{"corpus":"steiner","locus":"GA 302a/1920-09-22/p024","lang":"en","edition":"English","edition_basis":null,"is_original":false,"is_default_edition":true,"text":"There is no field where talk is more devoid of content than in the field of pedagogy, and this despite the great interest taken by many people. The reason why one feels so badly about the current ways of discussing educational matters is that they are affecting the next generation. But, as in so many other fields, and especially in this one, one can overcome the dilettante tirades through a deeper understanding of the human being. Even teachers have accepted the slogan: learning must be pleasure for the children. We do not take it amiss when such a thing is said by laymen; they mean well; but it is to be strictly rejected when passed on by professionals! For it is well to remember pedagogical reality and then consider certain things which are difficult for the children to overcome and ask yourself what you as a teacher can possibly do to make everything pure joy for the children. Or think of certain tendencies in children and put it to yourself, if one has such a child in school from morning till night what possibility is there for him to experience nothing but joy, joy, joy? It cannot be done: it is one of those slogans produced by people who stand outside the reality of things. The fact is that certain things will not be pleasurable for children but that they will have to experience them nevertheless. Were, for instance, the teacher to give to the child nothing but pleasure, the child would be unable to develop a feeling for duty, which can be acquired only if we learn to overcome ourselves. There would be no advantage in this. So, this is not the point; the point is quite a different one, namely: to gain through our pedagogical art the children's love so strongly that, under our guidance, they will do things that do not necessarily give pleasure, things which may even be unpleasant and even cause pain to a slight degree. We must say therefore: if the right kind of love is carried into teaching, if we succeed in awakening the right kind of love in children, then more than joy and pleasure will be developed in them—they will develop devotion ( *Anhanglichkeit*) towards the teacher and then they will feel quite differently. They will feel then: there are many difficult things, but, for this or that teacher I will do even the difficult things.","text_trust":"verbatim","quote_safe":true,"title":"IV. The Art of Education Consists of Bringing Into Balance the Physical and Spiritual Nature of the Developing Human Being","site_heading":null,"date":"1920-09-22","location":null,"word_count":405,"url":"https://anthroposophy.ai/v1/steiner/en/ga/302a/1920-09-22/p024","alignment_confidence":"medium","alignment_reason":"off_by_one_paragraph","two_voice_volume":false,"translation_credit":{"scope":"unit","status":"established","translator":"T. van Vliet, Paula Wehrle and Karla Kiniger","identified_edition":null,"book_title":"Meditatively Acquired Knowledge of Man","publisher":null,"publisher_inferred":false,"match_score":1.0,"source_url":"https://www.rsarchive.org/Lectures/MediMan/19200922p01.html","evidence":"lecture_page_line"},"edition_coverage":{"de":["original"],"en":["English"]},"available_versions":[{"lang":"de","edition":"original","edition_basis":null,"is_original":true,"is_default_edition":true,"url":"https://anthroposophy.ai/v1/steiner/de/ga/302a/1920-09-22/p024"},{"lang":"en","edition":"English","edition_basis":null,"is_original":false,"is_default_edition":true,"url":"https://anthroposophy.ai/v1/steiner/en/ga/302a/1920-09-22/p024"}],"record":{"record_type":"unknown","scope":"volume","note":"How this text was taken down (shorthand transcript, listeners' notes or manuscript) is not on record here. 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