life and Rhythmical Repetition in Teaching
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- remembered. Do not misunderstand me: I mention this
- have a profounder understanding of the life of the whole being
- understanding of man.
- had to say this for fear lest you should misunderstand me when
- it is useful firstly to understand the meaning of a reading
- first understand the meaning of a thing which is to be
- assimilated by understanding the meaning, only affects the
- child repeat sentences which he is far from understanding
- true, understand this at once, but only later in life.
- Then he will understand it because he has assimilated it
- by repetition, and can remember, and later understand, with his
- greater maturity, what he could not understand before. There
- can he understand what he absorbed earlier. This is a
- will now understand that people do not like to study these
- afraid to take up his stand detached from his usual life and to
- all the time. But you do not fully understand how to treat the
- understand it at the time. He will understand when it is
- standard.
- Title: Practical Course/Teachers: Lecture VII: The Teaching in the Ninth Year - Natural History - the Animal Kingdom
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- only understand the curriculum at this point if we have trained
- age, an idea of the most outstanding features of the human
- be able to understand, but at least call up a vivid picture
- to awaken in the child an understanding for the different
- feet stand on the ground, his hands can be extended in the air
- understand that the cuttle-fish, when protecting itself from
- marked by the tendency to stand upright in his carriage and
- notice that the child understands much more intelligently
- understanding before he reached the age of nine. When he is
- Title: Practical Course/Teachers: Lecture VIII: Education After the Twelfth - History - Physics
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- deal wisely with him at this age, begins to understand the
- right understanding of historical impulses if you introduce him
- understanding from the twelfth year onwards to this right
- his twelfth year, a further glimmering of understanding.
- properly and with understanding. For what are you really doing
- within him. He cannot understand this before he is twelve. He
- can understand physical processes — but not the
- human being. Both processes require an understanding of
- the same quality, and this understanding does not really emerge
- you remember that understanding something is not just
- of people who do not adjust their understanding to suit
- learnt something about physics and understand the
- stands something like a bench; on this bench lies a ball; I
- Title: Practical Course/Teachers: Lecture IX: On the Teaching of Languages
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- required standards of other schools. And yet in spite of
- first we shall have to come to a clear understanding about
- was something which he did not understand. It is more
- where he did not understand something, where he has not
- adjective; this is a verb; and if a verb stands alone there is
- to understand other things in grammar, and I beg you to absorb
- Title: Practical Course/Teachers: Lecture X: Arranging the Lesson up to the Fourteenth Year
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- is important for you to understand the reasons for this
- in your soul to understand what I have just said: Transport
- understand things later. Consequently, in the years comprised
- can simply understand more quickly and who assimilate later,
- understand. We shall definitely make this discovery and must
- Title: Practical Course/Teachers: Lecture XI: On the Teaching of Geography
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- between the view we have of a landscape if we ourselves stand
- as far as the child is able to understand our knowledge
- understand this aspect we must not fail to pursue it. And last
- But when a foundation has been laid for an understanding of the
- into limestone and gneiss and slate, and that these stand side
- will only understand for the time being in a general way, and
- will only understand more clearly when they are referred to in
- greatest understanding to bear on such teaching. You can now
- And at the same time we are dealing with what he can understand
- We then lead him on to understand the cultural conditions, the
- spiritual life. For the child cannot yet fully understand
- Title: Practical Course/Teachers: Lecture XII: How to Connect School with Practical Life
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- stand as human beings to the surroundings of which we even make
- not understand in the least. This lack of comprehension for
- Title: Practical Course/Teachers: Lecture XIII: On Drawing up the Time-table
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- stands to the time-table which we will have to use at first
- the old folks to-day do not understand youth.” The only
- standard demanded of him at the end of the first school
- standing in space. But look at a tree in winter, look at a tree
- are a good child. Good is an adjective. But now stand up and
- understand what an article is, because the child cannot yet
- properly understand the connection of the article with the
- understand how, in the English language particularly, the
- Title: Practical Course/Teachers: Lecture XIV: Moral Educative Principles and their Transition to Practice
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- quite different understanding from that in which the ordinary
- absorb on the way to an understanding of a
- vase, you may do more for his understanding of what he finds
- as objects, not as subjects. But they cannot understand it so
- developed to be able to understand it. For this reason you
- understanding, if we are not — especially in natural
- Title: Practical Course/Teachers: Concluding Remarks
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- which have been made towards understanding man, and in
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