Quotes of All Topics . Occasions . Authors
The task of understanding is not to replicate in conceptual form something that already exists, but rather to create a wholly new realm, that together with the world given to our senses constitutes the fullness of reality.
In earthly life, a person can conceal whether evil or good is active in his soul. After death, this is no longer possible. The spirit form presents after death the physiognomical expression of what the person was on earth.
Nature has endowed us with needs; among them are some that she leaves to our own activity to satisfy. Abundant as are the gifts she has bestowed upon us, still more abundant are our desires. We seem born to be dissatisfied.
To be free is to be capable of thinking one's own thoughts - not the thoughts merely of the body, or of society, but thoughts generated by one's deepest, most original, most essential and spiritual self, one's individuality.
What is attained by a developed thinking is not visions but spiritual sight of realities; what is attained by a developed will is not ordinary soul-experiences but the discovery of a consciousness different from the ordinary.
Whereas what man can learn about the world through his senses and through the intellect which relies upon sense-observation may be called 'anthropology,' what the spiritual man within us can know may be called 'anthroposophy.'
A feeling for equal rights for other human beings cannot exist in adults if a feeling for authority is not implanted in them during childhood. Otherwise, adults will never become mature enough to recognize the rights of others.
The knowledge we gain about the secrets of the spiritual world is at every hour, at every moment, of vital and profound significance for our souls; what seems to be remote from us personally is often what the soul inwardly needs.
We must carry out exercises in thought and exercises in will if the portals of the supersensible world are to open for us. It is this world that we must enter if we want to know the eternal aspect of ourselves and of the universe.
When we have learnt through a period of finely honed training to live in Imaginative Thinking, when we can engage the whole of our being in this Imaginative Thinking, we find that it immerses us in a reality hitherto unknown to us.
Seek the truly practical life, but seek it in such a way that it does not blind you to the spirit working in it. Seek the spirit, but seek it not out of spiritual greed, but so that you may apply it in the genuinely practical life.
It is one of the sternest judgments confronting a human being after death that insofar as he is himself evil, he can see only what resembles himself because he can reproduce in his own being only the physiognomy of other evil people.
Gothic architecture requires individual craftsmanship. The wish to create an enclosed world for the congregation gives rise in Gothic architecture to the need to create something wherein the activity of the congregation plays a part.
Our task is to educate the human being in such a way that he or she can bring to expression in the right way that which is living in the whole human being, and on the other side that which puts him/her into the world in the right way.
Between death and a new birth, we know that our body, down to its smallest particles, is formed out of the cosmos. For we ourselves prepare this physical body, bringing together in it the whole of animal nature; we ourselves build it.
However true it may be that we have estranged ourselves from Nature, it is nonetheless true that we feel we are in her and belong to her. It can be only her own working which pulsates also in us. We must find the way back to her again.
Where is the book in which the teacher can read about what teaching is? The children themselves are this book. We should not learn to teach out of any book other than the one lying open before us and consisting of the children themselves.
The student of mathematics must get rid of all arbitrary thinking and follow purely the demands of thought. In thinking in this way, the laws of the spiritual world flow into him. This regulated thinking leads to the most spiritual truths.
You can go from object to object, from plant to plant, from animal to animal and regard them as symbols for the spiritual. In this way, you make your imaginative capacities fluid and release them from the sharp contours of sense perception.
Immortality is the negation of death. We do not usually speak about 'innatality' - about having not yet been born - yet this is something we would have to regard as the other aspect of the human soul. We are just as unborn as we are immortal.
If man wants to obtain knowledge of the greatness and happiness of these worlds, then is nothing else possible than that he also will be introduced to the dangerous, with the fearfulness that they contain. One is not possible without the other.
The higher worlds are around us. These worlds are not only heavenly worlds, not only worlds of happiness, though paradise and happiness are in them, but they are also worlds that could be terrible for the people, by dangerous facts and creatures.
Normally, adults process their waking experiences during sleep. Children cannot yet carry their waking experiences into sleep. Thus, in sleep, they settle into the general cosmic order without taking their physical experience into the cosmic order.
Our egoism gains nothing from acts of love, but the world gains all the more. Esotericism tells us that love is to the world what the Sun is for outer life. No soul could thrive if love departed from the world. Love is the “moral” Sun of the world.
Beauty is not the divine in a cloak of physical reality; no, it is physical reality in a cloak that is divine. The artist does not bring the divine on to the earth by letting it flow into the world; he raises the world into the sphere of the divine.
Learning certain things purely through memory is related to the developmental forces that are present between the sixth or seventh year and the fourteenth year of life. This quality of human nature is what mathematical instruction should be based on.
Failure to take note of the fact that the character of twentieth-century humanity differs from that of humanity in the fifteenth century, let alone before and at the time of the Mystery of Golgotha, is to sleep through the process of world evolution.
In order for the students' development and the outer development of civilization to coincide, we need a faculty whose interest is not limited to specialized educational practices. Rather, this faculty must be fully involved in the broader aspects of life.
The realms of life are many. For each one, special sciences develop. But life itself is a unity, and the more deeply the sciences try to penetrate into their separate realms, the more they withdraw themselves from the vision of the world as a living whole.
I look at the bird in the cage and see the air, not only the air that is around the bird when it flies, but I see and feel the formative tendency of air in its form. When I do all this, then what lives in the forms becomes enlivened and spiritualized for me.
What the spiritual investigator has to do to acquire the faculty of looking into the spiritual world consists exclusively of processes of spirit and soul; they have nothing to do with changes in the body, nor with visions arising from an abnormal bodily life.
Our highest endeavor must be to develop free human beings who are able of themselves to impart purpose and direction to their lives. The need for imagination, a sense of truth, and a feeling of responsibility—these three forces are the very nerve of education.
A race or nation stands so much the higher, the more perfectly its members express the pure, ideal human type ... The evolution of man through the incarnations in ever higher national and racial forms is thus a process of liberation [leading to] an ideal future.
If a motive affects me, and I am compelled to act on it because it proves to be the 'strongest' of its kind, then the thought of freedom ceases to have any meaning. How should it matter to me whether I can do a thing or not, if I am forced by the motive to do it?
Our thoughts do not actually exist; they are only pictures. A great error was made at the end of the last human developmental period when existence was equated with thinking. 'Cogito ergo sum' is the greatest error ever placed at the head of the modern world view.
The whole of ancient astrology owed its origin to conversation with the cosmic intelligences. But by the time of the first centuries after the rise of Christianity, ancient astrology - that is to say, conversation with cosmic intelligences - was a thing of the past.
Today's policies and political activity treat people like pawns. More than ever before, attempts will be made to use people like cogs in a wheel. People will be handled like puppets on a string, and everyone will think that this reflects the greatest progress imaginable.
When what we introduce into the children's world of ideas and feelings is in line with the direction of the developmental forces of a given stage of life, we strengthen the entire developing person in a way that remains a source of strength throughout that person's life.
In our will, there lives something which is perpetually observing us inwardly. It is easy to look upon this inner spectator as something intended to be taken pictorially; the spiritual investigator knows it to be a reality, just as sense-perceptible objects are realities.
A living art of teaching, one that rests on a true understanding of the human being, has a thread of strength running through it that stimulates individual students to participate so that it is not necessary to keep their attention through direct 'individualized' treatment.
Links are formed karmically on the earth and then continue between death and a new birth. Those who are able to see into the spiritual world perceive how the dead person gradually makes more and more links - all of which are the outcome of karmic connections formed on earth.
We know even from ordinary life that we have to achieve a sufficient degree of attentiveness if we want to concentrate on an inner picture or an object of some kind; we must also have it in our power, though, to turn our soul away from something we have been concentrating on.
For every human illness, somewhere in the world there exists a plant which is the cure. I believe that there is a healing potential locked inside plants which is integral with their evolution, just as it is part of human evolution to learn to tap this wonderful gift of Nature.
You cannot be an educator or a teacher without relating to children with full insight. Their urge to imitate has been transformed into a receptivity based on a natural and uncontested relationship of authority, and you must take this into account in the broadest possible sense.
Observation and thinking are the two points of departure for all the spiritual striving of man, insofar as he is conscious of such striving. The workings of common sense, as well as the most complicated scientific researches, rest on these two fundamental pillars of our spirit.
While someone who is working out of ordinary science can speak from memory, the scientist of the spirit has to repeat the steps that once led him to the experience or discovery of which he is speaking. The whole process must be generated over again as a fresh, original experience.
It naturally elevates the soul to feel this intimate relationship to it's primal ground...A man then feels himself truly at home, and whenever he is lifted up through music he can say to himself: "Yes, you come from other worlds, and in music you can experience your native place."
In raising children, we need to continuously keep in mind how we can best create the most favorable environment for their imitative behavior. Everything done in the past regarding imitation must become more and more conscious and more and more consciously connected with the future.
Anyone who believes that it is possible to educate the will without cultivating the insight that enlivens it is succumbing to illusion. Clear-sightedness on this point is a task for present-day pedagogy, but it can come only from a life-filled understanding of the whole human being.
In ancient, prehistoric times, the temples of the spirit were outwardly visible, but today, when our life has become so unspiritual, they no longer exist where we can see them with our physical eyes. Yet spiritually they are still present everywhere, and whoever seeks can find them.