Lecture II

It would surely not be proper for teachers to first acquire theoretical knowledge and then to think: What I have learned in theory I will now apply in my teaching in one way or another. With this attitude they would only distance themselves from the child's true being. Teachers need to transform their knowledge of the human being into a kind of higher instinct whereby they can respond properly to whatever comes from each individual child. This is another way that anthroposophical knowledge of the human being differs from the usual kind, and can lead to a routine approach to education at best, but not to a firmly founded pedagogical sense and teaching practice. To achieve this, one's knowledge of human nature must be capable of becoming pedagogical instinct the moment one has to deal with a child, so that in response to all that comes from the child one knows instantly and exactly what must be done in every single case. If I may use a comparison, there are all kinds of theories about what we should eat or drink, but in ordinary life we do not usually follow such theoretical directions. We drink when thirsty and eat when hungry, according to the constitution of the human organism. Eating and drinking follow a certain rhythmical pattern for good reasons, but usually one eats and drinks when hungry or thirsty; life itself sees to that.