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- Title: Practical Course/Teachers: Lecture I: Introduction - Aphoristic remarks on Artistic Activity, Arithmetic, Reading, and Writing
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- showing its original source, we compass the whole being and
- reading and writing artistically; we must permeate our whole
- help we penetrate to something connected with the whole
- well, the power to feel with his whole being what is otherwise
- is our task in the study of method always to engage the whole
- individual later to take an interest in the whole world as far
- whole individual has not been cultivated. But it is not
- whole of our teaching must be drawn from the artistic element.
- interest the whole being of the child in this
- by atomizing, the words, and we go from the whole to the
- separate letters out of the word, and thus go from the whole to
- from the whole to the part. We divide, for instance, a piece of
- subjects — you can apply to the whole art of arithmetic
- the process of going from the whole to the part. In this
- of the whole body, the dancing element. And precisely in this
- drawing or modelling, is a specification of the whole musical
- it engages the interest of the whole being. Consequently, we
- a way that we draw out the head-element from the whole being,
- whole being is educated. A powerful ego sense would be
- eurhythmy in the third and fourth years. The whole individual
- Maximum number of matches per file exceeded.
- Title: Practical Course/Teachers: Lecture II: On Language - the Oneness of man with the Universe
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- whole person, for the activity of the senses as such is really
- again, the whole individual is active; for while sympathy and
- and the whole again acquires the character of an image. We
- intimately bound up with the whole life of the individual. A
- develop a certain activity of the whole individual which
- human feeling. You stand in a relation of feeling to the whole
- world and you respond to the whole world with sounds which
- “Kopf.” “Kopf” expresses in its whole
- revelation of the whole cosmos. It is tremendously
- and 25,920 times in our whole life. Then you have a third
- the sun takes in this way 25,920 years to go round its whole
- can look on the process which takes a year in the whole
- the whole planetary system, one breath embraces a day of our
- cosmos. We must permeate our whole education with this
- the cosmic significance of the whole being. We only acquire
- Title: Practical Course/Teachers: Lecture III: On the Plastically Formative Arts, Music, and Poetry
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- shaping, to engage the whole being, above all, the
- therefore, be remembered that the whole harmonious nature
- act in accordance with nature when we allow the whole to grow
- proper feeling for these things, because they vivify his whole
- only be beautiful; its nature must be to be sat on. The whole
- of the people who had arranged the whole entertainment, I had
- up the structure of the artistic element as a whole in just the
- be arranged to form a whole. This must be discussed in the
- Title: Practical Course/Teachers: Lecture IV: The First School-lesson - Manual Skill, Drawing and Painting - the Beginnings of Language-teaching
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- whole course of teaching. Let us imagine, without more delay,
- from their speeches that they have really not heard the whole
- Title: Practical Course/Teachers: Lecture V: Writing and Reading - Spelling
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- look at it, but they grasp it with their whole being. Now I
- be guided from saying the whole word “bath” to
- that just as Bath is the sign for the whole bath,
- try to pass with the child from the whole of the word to the
- the whole into its atoms.
- whole. As in arithmetic we start with the sum, not with the
- addenda, and analyse the sum, here, too, we go from the whole
- a fully living way; for the world is a whole, and the child
- lives in enduring intimacy with the living whole when we
- basing the teaching of spelling and the whole orthographic form
- Title: Practical Course/Teachers: Lecture VI: On the Rhythm of Life and Rhythmical Repetition in Teaching
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- of the whole Waldorf School system. For, of course, you will know
- experiments as a whole. They can be valuable as tendrils of
- have a profounder understanding of the life of the whole being
- the whole being, for instance, of artistic subjects. What lies
- reflected in his feelings. Taken as a whole I call the life of
- the whole being, is rhythmically organized. For this reason,
- too, it is a good thing throughout life as a whole — and
- Title: Practical Course/Teachers: Lecture VII: The Teaching in the Ninth Year - Natural History - the Animal Kingdom
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- way you compass the whole human being, not merely the
- organic system of the whole being. If you then suggest to the
- hind limbs, and that the four limbs as a whole serve
- summit of nature and feels there that he is a whole
- nature;” or again: “The whole world reaches within
- always wanted to see the whole being rooted in the whole of
- shall come near to winning insight into how the whole world
- Title: Practical Course/Teachers: Lecture VIII: Education After the Twelfth - History - Physics
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- seventh and fourteenth or fifteenth year is on the whole bound
- described to you, in relation to the whole development,
- for the whole of life. You will therefore find that you must
- dots, etc. Out of dots and dashes the whole alphabet is
- that the earth, the whole earth, adopts the role of
- Title: Practical Course/Teachers: Lecture IX: On the Teaching of Languages
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- whole of space where it is raining, but think of the
- the lesson with your whole soul.
- Title: Practical Course/Teachers: Lecture X: Arranging the Lesson up to the Fourteenth Year
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- not the whole.
- learn it well by heart, in order to enact the whole scene as
- turned into an object lesson. The whole object lesson should be
- of Pythagoras — in constructing the whole theorem for him
- reference to the whole of the theorem of Pythagoras. The simple
- Title: Practical Course/Teachers: Lecture XI: On the Teaching of Geography
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- by side the whole length of the mountain range from south to
- — you have summarized for the whole earth the knowledge
- whole of life will be impoverished, because conditions of right
- whole attitude from first to last will be one of dealing with
- whole being of the school. Particularly from the way in which I
- united whole. It is much more helpful to show the child granite
- you can go from the whole to the part, from the structure of
- as a whole, and then enter into the details. In the mineral
- kingdom nature itself often gives us the whole and we can go from
- Title: Practical Course/Teachers: Lecture XII: How to Connect School with Practical Life
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- — a part which is significant for the whole future life
- whole world must be alive. In every vocation there must exist
- survey of the whole topic, will have a better digestion than a
- Title: Practical Course/Teachers: Lecture XIII: On Drawing up the Time-table
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- quite ludicrous. That alone proves to you how the whole of
- something of the whole being accompanying the sound of the
- Title: Practical Course/Teachers: Lecture XIV: Moral Educative Principles and their Transition to Practice
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- the whole of teaching, and this should not be. And it robs
- provide for the whole of his life if you teach a child what is
- permeate the whole of teaching with feeling. And if you attach
- feeling of the relationship of man with the whole of the world
- Title: Practical Course/Teachers: Concluding Remarks
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- be slack; but must put his whole being into what he does in
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