{"corpus":"steiner","locus":"GA 84/1923-04-30/p026","lang":"en","edition":"English","edition_basis":null,"is_original":false,"is_default_edition":true,"text":"What I have described is only a rough sketch, but it can be observed from day to day in a new form in the child through the pedagogical instinct that arises from working with the child. Through this, one can see how the child's life unfolds; one can see what dictates what you, as an educator, should bring to the child each week, each month, and that you let the human being's inner being dictate what you, as an educator, should bring to the child. For example, when you first send your child to primary school, it is only natural that he or she should have an aversion to learning to read and write. And that is understandable. Consider that these strange signs, which we call letters and by which we read and write, which are something completely foreign to the human being, have emerged from the original characters in a long cultural development. The original writing emerged from the images and signs of what it represented; it was even closer in expression to what it meant; it was still similar to what one perceived directly. The child who comes to school and is supposed to learn the derived characters feels no affinity with the characters that are foreign to his or her perception. This understanding only awakens with sexual maturity and is quite different from that between the sixth and eighth years and between the fourteenth, fifteenth, sixteenth years of life. The child, because it is only there emotionally, relies on the pictorial, which presents itself to it in the same way as sensory perception and sensory vision. If we recognize this, then we will introduce the right educational impulses for this age; but then we must move on to those things that we have introduced in our school in Stuttgart. The aim is to bring the child to a stage where they can draw by painting and paint by drawing. They should not be engaged only with their heads and eyes, but with their whole being. It is amazing what emerges in terms of pictorial quality when children draw and paint. If this is properly directed, it is possible to develop the letters, writing and reading from what is close to the children. We learn to read after learning to write because reading only involves the head, whereas writing involves the whole person.","text_trust":"verbatim","quote_safe":true,"title":"The Development and Education of the Human Being in the Light of Anthroposophy","site_heading":null,"date":"1923-04-30","location":null,"word_count":395,"url":"https://anthroposophy.ai/v1/steiner/en/ga/84/1923-04-30/p026","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":"What is the Purpose of Anthroposophy and the Goetheanum?","publisher":"Steiner Online Library","publisher_inferred":true,"match_score":1.0,"source_url":"https://www.rsarchive.org/Lectures/GA084/English/SOL2024/19230430p01.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/84/1923-04-30/p026"},{"lang":"en","edition":"English","edition_basis":null,"is_original":false,"is_default_edition":true,"url":"https://anthroposophy.ai/v1/steiner/en/ga/84/1923-04-30/p026","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 84/1923-04-30/p026","passage_number":26,"text":"Ich habe das, was ich geschildert habe, nur skizzenhaft dargestellt, aber es nimmt sich so aus, daß man von Tag zu Tag in neuer Gestalt an dem Kind beobachten kann durch den pädagogischen Instinkt, der durch die Arbeit mit dem Kind, am Kind entsteht, daß man dadurch ablesen kann, wie das kindliche Leben verläuft; daß man ablesen kann, was man in jeder Woche, in jedem Monat zu tun hat, daß man es sich von der Wesenheit des Menschen diktieren läßt, was man als Erzieher an das Kind heranzubringen hat: zum Beispiel, daß zunächst, wenn man das Kind in die Volksschule gibt, das Kind in dieser Entwickelungsphase einen ganz selbstverständlichen Widerwillen hat gegen das unmittelbare Schreiben- und Lesenlernen. Und das kann man begreifen. Bedenken Sie, daß ja diese sonderbaren Zeichen, die wir Buchstaben nennen, durch die wir lesen und schreiben, die ja etwas dem Menschen ganz Fremdes sind, entstanden sind aus den ursprünglichen Schriftzeichen in einer langen Kulturentwickelung. Die ursprüngliche Schrift ist ja entstanden aus den Bildern und Zeichen von dem, was sie darstellte; sie war noch näher im Ausdruck dem, was sie bedeutete; da war sie noch ähnlich dem, was man unmittelbar wahrnahm. Das Kind, das zur Schule kommt und die abgeleiteten Schriftzeichen lernen soll, fühlt keine Verwandtschaft mit den seinem Empfinden fremden Zeichen. Dieses Verständnis erwacht erst mit der Geschlechtsreife und ist ein ganz anderes als das zwischen dem sechsten und achten Jahre und zwischen dem vierzehnten, fünfzehnten, sechszehnten Lebensjahre. Das Kind, weil es erst seelisch da ist, ist angewiesen auf das Bildhafte, das sich ihm so ergibt, wie die Sinneswahrnehmung und Sinnesanschauung. Erkennt man dies, dann wird man für dieses Lebensalter die richtigen Erziehungsimpulse hereinbringen; dann muß man aber zu jenen Dingen übergehen, zu denen wir übergingen in unserer Schulpraxis in unserer Schule in Stuttgart. Es handelt sich darum, das Kind zu einem malenden Zeichnen, zu einem zeichnenden Malen zu bringen. Man muß sie sich nicht nur mit dem Kopfe, den Augen betätigen lassen,sondern mit dem ganzen Menschen beschäftigen lassen, und es ist wunderbar, was herauskommt an merkwürdiger Bildhaftigkeit, was die Kinder zeichnend malend, malend zeichnend erreichen. Lenkt man das in richtiger Weise, so kann man herausentwickeln aus dem, was den Kindern nahe liegt, die Buchstaben, das Schreiben, das Lesen. Wir lassen das Lesen nach dem Schreiben lernen, weil beim Lesen der Mensch nur kopfmäßig beteiligt ist, beim Schreiben jedoch mit dem ganzen Menschen.","text_trust":"verbatim","quote_safe":true,"word_count":396,"url":"https://anthroposophy.ai/v1/steiner/de/ga/84/1923-04-30/p026"}],"english":["GA 84/1923-04-30/p026"],"method":"identity","confidence":"high","correspondence":"established","length_check":{"de_words":396,"en_words":395,"ratio":1.0,"partial":false},"pairing_state":"verified","verified":true,"evidence":["length","meaning","anchors","audit"]},"witness_completeness":{"ratio":1.06,"band":"comparable","note":null,"word_count":8408,"original_word_count":7960,"may_be_abridged":false},"witness_quality":{"translator":{"scope":"unit","status":"recorded","translator":"Steiner Online Library","identified_edition":"SOL2024","book_title":"What is the Purpose of Anthroposophy and the Goetheanum?","publisher":"Steiner Online Library","publisher_inferred":true,"match_score":1.0,"source_url":"https://www.rsarchive.org/Lectures/GA084/English/SOL2024/19230430p01.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 84/1923-04-30/p026"],"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. See witness_completeness for how much of the original this witness holds."}}