{"corpus":"steiner","locus":"GA 334/1920-03-18/p020","lang":"en","edition":"English","edition_basis":null,"is_original":false,"is_default_edition":true,"text":"By saying something like this, the world should recognize how radically different this spiritual knowledge is from the one that is believed to be the only possible one today. But imagine that this knowledge of the spirit permeates everything the teacher wants to do, permeating his actions and thoughts when he enters the classroom, just as iron invigorates our blood. Imagine an attitude that comes from a spiritual realization and that knows: you have to approach each individual in a special way, you cannot memorize anything, you have to face each child as a new riddle — only that gives a real pedagogy, a pedagogy full of life. Today there is much talk of educating the individuality. All kinds of fine, abstract principles are also given about it, but nothing will be achieved by this. We will only achieve something in our demanding time by founding a pedagogy as art. This pedagogy as art, which looks into the human being anew each time, forgets the science of knowledge, just as the artist discards all aesthetics and everything when he wants to create positively. What use are all the principles of beauty when we want to shape the clay! Anyone who knows what artistic creation is will agree with me. What use are all pedagogical rules when we begin to unravel and develop what is soul and spiritual in the child? It is a matter of us as educators becoming artists. We can become such artists when spiritual science penetrates our civilization as a living component. Then we will also see how we have to educate the will during the period between the seventh and ninth year, when the sense of imitation balances with the sense of authority. Above all, we must not approach the child in an inartistic way with what is determined by human convention. We must not present to the child as convention that which speaks only to the intellect. This includes the letter forms, and it also includes writing and reading. All of this is based on human convention, as we have it today, because we are no longer in the time of the old pictographic writing. We have to get away from that. That is why we try to develop reading and writing – writing first – from an artistic point of view. We try to draw or paint such forms first, from which the letter forms can then be built; first the artistic, then the intellectual. But in order for what the child's nature actually desires in this age to flourish in the right way, everything must be based on this artistic teaching. And now that we have been teaching at the Waldorf School for only a few months, we can see how it is possible to work from the artistic, how it is possible, above all in music, in song, in eurythmy, in inspired musical art – for that is what eurythmy for the child — how it is possible to give the child something in all of this that his nature demands, that his nature wants, but which at the same time makes the artistic sense pliable, makes the artistic sense inclined to receive the whole world in an artistic way. Then, when the ninth year approaches, when the human being can establish a relationship between the self and the outside world, then one can experimentally steer towards what nature description is, then one can evoke science from the artistic.","text_trust":"verbatim","quote_safe":true,"title":"5. Spiritual Forces in Education and in National Life","site_heading":null,"date":"1920-03-18","location":null,"word_count":577,"url":"https://anthroposophy.ai/v1/steiner/en/ga/334/1920-03-18/p020","alignment_confidence":"high","alignment_reason":"beads:identity","two_voice_volume":false,"translation_credit":{"scope":"unit","status":"established","translator":"Steiner Online Library","identified_edition":"SOL2024","book_title":"From a Unitary State to the Tripartite Social Organism","publisher":"Steiner Online Library","publisher_inferred":true,"match_score":1.0,"source_url":"https://www.rsarchive.org/Lectures/GA334/English/SOL2024/19200318s01.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). Cite the translator with confidence; attribute the publisher only as probable."},"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/334/1920-03-18/p020"},{"lang":"en","edition":"English","edition_basis":null,"is_original":false,"is_default_edition":true,"url":"https://anthroposophy.ai/v1/steiner/en/ga/334/1920-03-18/p020","paragraph_aligned":true}],"record":{"record_type":"unknown","scope":"volume","note":"How this text was taken down (shorthand transcript, listeners' notes or manuscript) is not on record here. Unknown is not an assurance of a stenogram: check the edition's own notes before resting an argument on one word.","evidence":null,"evidence_translation":null,"evidence_source":null},"paired_german":{"status":"paired","german":[{"locus":"GA 334/1920-03-18/p020","passage_number":20,"text":"Indem man so etwas ausspricht, sollte die Welt erkennen, wie radikal verschieden diese Geist-Erkenntnis von derjenigen ist, von der man heute glaubt, daß sie die einzig mögliche ist. Aber stellen Sie sich vor, diese Geist-Erkenntnis durchdringend alles dasjenige, was der Erzieher und der Unterrichter tun will, so durchdringend seine Handlungen, seine Gedanken, wenn er das Schulzimmer betritt, wie das Eisen unser Blut belebt - stellen Sie sich vor eine Gesinnung, die aus einer Geist-Erkenntnis kommt und die weiß: du mußt jedes einzelne Individuum besonders anfassen, du kannst dir nichts merken, du mußt jedem Kinde als einem neuen Rätsel gegenüberstehen — das gibt erst eine wirkliche Pädagogik, eine lebensvolle Pädagogik. Man redet heute viel davon, man soll die Individualität erziehen. Man gibt auch allerlei schöne abstrakte Grundsätze darüber dadurch wird man nichts erreichen. Erreichen für unsere Leben fordernde Zeit wird man nur dadurch etwas, daß man eine Pädagogik als Kunst begründet. Diese Pädagogik als Kunst, die hineinschaut jederzeit aufs neue in den Menschen, sie vergißt die Erkenntniswissenschaft, wie der Künstler alle Ästhetik und alles wegwirft, wenn er positiv schaffen will. Was nützen uns alle Grundsätze über das Schöne, wenn wir den Ton formen wollen! Derjenige, der weiß, was künstlerisch Schaffen ist, der gibt mir recht darin. Was nützen uns alle pädagogischen Regeln, wenn wir dasjenige, was als Seelisch-Geistiges im Kinde ist, zu enträtseln beginnen und entwickeln sollen? Da handelt es sich darum, daß wir als Pädagogen zu Künstlern werden. Das können wir werden, wenn in unsere Zivilisation Geisteswissenschaft als ein lebendiger Bestandteil eindringt. Dann werden wir aber auch sehen, wie wir in der Zeit, wo zwischen dem siebenten und neunten Jahre der Nachahmungssinn mit dem Autoritätssinn sich die Waage hält, wie wir da gerade den Willen ausbilden müssen, wie wir da nicht auf den Intellekt des Kindes zu große Bedeutung legen dürfen. Da dürfen wir vor allen Dingen nicht unkünstlerisch an das Kind heranbringen, was durch menschliche Konvention festgelegt ist. Wir dürfen nicht dasjenige, was bloß zum Intellekt spricht, als Konvention an das Kind heranbringen. Das sind auch die Buchstabenformen, das ist auch Schreiben, Lesen. All das beruht, so wie wir es heute haben, denn wir sind nicht mehr in der Zeit der alten Bilderschrift, auf menschlicher Konvention. Wir müssen davon loskommen. Daher wird in der Waldorfschule versucht, Lesen und Schreiben — zunächst Schreiben — aus dem Künstlerischen hervorzurufen. Es wird versucht, zuerst solche Formen zu zeichnen, ja auch zu malen, aus denen sich dann aufbauen lassen die Buchstabenformen; also erst das Künstlerische, daraus dann das Intellektualistische. Damit aber dasjenige, was eigentlich die Kindesnatur begehrt in diesem Zeitalter, in der richtigen Weise aufsprossen kann, muß alles auf diesen künstlerischen Unterricht angelegt sein. Und jetzt, wo wir erst einige Monate in der Waldorfschule unseren Unterricht geben, jetzt sehen wir, wie wirklich aus dem Künstlerischen sich heraus arbeiten läßt, wie es möglich ist, vor allen Dingen im Musikalischen, im Gesanglichen, im Eurythmischen, in beseelter Tonkunst — denn das ist für das Kind noch die Eurythmie -, wie es möglich ist, in alledem dem Kinde etwas zu geben, das seine Natur fordert, das seine Natur will, das aber zu gleicher Zeit den künstlerischen Sinn biegsam macht, den künstlerischen Sinn geneigt macht, die ganze Welt in künstlerischer Weise entgegenzunehmen. Dann kann man, wenn das neunte Jahr herankommt, wo der Mensch sein Verhältnis setzen kann zwischen dem Ich und der Außenwelt, dann kann man experimentell zusteuern auf dasjenige, was Naturbeschreibung ist, dann kann man Wissenschaft hervorrufen aus dem Künstlerischen.","text_trust":"verbatim","quote_safe":true,"word_count":573,"url":"https://anthroposophy.ai/v1/steiner/de/ga/334/1920-03-18/p020"}],"english":["GA 334/1920-03-18/p020"],"method":"identity","confidence":"high","correspondence":"established","length_check":{"de_words":573,"en_words":577,"ratio":1.01,"partial":false},"pairing_state":"verified","verified":true,"evidence":["length","meaning","audit"]},"witness_completeness":{"ratio":1.03,"band":"comparable","note":null,"word_count":9598,"original_word_count":9332,"may_be_abridged":false},"witness_quality":{"translator":{"scope":"unit","status":"recorded","translator":"Steiner Online Library","identified_edition":"SOL2024","book_title":"From a Unitary State to the Tripartite Social Organism","publisher":"Steiner Online Library","publisher_inferred":true,"match_score":1.0,"source_url":"https://www.rsarchive.org/Lectures/GA334/English/SOL2024/19200318s01.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). Cite the translator with confidence; attribute the publisher only as probable."},"entity_parity":{"status":"ok","checked_against":["GA 334/1920-03-18/p020"],"missing_from_translation":[],"present_only_in_translation":[],"bead_confidence":"high","note":"Every load-bearing name in the German counterpart appears in this English passage. That is a check on NAMES only: a translation can keep every name and still reverse who acts on whom, change a number, or soften a claim. Read the German for anything you intend to rest an argument on."},"note":"quote_safe certifies the bytes of this text. This block is about the translation as a WITNESS: who made it, and whether it carries the same names as the original. 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