{"corpus":"steiner","locus":"GA 297/1919-11-27_02/p041-p042","extent":"range","passage_number":41,"through":42,"paragraph_count":2,"first_locus":"GA 297/1919-11-27_02/p041","last_locus":"GA 297/1919-11-27_02/p042","lang":"en","edition":"English","edition_basis":null,"is_original":false,"is_default_edition":true,"title":"VI. A Lecture for Public School Teachers","date":"1919-11-27","location":null,"alignment_confidence":"medium","alignment_reason":"beads:embedding","two_voice_volume":false,"translation_credit":{"scope":"unit","status":"established","translator":"Robert F. Lathe, Nancy Parsons Whittaker","identified_edition":"AP1995","book_title":"The Spirit of the Waldorf School","publisher":"Anthroposophic Press","publisher_inferred":true,"match_score":1.0,"source_url":"https://www.rsarchive.org/Lectures/GA297/English/AP1995/19191127d01.html","evidence":"lecture_page_line","publisher_note":"The publisher is inferred from the edition code in this lecture's source URL, not stated by the source page. The translator IS verified for this lecture: its own source names the translator (evidence: the lecture's page, rsarchive's lecture list, or the cover of the book it was published in), and that page's text was matched against this unit (see match_score and source_url). 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If we can look objectively at that important moment that I have described as occurring around nine years of age, we will see, on the one hand, that something important happens that is connected with the feeling capacity, the feeling life of the child. People look inwardly. Quite different feeling nuances occur. In a certain sense, the inner life of the soul becomes more independent from external nature in its feeling nuances. On the other hand, something else occurs that we can see only through a truly intimate observation of the soul. Namely, we learn because we still have what we might call an organically developed memory. Jean Paul noticed this and expressed it brilliantly when he said that we certainly learn more in the first three years of our life than in three years at the university. This is so because memory still works organically. We certainly learn more for living. However, around the age of nine a particular relationship forms between the life of feeling and the life of memory that plays more into conscious life.","text_trust":"verbatim","quote_safe":true,"word_count":204,"url":"https://anthroposophy.ai/v1/steiner/en/ga/297/1919-11-27_02/p041","unit_kind":{"kind":"second_translation","base_unit":"GA 297/1919-11-27","note":"A second English translation of the same lecture as 1919-11-27.","same_lecture_as":"GA 297/1919-11-27"},"german_anchor":{"de_prefix":"1919-11-27_02","de_passages":[{"locus":"GA 297/1919-11-27_02/p039","url":"https://anthroposophy.ai/v1/steiner/de/ga/297/1919-11-27_02/p039"},{"locus":"GA 297/1919-11-27_02/p040","url":"https://anthroposophy.ai/v1/steiner/de/ga/297/1919-11-27_02/p040"}],"bead_confidence":"medium","length_check":{"de_words":354,"en_words":349,"ratio":0.99,"partial":false},"correspondence":"established","note":"English passage numbering is edition-relative, so the same number need not name the same paragraph in the German. 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If you can really see this intimate relationship between the life of feeling and memory, then you will find, if you pay attention, the proper standpoint from which to appeal to memory in your teaching. You should not appeal to memory any differently than you appeal to feeling. You will find the proper nuances, particularly for teaching history, for everything you have to say about history, if you know that you must permeate your presentation of what you want the children to remember with something that plays into their independent feelings. You will also be able to properly order the teaching of history in the curriculum if you know these connections. In this way, you can also gain a proper point of view about what the children should generally remember. You will be able to affect the feeling to the same extent you intend to affect the memory, in the same way you previously affected the will through artistic activity. Slowly, you will gain the possibility, following this stage of life, of allowing will and feeling to affect the intellect. If, in education, we do not develop the intellect in the proper way out of will and feeling, then we work in a manner opposing human developmental forces, rather than supporting them.","text_trust":"verbatim","quote_safe":true,"word_count":231,"url":"https://anthroposophy.ai/v1/steiner/en/ga/297/1919-11-27_02/p042","unit_kind":{"kind":"second_translation","base_unit":"GA 297/1919-11-27","note":"A second English translation of the same lecture as 1919-11-27.","same_lecture_as":"GA 297/1919-11-27"},"german_anchor":{"de_prefix":"1919-11-27_02","de_passages":[{"locus":"GA 297/1919-11-27_02/p041","url":"https://anthroposophy.ai/v1/steiner/de/ga/297/1919-11-27_02/p041"}],"bead_confidence":"medium","length_check":{"de_words":230,"en_words":645,"ratio":2.8,"partial":false},"correspondence":"established","note":"English passage numbering is edition-relative, so the same number need not name the same paragraph in the German. 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Denn es werden die gesunden Verhältnisse, diese naturgemäßen Zusammenhänge gesucht, die zwischen dem inneren Erleben, Empfinden und Aussprechen der Seele und dem, was im ganzen Menschen als Bewegung sich entwickeln kann, bestehen müssen. Dasjenige, was sonst bloß durch äußerliche Physiologie oder durch sonstige äußerliche Tatsachen gesucht wird, das wird durch die Erkenntnis von der Durchseelung und Durchgeistigung des Menschen gesucht. Und so kann man nicht nur, indem man die gebräuchlichen Künste das Unterrichtsprinzip in den ersten Volksschuljahren durchsetzen läßt, auf den Willen wirken, sondern man kann noch dadurch ganz besonders auf den Willen wirken, daß man so etwas, was ja sonst auch als eine Willenskultur gedacht ist, das Turnen, durchsetzt sein läßt von Seelisch-Geistigem, das aber erst vorher in seiner konkreten Wirkungsmöglichkeit, in seinem konkreten Auftreten, erkannt werden muß.","text_trust":"verbatim","quote_safe":true,"word_count":168,"url":"https://anthroposophy.ai/v1/steiner/de/ga/297/1919-11-27_02/p039"},{"locus":"GA 297/1919-11-27_02/p040","passage_number":40,"text":"Und so muß man wiederum erkennen, wie zwei Seelenfähigkeiten in dem Menschen zusammenhängen, zwischen denen die heutige Psychologie, die ja in Wirklichkeit von Geisteswissenschaft eben nicht durchdrungen ist, keinen rechten Zusammenhang findet. Wenn wir sachgemäß hinblicken können auf den wichtigen Zeitpunkt, den ich als um das neunte Lebensjahr herum liegend bezeichnet habe, so werden wir sehen, daß in diesem Zeitpunkte etwas Besonderes vorgeht in bezug auf die Gefühlsfähigkeiten, das Gefühlsleben des Kindes. Der Mensch verinnerlicht sich. Es treten eben andere Gefühlsnuancen auf. Gewissermaßen wird das innere Seelenleben in seinen Gefühlsnuancen selbständiger gegenüber der äußeren Natur. Dagegen tritt auch etwas auf, was nur bei wirklicher intimer Seelenbeobachtung uns entgegentritt — Jean Paul bemerkte das auch und sprach es geistreich aus: Wir lernen gewiß in unseren drei ersten Lebensjahren mehr als in unseren drei akademischen Lebensjahren, weil wir sozusagen ein organisch entwickeltes Gedächtnis ja noch haben, weil da das Gedächtnis noch organisch wirkt. Für das Leben lernen wir da nämlich mehr. Aber eine besondere Beziehung, eine Beziehung, die mehr in das bewußte Leben hineinspielt, wird gerade zwischen dem Gefühlsleben und zwischen dem Gedächtnisleben um das neunte Lebensjahr hergestellt.","text_trust":"verbatim","quote_safe":true,"word_count":186,"url":"https://anthroposophy.ai/v1/steiner/de/ga/297/1919-11-27_02/p040"},{"locus":"GA 297/1919-11-27_02/p041","passage_number":41,"text":"Solche Dinge muß man nur sehen. Wenn man sie nicht sehen kann, so sind sie für einen nicht da. Wenn man diese intimen Beziehungen zwischen Gefühlsleben und Gedächtnis wirklich durchschaut, findet man dann, indem man diese Beziehungen pflegt, den richtigen Gesichtspunkt für dasjenige, wofür an das Gedächtnis appelliert werden muß im Unterrichte. An das Gedächtnis soll man eigentlich nicht anders appellieren, als indem man zu gleicher Zeit an das Gefühlsleben appelliert. Namentlich für den geschichtlichen Unterricht, für alle geschichtlichen Mitteilungen wird man die richtige Mitteilungsnuance finden, wenn man weiß: was dem Gedächtnisse einverleibt werden soll, soll in unserer Darstellung immer durchdrungen sein von etwas, was hinüberspielt in das selbständiger gewordene Empfinden. Man wird diesen geschichtlichen Unterricht auch richtig in den Lehrplan einreihen, wenn man diese Zusammenhänge des Lebens kennt. So wird man dann auch eine richtige Anschauung bekommen über die Gedächtnis-Kultur überhaupt. Und man wird mit dem, wodurch man vorzugsweise auf das Gedächtnis gewirkt hat, ebenso auf das Gefühlsleben wirken, wie man vorerst durch Künstlerisches auf das Willensleben gewirkt hat. Dann wird man die Möglichkeit gewinnen, allmählich nach diesem Lebensabschnitte erst das intellektuelle Element aus dem Willenselement und aus dem Gefühlselement herauswirken zu lassen. Denn wenn in der Erziehung, im Uhnterrichte nicht das intellektuelle Element aus dem Willenselement, aus dem Gefühlselement in der richtigen Weise herausgebildet wird, dann wirken wir gegen die Entwicklungskraft im Menschen, nicht im Sinne der Entwicklungskraft.","text_trust":"verbatim","quote_safe":true,"word_count":230,"url":"https://anthroposophy.ai/v1/steiner/de/ga/297/1919-11-27_02/p041"}],"beads":[{"from":[40,41],"to":[39,40],"confidence":"medium"},{"from":[42,43,44],"to":[41],"confidence":"medium"}],"note":"Paired by the paragraph aligner; each language numbers its own paragraphs. A bead at either end of the span can carry text beyond it (the `from` numbers show what each bead covers)."}}