2018, ISBN: 9780854402847

edizione con copertina rigida

Québec: Hélène-Andrée Bizier, 2003 RARE ! DÉDICACÉ par l'auteur. Quart de reliure de suède gris et dos de toile noire, exécut&e… Altro …

Québec: Hélène-Andrée Bizier, 2003 RARE ! DÉDICACÉ par l'auteur. Quart de reliure de suède gris et dos de toile noire, exécutée par le relieur d'art Vianney Bélanger. Frontispice. Texte en différents tons de vert sur papier olivâtre. Petit bijou d'édition. « Une cinquantaine de proverbes et maximes que l'auteur commente en s'inspirant des expériences d'une vie. Il en tire un petit livre de sagesse qui est aussi une autobiographie déguisée.» Carte d'affaires de l'auteur incluse.. Dédicacé par l'auteur. Couverture rigide. Neuf., Hélène-Andrée Bizier, 2003, 6, Bruxelles, De Smet, 1987. . Softcover,, couverture d' editeur, 21x29,5cm, 209pp, illustre en couleur et n/b. ISBN 9780297833628. Le retour temporaire à Bruxelles, dans le cadre d'Europalia Autriche, d'un nombre de pièces prestigieuses faisant partie du Trésor de la Toison d'Or, évoquera notre passé commun et fera revivre l'histoire même de notre pays. Qui pourrait ne pas s'en réjouir? Le déplacement des ?uvres a été conditionné par les exigences des techniques actuelles de conservation, autant que par le souci des spécialistes et par le respect des responsables pour la préservation de ces trésors artistiques irremplaçables. Certains d'entre eux sont en effet très vulnérables, et notamment les ornements liturgiques brodés de fils d'or et de perles. A juste titre sans doute, il a fallu renoncer à leur transfert. Une sélection sévère autant que réfléchie s'imposait donc. Nous avons été heureux que le Professeur Herman Fillitz ait accepté d'assumer la charge de Commissaire de cette exposition. Sa longue expérience, comme responsable de la Schatzkammer de Vienne, et sa compétence en la matière, lui ont permis de définir la ligne rigoureusement historique de l'ensemble qui sera présenté. Ce fut, en ce qui me concerne, une expérience des plus enrichissantes de pouvoir préparer cette exposition en collaboration avec lui. L'objectif de cette manifestation n'était pas de rééditer l'importante et très complète exposition tenue à Bruges en 1962 (Het Gulden Vlies), dont le catalogue demeure une source d'information de grande valeur. Dans le cadre d'Europalia Autriche, l'on a plutôt choisi de constituer un ensemble-noyau, d'un nombre limité de chefs-d'?uvre, soit, exclusivement, ceux ayant une relation directe avec la Toison d'Or, ses souverains, ses festivités et avec le précieux Trésor de l'Ordre, et qui au surplus sont révélateurs de l'histoire de l'Ordre et de sa signification autant que de l'origine mystérieuse de son symbole. Le catalogue suit en grandes lignes la structure de l'exposition, composée de trois grandes sections, selon la conception que le Professeur Fillitz expose dans son introduction. Sur base de ce projet, la tâche de Bruxelles consistait à faire ressortir dans la présentation à quel point, dès l'origine, l'Ordre a été lié à la culture de l'époque lorsqu'en 1430, Philippe le Bon prit la décision de le créer. A l'origine, l'intention du duc ne relevait sans doute pas uniquement de son ambition, ni de ses objectifs politiques visant à conférer un rayonnement important à sa dynastie. Nous pouvons supposer qu'il se fondait tout autant sur l'intérêt ravivé de ses contemporains, souverains, savants, amateurs d'art, pour la mythologie et la philosophie grecques, hypothèse confirmée autant par le choix du nom que par l'insigne de l'Ordre (la légende de Jason). L'origine de l'Ordre a un caractère complexe. L'Eglise d'abord, toute la défense de la Chrétienté (la série des croisades à caractère militaire et idéologique avait en réalité déjà pris fin en 1291 avec la neuvième croisade) a joué un rôle appréciable, voire primordial dans la vie de l'Ordre en imprimant à sa symbolique et à ses activités une orientation essentiellement religieuse, apportant une contrepartie à l'intérêt renouvelé pour la mythologie, la philosophie et la littérature antiques et à la fascination qu'elles exerçaient. Les tapisseries commandées par les princes de Bourgogne présentent fréquemment des motifs se rapportant soit à l'exaltation des héros de l'antiquité, soit à celle de la Chevalerie. La présence à l'exposition de plusieurs admirables enluminures, exem-platives à ce propos, se trouve ici parfaitement justifiée. L'esprit du XVe siècle, et plus particulièrement, l'orientation que prend, à cette époque, la littérature telle qu'elle se perçoit dans la bibliothèque de Bourgogne, se trouvent ainsi mis en évidence, comme ils le méritent. Cet intérêt que Philippe le Bon témoignait pour les incunables est peut-être supérieur à celui qu'il accorda aux peintres, sculpteurs et musiciens, dont il a laissé pourtant des preuves indéniables. L'inflexion religieuse que l'Eglise réussit à donner à la signification de l'Ordre (la toison empruntée au récit biblique de Gédéon) n'a pu le [...], Bruxelles, De Smet, 1987., 0, Editions Pierr, 2016. Soft cover. Very Good. Texte Francais, French Édition. Couverture Souple, État D'usage: Très Bon État. Format Standard (Environ 15 X 23 Cm) Mai 2018. A L'Anse-Aux-Sarcelles, Entre Berthier-Sur-Mer Et Montmagny, Le Saint-Laurent De Lumière Matinale. Sur Sa Bicyclette, La Biologiste Amélie Breton File Vers La Rive Pour Commencer Sa Journée. La Découverte Qu'Elle Est Sur Le Point D'Y Faire Va Plonger Le Québec Dans Une Des Pires Crises Politiques De Son Histoire. Avec Péril Sur Le Fleuve, Daniel Lessard Aborde Un Sujet Controversé Et Brûlant D'Actualité. Mettant À Contribution Sa Longue Expérience De Journaliste, L'Auteur Nous Livre Un Récit Palpitant De Suspense, Qui Nous Tient En Haleine Du Début À La Fin. Péril Sur Le Fleuve Surprendra En Révélant La Passion D'Un Auteur Engagé, Un Écrivain Au Sommet De Son Art, Aussi À L'Aise Dans Le Thriller Contemporain Que Dans Les Romans Historiques Inspirés De Sa Beauce Natale, Editions Pierr, 2016, 3, Montreal, PQ, Canada: Editions de l'Hexagone, Les, 2000. Soft cover. Very Good/No Jacket. Questions welcome. We ship internationally from the United States and Canada every week. If buying internationally, please be aware that additional charges may apply for heavier books. We guarantee a safe, quick, and secure transaction. 10+ years in online bookselling experience., Editions de l'Hexagone, Les, 2000, 3, Editions De Mortagnes, 2004. Paperback. Good. Texte Francais, French Édition. Couverture Souple, État D'usage: Bon État. Écrivain - Professeur - Musicien - Peintre - Philosophe-Mystique Ses Écrits Témoignent D'une Recherche En Divers Domaines : Art, Critique Littéraire, Religion, Connaissance Scientifique, Drogues, États Altérés De Conscience, Sagesse. Il A Fait Plusieurs Séjours Auprès De Maîtres Avec Lesquels Il A Étudié Diverses Techniques De Méditation Et De Traveil De Soi. Ce Livre Est Écrit Avant Tout Pour Ceux Qui Cherchent Sérieusement Sur La Voie Spirituelle. Il S'adresse À Ceux Qui Veulent Une Expérience Intérieure Et Personnelle, Libre Et Ouverte Sur Diverses Traditions. Il Peut Servir D'accompagnement À Ceux Qui, Faute De Maître, Doivent Démêler Seuls Leurs Problèmes Spirituels. Il Traite De La Plupart Des Aspects De La Vie Intérieure, Mais Sans Jamais Les Dissocier De La Vie La Plus Concrète. - Les Livres - La Spiritualité Pure - La Voie - Le Retour - Nourriture Et Corps - Faut-Il Un Gourou - Notes Sur Le Soi. - Silence, Solitude, Méditation - Le Groupe Spirituel - Dépouillements - Rien Ni Personne Ne Peut S'empêcher De Croître - Le Christ-Soi - Le Mental Est Menteur - La Communion Plénière. - Karma - La Prière - La Contemplation - Le Soi Ne Souffre Pas - La Poursuite Du Bonheur - Mourir - Aimer - Croyance Et Foi - Action Et Non-Action - Avidya - De L'intérieur De La Prison - Le Psychique Et Le Spirituel - La Prochaine Étape De L'homme., Editions De Mortagnes, 2004, 2.5, Novalis, 2010. Paperback. Very Good. Texte Francais,French Édition. Couverture Souple, État D'usage: Très Bon État. Prier: Pourquoi Et Comment: Se Mettre En Présence De Dieu Et Persévérer, Écouter La Parole, Exercices Pratiques Et Prières À Méditer Partant Des Questions Les Plus Courantes Des Néophytes, Cet Ouvrage Se Propose De Mettre La Prière Au Service De Tous, Dans Un Langage Contemporain Et Accessible Au Plus Grand Nombre. Le Ton Pédagogique Et Les Exemples Puisés Dans La Vie Quotidienne Initient À Une Véritable Expérience De La Prière Et Permettent Au Lecteur De Trouver Les Outils Nécessaires Pour Avancer Pas À Pas. Loin De Toute Théorie, Chaque Volume Développe De Manière Concrète Des Thématiques Précises Comme: Pourquoi Et Comment Prier, Prier Avec Son Corps, Du Temps Pour Prier, Louange Et Action De Grâce, Etc.Le Lecteur Apprendra Les Différentes De Prière En Retrouvant Dans Chaque Volume Les Mêmes Rubriques: Les Gestes De La Prière, Prier Avec La Bible, Avec Un Maître Spirituel, Symboles Et Rituels, Action Et Contemplation, L'année Liturgique, Etc. Un Exercice Pratique Et Une Prière À Méditer Clôturent Chaque Chapitre.L'art De La Prière Demande De La Préparation Et Surtout De La Persévérance., Novalis, 2010, 3, Rudolf Steiner Press, London, 1974. Later Edition. Hardcover. Good Condition/Fair. These seven intimate, aphoristic talks were presented to a small group on Steiner's final visit to England. Because they were given to "pioneers" dedicated to opening a new Waldorf school, these talks are often considered one of the best introductions to Waldorf education. Steiner shows the necessity for teachers to work on themselves first, in order to transform their own inherent gifts. He explains the need to use humor to keep their teaching lively and imaginative. Above all, he stresses the tremendous importance of doing everything in the knowledge that children are citizens of both the spiritual and the earthly worlds. And, throughout these lectures, he continually returns to the practical value of Waldorf education. These talks are filled with practical illustrations and revolve around certain themes--the need for observation in teachers; the dangers of stressing the intellect too early; children's need for teaching that is concrete and pictorial; the education of children's souls through wonder and reverence; the importance of first presenting the "whole," then the parts, to the children's imagination. Here is one of the best introductions to Waldorf education, straight from the man who started it all. German source: Die Kunst des Erziehens aus dem Erfassen der Menschenwesenhiet (GA 311). SYNOPSIS OF THE LECTURESLECTURE 1: The need for a new art of education. The whole of life must be considered. Process of incarnation as a stupendous task of the spirit. Fundamental changes at seven and fourteen. At seven, the forming of the "new body" out of the "model body" inherited at birth. After birth, the bodily milk as sole nourishment. The teacher's task to give "soul milk" at the change of teeth and "spiritual milk" at puberty.LECTURE 2: In first epoch of life child is wholly sense organ. Nature of child's environment and conduct of surrounding adults of paramount importance. Detailed observation of children and its significance. In second epoch, seven to fourteen, fantasy and imagination as life blood of all education, e.g., in teaching of writing and reading, based on free creative activity of each teacher. The child as integral part of the environment until nine. Teaching about nature must be based on this. The "higher truths" in fairy tales and myths. How the teacher can guide the child through the critical moment of the ninth year.LECTURE 3: How to teach about plants and animals (seven to fourteen). Plants must always be considered, not as specimens, but growing in the soil. The plant belongs to the earth. This is the true picture and gives the child an inward joy. Animals must be spoken of always in connection with humans. All animal qualities and physical characteristics are to be found, in some form, in the human being. Humans as synthesis of the whole animal kingdom. Minerals should not be introduced until twelfth year. History should first be presented in living, imaginative pictures, through legends, myths, and stories. Only at eleven or twelve should any teaching be based on cause and effect, which is foreign to the young child's nature. Some thoughts on punishment, with examples.LECTURE 4: Development of imaginative qualities in the teacher. The story of the violet and the blue sky. Children's questions. Discipline dependent on the right mood of soul. The teacher's own preparation for this. Seating of children according to temperament. Retelling of stories. Importance of imaginative stories that can be recalled in later school life. Drawing of diagrams, from ninth year. Completion and metamorphosis of simple figures, to give children feeling of form and symmetry. Concentration exercises to awaken an active thinking as basis of wisdom for later life. Simple color exercises. A Waldorf school timetable. The "main lesson."LECTURE 5: All teaching matter must be intimately connected with life. In counting, each different number should be connected with the child or what the child sees in the environment. Counting and stepping in rhythm. The body counts. The head looks on. Counting with fingers and toes is good (also writing with the feet). The ONE is the whole. Other numbers proceed from it. Building with bricks is against the child's nature, whose impulse is to proceed from whole to parts, as in medieval thinking. Contrast atomic theory. In real life we have first a basket of apples, a purse of coins. In teaching addition, proceed from the whole. In subtraction, start with minuend and remainder; in multiplication, with product and one factor. Theorem of Pythagoras (eleven-twelve years). Details given of a clear, visual proof, based on practical thinking. This will arouse fresh wonder every time.LECTURE 6: In first seven years etheric body is an inward sculptor. After seven, child has impulse to model and to paint. Teacher must learn anatomy by modeling the organs. Teaching of physiology (nine to twelve years) should be based on modeling. Between seven and fourteen astral body gradually draws into physical body, carrying the breathing by way of nerves, as playing on a lyre. Importance of singing. Child's experience of well being like that of cows chewing the cud. Instrumental music from beginning of school life, wind or strings. Teaching of languages; up to nine through imitation, then beginnings of grammar, as little translation as possible. Vowels are expression of feeling, consonants are imitation of external processes. Each language expresses a different conception. Compare head, Kopf, testa. The parts of speech in relation to the life after death. If language is rightly taught, out of feeling, eurythmy will develop naturally, expressing inner and outer experiences in ordered movements--"visible speech." Finding relationship to space in gymnastics.LECTURE 7: Between seven and fourteen soul qualities are paramount. Beginnings of science teaching from twelfth year only, and connected with real phenomena of life. The problem of fatigue. Wrong conceptions of psychologists. The rhythmic system, predominant in second period, never tires. Rhythm and fantasy. Composition. Sums from real life, not abstractions. Einstein's theory. The kindergarten--imitation of life. Teachers' meetings, the heart of the school. Every child to be in the right class for its age. Importance of some knowledge of trades, e.g., shoemaking, handwork, and embroidery. Children's reports-- characterization, but no grading. Contact with the parents.QUESTIONS AND ANSWERS: The close relationship of Multiplication and Division. How to deal with both together. Transition from the concrete to the abstract in Arithmetic. Not before the ninth year. Healthiness of English weights and measures as related to real life. Decimal system as an intellectual abstraction.Drawing. Lines have no reality in drawing and painting, only boundaries. How to teach children to draw a tree in shading, speaking only of light and color. (Illustration). Line drawing belongs only to geometry.Gymnastics and Sport. Sport is of no educational value, but necessary as belonging to English life. Gymnastics should be taught by demonstration.Religious Instruction. Religion lessons in the Waldorf school given by Catholic priest and Protestant pastor. "Free" religion lessons provided for the other children. Plan of such teaching described, of which the fundamental aim is an understanding of Christianity. The Sunday services.Modern Language Lessons. Choice of languages must be guided by the demands of English life. These can be introduced at an early age. Direct method in language teaching. Size: 180mm - 250mm. 159 pages. Dust Jacket has some shelf-wear, chips and tears, some marking, as well as some bumping to corners and extremities. Covers have some shelf-wear as well as some bumping to corners and extremities. Quantity Available: 1. Shipped Weight: Under 1 kilo. Category: Education; Sociology & Culture. ISBN: 0854402845. ISBN/EAN: 9780854402847. Inventory No: 50382. . 9780854402847, Rudolf Steiner Press, 1974, 2.25<

2021, ISBN: 9780854402847

edizione con copertina rigida

A 2nd English print. as new paperback. Preface by David Graeber, translated by Havin Guneser. Civilization: The Age of Masked Gods and Disguised Kings is the first book in a new five-volu… Altro …

A 2nd English print. as new paperback. Preface by David Graeber, translated by Havin Guneser. Civilization: The Age of Masked Gods and Disguised Kings is the first book in a new five-volume work called Manifesto for a Democratic Civilization. This manifesto is the definitive work of Abdullah Öcalan, crucial for understanding the Kurdish revolution. Here Öcalan outlines a democratic alternative for the Middle East. ""Considering the circumstances under which the book was written, I'd say the achievement here is quite impressive. Abdullah Öcalan seems to have done a better job writing with the extremely limited resources allowed him by his jailers than authors like Francis Fukuyama or Jared Diamond did with access to the world's finest research libraries."" David Graeber A criticism that limits itself to capitalism is too superficial, Öcalan argues, and turns his eyes to the underlying structures of civilization. Rethinking the methods of understanding culture, politics, and society, he provides the tools for what he calls a sociology of freedom. In this work, Abdullah Öcalan distills 35 years of revolutionary theory and praxis and 10 years of solitary confinement in Turkish prisons. These reflections represent the essence of his ideas on society, knowledge, and power., New Compass Press & International Initiative, 2015, 5, Random House Publishing Group, 2021. Trade Paperback. A new copy. NEW YORK TIMES BESTSELLER - PULITZER PRIZE FINALIST - NATIONAL BOOK CRITICS CIRCLE AWARD WINNER - ONE OF TIME'S 100 MOST INFLUENTIAL PEOPLE - A ruthlessly honest, emotionally charged, and utterly original exploration of Asian American consciousness "Brilliant . . . To read this book is to become more human."--Claudia Rankine, author of Citizen In development as a television series starring and adapted by Greta Lee - One of Time's 10 Best Nonfiction Books of the Year - Named One of the Best Books of the Year by The New York Times, The Washington Post, NPR, New Statesman, BuzzFeed, Esquire, The New York Public Library, and Book Riot Poet and essayist Cathy Park Hong fearlessly and provocatively blends memoir, cultural criticism, and history to expose fresh truths about racialized consciousness in America. Part memoir and part cultural criticism, this collection is vulnerable, humorous, and provocative--and its relentless and riveting pursuit of vital questions around family and friendship, art and politics, identity and individuality, will change the way you think about our world. Binding these essays together is Hong's theory of "minor feelings." As the daughter of Korean immigrants, Cathy Park Hong grew up steeped in shame, suspicion, and melancholy. She would later understand that these "minor feelings" occur when American optimism contradicts your own reality--when you believe the lies you're told about your own racial identity. Minor feelings are not small, they're dissonant--and in their tension Hong finds the key to the questions that haunt her. With sly humor and a poet's searching mind, Hong uses her own story as a portal into a deeper examination of racial consciousness in America today. This intimate and devastating book traces her relationship to the English language, to shame and depression, to poetry and female friendship. A radically honest work of art, Minor Feelings forms a portrait of one Asian American psyche--and of a writer's search to both uncover and speak the truth. Praise for Minor Feelings "Hong begins her new book of essays with a bang. . . .The essays wander a variegated terrain of memoir, criticism and polemic, oscillating between smooth proclamations of certainty and twitches of self-doubt. . . . Minor Feelings is studded with moments [of] candor and dark humor shot through with glittering self-awareness."--The New York Times "Hong uses her own experiences as a jumping off point to examine race and emotion in the United States."--Newsweek "Powerful . . . [Hong] brings together memoiristic personal essay and reflection, historical accounts and modern reporting, and other works of art and writing, in order to amplify a multitude of voices and capture Asian America as a collection of contradictions. She does so with sharp wit and radical transparency."--Salon, Random House Publishing Group, 2021, 0, Rudolf Steiner Press, London, 1974. Later Edition. Hardcover. Good Condition/Fair. These seven intimate, aphoristic talks were presented to a small group on Steiner's final visit to England. Because they were given to "pioneers" dedicated to opening a new Waldorf school, these talks are often considered one of the best introductions to Waldorf education. Steiner shows the necessity for teachers to work on themselves first, in order to transform their own inherent gifts. He explains the need to use humor to keep their teaching lively and imaginative. Above all, he stresses the tremendous importance of doing everything in the knowledge that children are citizens of both the spiritual and the earthly worlds. And, throughout these lectures, he continually returns to the practical value of Waldorf education. These talks are filled with practical illustrations and revolve around certain themes--the need for observation in teachers; the dangers of stressing the intellect too early; children's need for teaching that is concrete and pictorial; the education of children's souls through wonder and reverence; the importance of first presenting the "whole," then the parts, to the children's imagination. Here is one of the best introductions to Waldorf education, straight from the man who started it all. German source: Die Kunst des Erziehens aus dem Erfassen der Menschenwesenhiet (GA 311). SYNOPSIS OF THE LECTURESLECTURE 1: The need for a new art of education. The whole of life must be considered. Process of incarnation as a stupendous task of the spirit. Fundamental changes at seven and fourteen. At seven, the forming of the "new body" out of the "model body" inherited at birth. After birth, the bodily milk as sole nourishment. The teacher's task to give "soul milk" at the change of teeth and "spiritual milk" at puberty.LECTURE 2: In first epoch of life child is wholly sense organ. Nature of child's environment and conduct of surrounding adults of paramount importance. Detailed observation of children and its significance. In second epoch, seven to fourteen, fantasy and imagination as life blood of all education, e.g., in teaching of writing and reading, based on free creative activity of each teacher. The child as integral part of the environment until nine. Teaching about nature must be based on this. The "higher truths" in fairy tales and myths. How the teacher can guide the child through the critical moment of the ninth year.LECTURE 3: How to teach about plants and animals (seven to fourteen). Plants must always be considered, not as specimens, but growing in the soil. The plant belongs to the earth. This is the true picture and gives the child an inward joy. Animals must be spoken of always in connection with humans. All animal qualities and physical characteristics are to be found, in some form, in the human being. Humans as synthesis of the whole animal kingdom. Minerals should not be introduced until twelfth year. History should first be presented in living, imaginative pictures, through legends, myths, and stories. Only at eleven or twelve should any teaching be based on cause and effect, which is foreign to the young child's nature. Some thoughts on punishment, with examples.LECTURE 4: Development of imaginative qualities in the teacher. The story of the violet and the blue sky. Children's questions. Discipline dependent on the right mood of soul. The teacher's own preparation for this. Seating of children according to temperament. Retelling of stories. Importance of imaginative stories that can be recalled in later school life. Drawing of diagrams, from ninth year. Completion and metamorphosis of simple figures, to give children feeling of form and symmetry. Concentration exercises to awaken an active thinking as basis of wisdom for later life. Simple color exercises. A Waldorf school timetable. The "main lesson."LECTURE 5: All teaching matter must be intimately connected with life. In counting, each different number should be connected with the child or what the child sees in the environment. Counting and stepping in rhythm. The body counts. The head looks on. Counting with fingers and toes is good (also writing with the feet). The ONE is the whole. Other numbers proceed from it. Building with bricks is against the child's nature, whose impulse is to proceed from whole to parts, as in medieval thinking. Contrast atomic theory. In real life we have first a basket of apples, a purse of coins. In teaching addition, proceed from the whole. In subtraction, start with minuend and remainder; in multiplication, with product and one factor. Theorem of Pythagoras (eleven-twelve years). Details given of a clear, visual proof, based on practical thinking. This will arouse fresh wonder every time.LECTURE 6: In first seven years etheric body is an inward sculptor. After seven, child has impulse to model and to paint. Teacher must learn anatomy by modeling the organs. Teaching of physiology (nine to twelve years) should be based on modeling. Between seven and fourteen astral body gradually draws into physical body, carrying the breathing by way of nerves, as playing on a lyre. Importance of singing. Child's experience of well being like that of cows chewing the cud. Instrumental music from beginning of school life, wind or strings. Teaching of languages; up to nine through imitation, then beginnings of grammar, as little translation as possible. Vowels are expression of feeling, consonants are imitation of external processes. Each language expresses a different conception. Compare head, Kopf, testa. The parts of speech in relation to the life after death. If language is rightly taught, out of feeling, eurythmy will develop naturally, expressing inner and outer experiences in ordered movements--"visible speech." Finding relationship to space in gymnastics.LECTURE 7: Between seven and fourteen soul qualities are paramount. Beginnings of science teaching from twelfth year only, and connected with real phenomena of life. The problem of fatigue. Wrong conceptions of psychologists. The rhythmic system, predominant in second period, never tires. Rhythm and fantasy. Composition. Sums from real life, not abstractions. Einstein's theory. The kindergarten--imitation of life. Teachers' meetings, the heart of the school. Every child to be in the right class for its age. Importance of some knowledge of trades, e.g., shoemaking, handwork, and embroidery. Children's reports-- characterization, but no grading. Contact with the parents.QUESTIONS AND ANSWERS: The close relationship of Multiplication and Division. How to deal with both together. Transition from the concrete to the abstract in Arithmetic. Not before the ninth year. Healthiness of English weights and measures as related to real life. Decimal system as an intellectual abstraction.Drawing. Lines have no reality in drawing and painting, only boundaries. How to teach children to draw a tree in shading, speaking only of light and color. (Illustration). Line drawing belongs only to geometry.Gymnastics and Sport. Sport is of no educational value, but necessary as belonging to English life. Gymnastics should be taught by demonstration.Religious Instruction. Religion lessons in the Waldorf school given by Catholic priest and Protestant pastor. "Free" religion lessons provided for the other children. Plan of such teaching described, of which the fundamental aim is an understanding of Christianity. The Sunday services.Modern Language Lessons. Choice of languages must be guided by the demands of English life. These can be introduced at an early age. Direct method in language teaching. Size: 180mm - 250mm. 159 pages. Dust Jacket has some shelf-wear, chips and tears, some marking, as well as some bumping to corners and extremities. Covers have some shelf-wear as well as some bumping to corners and extremities. Quantity Available: 1. Shipped Weight: Under 1 kilo. Category: Education; Sociology & Culture. ISBN: 0854402845. ISBN/EAN: 9780854402847. Inventory No: 50382. . 9780854402847, Rudolf Steiner Press, 1974, 2.25<

2019, ISBN: 9780854402847

edizione con copertina rigida

Oklahoma City: Penny Candy Books. New. 2019. First Printing; Hardcover. 099965845X . Color Illustrations; 8.9 X 6.9 X 0.3 inches; Unpaginated pages; Hard cover has blue spine with black … Altro …

Oklahoma City: Penny Candy Books. New. 2019. First Printing; Hardcover. 099965845X . Color Illustrations; 8.9 X 6.9 X 0.3 inches; Unpaginated pages; Hard cover has blue spine with black lettering. Pages not numbered; 44 pages. Story is illuminated with lovely color pictures. "Trini is the highest flyer, the strongest gripper, the most spectacular cartwheeler at her after-school club. She easily masters any gymnastic move her teachers show her, and always says, "I can do that." But when she tries to construct buildings out of blocks like her friends do, she discovers that some things don't come as easily for her. Through the encouragement of her friends, Trini learns the value collaboration and trying new things, even when they aren't so easy. An afterword by the founder and CEO of The Little Gym Europe, outlines why it's important to encourage children to try new and difficult things." ., Penny Candy Books, 2019, 6, Oklahoma City: Penny Candy Books. New. 2019. First Printing; Hardcover. 099965845X . Color Illustrations; 8.9 X 6.9 X 0.3 inches; Unpaginated pages; Hard cover has blue spine with black lettering. Pages not numbered; 44 pages. Story is illuminated with lovely color pictures. "Trini is the highest flyer, the strongest gripper, the most spectacular cartwheeler at her after-school club. She easily masters any gymnastic move her teachers show her, and always says, "I can do that." But when she tries to construct buildings out of blocks like her friends do, she discovers that some things don't come as easily for her. Through the encouragement of her friends, Trini learns the value collaboration and trying new things, even when they aren't so easy. An afterword by the founder and CEO of The Little Gym Europe, outlines why it's important to encourage children to try new and difficult things." ., Penny Candy Books, 2019, 6, J.A.Allen & Co Ltd, 2018. Soft cover. Very Good. 7x1x10. Has some light general reading/shelfwear - otherwise this is a clean, tight copy. Quick dispatch from the UK., J.A.Allen & Co Ltd, 2018, 3, London: Athletic Publications. Pictorial Boards. Very Good. 8vo - over 7¾ - 9¾" tall. 111 pages with 54 full-page illustrations from special photographs. No publishing date given. 'Muscle Control or Body Development by Will-Power' was first published in 1910, this is a seventh edition. "Max Sick (28 June 1882 - 10 May 1961) was a German strongman and gymnast who performed as Maxick. With Monte Saldo, he developed the Maxalding system of bodybuilding through muscle control." (Wikipedia) The boards are chipped at the edges, but overall a nice copy albeit with minor blemishes, and obviously used. The photos are sharp, the pages clean and the binding solid., Athletic Publications, 3, Rudolf Steiner Press, London, 1974. Later Edition. Hardcover. Good Condition/Fair. These seven intimate, aphoristic talks were presented to a small group on Steiner's final visit to England. Because they were given to "pioneers" dedicated to opening a new Waldorf school, these talks are often considered one of the best introductions to Waldorf education. Steiner shows the necessity for teachers to work on themselves first, in order to transform their own inherent gifts. He explains the need to use humor to keep their teaching lively and imaginative. Above all, he stresses the tremendous importance of doing everything in the knowledge that children are citizens of both the spiritual and the earthly worlds. And, throughout these lectures, he continually returns to the practical value of Waldorf education. These talks are filled with practical illustrations and revolve around certain themes--the need for observation in teachers; the dangers of stressing the intellect too early; children's need for teaching that is concrete and pictorial; the education of children's souls through wonder and reverence; the importance of first presenting the "whole," then the parts, to the children's imagination. Here is one of the best introductions to Waldorf education, straight from the man who started it all. German source: Die Kunst des Erziehens aus dem Erfassen der Menschenwesenhiet (GA 311). SYNOPSIS OF THE LECTURESLECTURE 1: The need for a new art of education. The whole of life must be considered. Process of incarnation as a stupendous task of the spirit. Fundamental changes at seven and fourteen. At seven, the forming of the "new body" out of the "model body" inherited at birth. After birth, the bodily milk as sole nourishment. The teacher's task to give "soul milk" at the change of teeth and "spiritual milk" at puberty.LECTURE 2: In first epoch of life child is wholly sense organ. Nature of child's environment and conduct of surrounding adults of paramount importance. Detailed observation of children and its significance. In second epoch, seven to fourteen, fantasy and imagination as life blood of all education, e.g., in teaching of writing and reading, based on free creative activity of each teacher. The child as integral part of the environment until nine. Teaching about nature must be based on this. The "higher truths" in fairy tales and myths. How the teacher can guide the child through the critical moment of the ninth year.LECTURE 3: How to teach about plants and animals (seven to fourteen). Plants must always be considered, not as specimens, but growing in the soil. The plant belongs to the earth. This is the true picture and gives the child an inward joy. Animals must be spoken of always in connection with humans. All animal qualities and physical characteristics are to be found, in some form, in the human being. Humans as synthesis of the whole animal kingdom. Minerals should not be introduced until twelfth year. History should first be presented in living, imaginative pictures, through legends, myths, and stories. Only at eleven or twelve should any teaching be based on cause and effect, which is foreign to the young child's nature. Some thoughts on punishment, with examples.LECTURE 4: Development of imaginative qualities in the teacher. The story of the violet and the blue sky. Children's questions. Discipline dependent on the right mood of soul. The teacher's own preparation for this. Seating of children according to temperament. Retelling of stories. Importance of imaginative stories that can be recalled in later school life. Drawing of diagrams, from ninth year. Completion and metamorphosis of simple figures, to give children feeling of form and symmetry. Concentration exercises to awaken an active thinking as basis of wisdom for later life. Simple color exercises. A Waldorf school timetable. The "main lesson."LECTURE 5: All teaching matter must be intimately connected with life. In counting, each different number should be connected with the child or what the child sees in the environment. Counting and stepping in rhythm. The body counts. The head looks on. Counting with fingers and toes is good (also writing with the feet). The ONE is the whole. Other numbers proceed from it. Building with bricks is against the child's nature, whose impulse is to proceed from whole to parts, as in medieval thinking. Contrast atomic theory. In real life we have first a basket of apples, a purse of coins. In teaching addition, proceed from the whole. In subtraction, start with minuend and remainder; in multiplication, with product and one factor. Theorem of Pythagoras (eleven-twelve years). Details given of a clear, visual proof, based on practical thinking. This will arouse fresh wonder every time.LECTURE 6: In first seven years etheric body is an inward sculptor. After seven, child has impulse to model and to paint. Teacher must learn anatomy by modeling the organs. Teaching of physiology (nine to twelve years) should be based on modeling. Between seven and fourteen astral body gradually draws into physical body, carrying the breathing by way of nerves, as playing on a lyre. Importance of singing. Child's experience of well being like that of cows chewing the cud. Instrumental music from beginning of school life, wind or strings. Teaching of languages; up to nine through imitation, then beginnings of grammar, as little translation as possible. Vowels are expression of feeling, consonants are imitation of external processes. Each language expresses a different conception. Compare head, Kopf, testa. The parts of speech in relation to the life after death. If language is rightly taught, out of feeling, eurythmy will develop naturally, expressing inner and outer experiences in ordered movements--"visible speech." Finding relationship to space in gymnastics.LECTURE 7: Between seven and fourteen soul qualities are paramount. Beginnings of science teaching from twelfth year only, and connected with real phenomena of life. The problem of fatigue. Wrong conceptions of psychologists. The rhythmic system, predominant in second period, never tires. Rhythm and fantasy. Composition. Sums from real life, not abstractions. Einstein's theory. The kindergarten--imitation of life. Teachers' meetings, the heart of the school. Every child to be in the right class for its age. Importance of some knowledge of trades, e.g., shoemaking, handwork, and embroidery. Children's reports-- characterization, but no grading. Contact with the parents.QUESTIONS AND ANSWERS: The close relationship of Multiplication and Division. How to deal with both together. Transition from the concrete to the abstract in Arithmetic. Not before the ninth year. Healthiness of English weights and measures as related to real life. Decimal system as an intellectual abstraction.Drawing. Lines have no reality in drawing and painting, only boundaries. How to teach children to draw a tree in shading, speaking only of light and color. (Illustration). Line drawing belongs only to geometry.Gymnastics and Sport. Sport is of no educational value, but necessary as belonging to English life. Gymnastics should be taught by demonstration.Religious Instruction. Religion lessons in the Waldorf school given by Catholic priest and Protestant pastor. "Free" religion lessons provided for the other children. Plan of such teaching described, of which the fundamental aim is an understanding of Christianity. The Sunday services.Modern Language Lessons. Choice of languages must be guided by the demands of English life. These can be introduced at an early age. Direct method in language teaching. Size: 180mm - 250mm. 159 pages. Dust Jacket has some shelf-wear, chips and tears, some marking, as well as some bumping to corners and extremities. Covers have some shelf-wear as well as some bumping to corners and extremities. Quantity Available: 1. Shipped Weight: Under 1 kilo. Category: Education; Sociology & Culture. ISBN: 0854402845. ISBN/EAN: 9780854402847. Inventory No: 50382. . 9780854402847, Rudolf Steiner Press, 1974, 2.25<

2007, ISBN: 9780854402847

edizione con copertina flessibile, edizione con copertina rigida

Berkeley . 2005. University of California Press. 1st American Edition. Very Good in Wrappers. 0520244117. Weimar & Now: German Cultural Criticism 36. 305 pages. paperback. . keywords:… Altro …

Berkeley . 2005. University of California Press. 1st American Edition. Very Good in Wrappers. 0520244117. Weimar & Now: German Cultural Criticism 36. 305 pages. paperback. . keywords: Film Studies Germany History. FROM THE PUBLISHER - This is the first comprehensive account of Germany's most enduring film genre, the Heimatfilm, which has offered idyllic variations on the idea that ‘there is no place like home' since cinema's early days. Charting the development of this popular genre over the course of a century in a work informed by film studies, cultural history, and social theory, Johannes von Moltke focuses in particular on its heyday in the 1950s, a period that has been little studied. Questions of what it could possibly mean to call the German nation ‘home' after the catastrophes of World War II are anxiously present in these films, and von Moltke uses them as a lens through which to view contemporary discourses on German national identity. inventory #36221 ISBN: 0520244117., 0, Berg 2007. Super octavo softcover (VG+); all our specials have minimal description to keep listing them viable. They are at least reading copies, complete and in reasonable condition, but usually secondhand; frequently they are superior examples. Ordering more than one book may reduce your overall postage costs, Berg 2007, 0, London : Oxford U.P, 1967. 1st edition. Hardcover. Fine cloth copy in a good if somewhat edge-nicked and dust-dulled dust-wrapper, now mylar-sleeved. Remains particularly well-preserved overall with some light foxing in panel edges; tight, bright, clean and strong. Physical description: xviii, 297 pages, 28 pages of plates : illustrations (some color), facsimiles, portraits ; 25 cm. Notes: Originally published as Europa?ische Kinderbu?cher in drei Jahrhunderten. 2nd ed., Zu?rich, Atlantis, 1963. First published in this English translation edition in 1967.Includes bibliographical references (pages 272-284) and index.. Translated from the German. Contents: A magic horn for children -- One upon a time -- The ugly duckling -- Dr. Heinrich Hoffmann -- Jabberwocky -- Fantasy and reality -- The littel prince from outer space -- Robinson -- From deerslayer to old shatterhand -- Education through pictures -- Photography -- Colour prints -- Wham! Sok! Thinks! -- Politics in children's books -- Jean de Brunhoff -- Picture-books in the twentieth century -- Towards a history of children's books in Switzerland -- Men of letters write for children. Subjects: Children's literature, European History and criticism; Children Books and reading Europe History; Litte?rature de jeunesse Histoire et critique; Fairy tales; Literary history; Literary criticism., London : Oxford U.P, 1967, 0, Rudolf Steiner Press, London, 1974. Later Edition. Hardcover. Good Condition/Fair. These seven intimate, aphoristic talks were presented to a small group on Steiner's final visit to England. Because they were given to "pioneers" dedicated to opening a new Waldorf school, these talks are often considered one of the best introductions to Waldorf education. Steiner shows the necessity for teachers to work on themselves first, in order to transform their own inherent gifts. He explains the need to use humor to keep their teaching lively and imaginative. Above all, he stresses the tremendous importance of doing everything in the knowledge that children are citizens of both the spiritual and the earthly worlds. And, throughout these lectures, he continually returns to the practical value of Waldorf education. These talks are filled with practical illustrations and revolve around certain themes--the need for observation in teachers; the dangers of stressing the intellect too early; children's need for teaching that is concrete and pictorial; the education of children's souls through wonder and reverence; the importance of first presenting the "whole," then the parts, to the children's imagination. Here is one of the best introductions to Waldorf education, straight from the man who started it all. German source: Die Kunst des Erziehens aus dem Erfassen der Menschenwesenhiet (GA 311). SYNOPSIS OF THE LECTURESLECTURE 1: The need for a new art of education. The whole of life must be considered. Process of incarnation as a stupendous task of the spirit. Fundamental changes at seven and fourteen. At seven, the forming of the "new body" out of the "model body" inherited at birth. After birth, the bodily milk as sole nourishment. The teacher's task to give "soul milk" at the change of teeth and "spiritual milk" at puberty.LECTURE 2: In first epoch of life child is wholly sense organ. Nature of child's environment and conduct of surrounding adults of paramount importance. Detailed observation of children and its significance. In second epoch, seven to fourteen, fantasy and imagination as life blood of all education, e.g., in teaching of writing and reading, based on free creative activity of each teacher. The child as integral part of the environment until nine. Teaching about nature must be based on this. The "higher truths" in fairy tales and myths. How the teacher can guide the child through the critical moment of the ninth year.LECTURE 3: How to teach about plants and animals (seven to fourteen). Plants must always be considered, not as specimens, but growing in the soil. The plant belongs to the earth. This is the true picture and gives the child an inward joy. Animals must be spoken of always in connection with humans. All animal qualities and physical characteristics are to be found, in some form, in the human being. Humans as synthesis of the whole animal kingdom. Minerals should not be introduced until twelfth year. History should first be presented in living, imaginative pictures, through legends, myths, and stories. Only at eleven or twelve should any teaching be based on cause and effect, which is foreign to the young child's nature. Some thoughts on punishment, with examples.LECTURE 4: Development of imaginative qualities in the teacher. The story of the violet and the blue sky. Children's questions. Discipline dependent on the right mood of soul. The teacher's own preparation for this. Seating of children according to temperament. Retelling of stories. Importance of imaginative stories that can be recalled in later school life. Drawing of diagrams, from ninth year. Completion and metamorphosis of simple figures, to give children feeling of form and symmetry. Concentration exercises to awaken an active thinking as basis of wisdom for later life. Simple color exercises. A Waldorf school timetable. The "main lesson."LECTURE 5: All teaching matter must be intimately connected with life. In counting, each different number should be connected with the child or what the child sees in the environment. Counting and stepping in rhythm. The body counts. The head looks on. Counting with fingers and toes is good (also writing with the feet). The ONE is the whole. Other numbers proceed from it. Building with bricks is against the child's nature, whose impulse is to proceed from whole to parts, as in medieval thinking. Contrast atomic theory. In real life we have first a basket of apples, a purse of coins. In teaching addition, proceed from the whole. In subtraction, start with minuend and remainder; in multiplication, with product and one factor. Theorem of Pythagoras (eleven-twelve years). Details given of a clear, visual proof, based on practical thinking. This will arouse fresh wonder every time.LECTURE 6: In first seven years etheric body is an inward sculptor. After seven, child has impulse to model and to paint. Teacher must learn anatomy by modeling the organs. Teaching of physiology (nine to twelve years) should be based on modeling. Between seven and fourteen astral body gradually draws into physical body, carrying the breathing by way of nerves, as playing on a lyre. Importance of singing. Child's experience of well being like that of cows chewing the cud. Instrumental music from beginning of school life, wind or strings. Teaching of languages; up to nine through imitation, then beginnings of grammar, as little translation as possible. Vowels are expression of feeling, consonants are imitation of external processes. Each language expresses a different conception. Compare head, Kopf, testa. The parts of speech in relation to the life after death. If language is rightly taught, out of feeling, eurythmy will develop naturally, expressing inner and outer experiences in ordered movements--"visible speech." Finding relationship to space in gymnastics.LECTURE 7: Between seven and fourteen soul qualities are paramount. Beginnings of science teaching from twelfth year only, and connected with real phenomena of life. The problem of fatigue. Wrong conceptions of psychologists. The rhythmic system, predominant in second period, never tires. Rhythm and fantasy. Composition. Sums from real life, not abstractions. Einstein's theory. The kindergarten--imitation of life. Teachers' meetings, the heart of the school. Every child to be in the right class for its age. Importance of some knowledge of trades, e.g., shoemaking, handwork, and embroidery. Children's reports-- characterization, but no grading. Contact with the parents.QUESTIONS AND ANSWERS: The close relationship of Multiplication and Division. How to deal with both together. Transition from the concrete to the abstract in Arithmetic. Not before the ninth year. Healthiness of English weights and measures as related to real life. Decimal system as an intellectual abstraction.Drawing. Lines have no reality in drawing and painting, only boundaries. How to teach children to draw a tree in shading, speaking only of light and color. (Illustration). Line drawing belongs only to geometry.Gymnastics and Sport. Sport is of no educational value, but necessary as belonging to English life. Gymnastics should be taught by demonstration.Religious Instruction. Religion lessons in the Waldorf school given by Catholic priest and Protestant pastor. "Free" religion lessons provided for the other children. Plan of such teaching described, of which the fundamental aim is an understanding of Christianity. The Sunday services.Modern Language Lessons. Choice of languages must be guided by the demands of English life. These can be introduced at an early age. Direct method in language teaching. Size: 180mm - 250mm. 159 pages. Dust Jacket has some shelf-wear, chips and tears, some marking, as well as some bumping to corners and extremities. Covers have some shelf-wear as well as some bumping to corners and extremities. Quantity Available: 1. Shipped Weight: Under 1 kilo. Category: Education; Sociology & Culture. ISBN: 0854402845. ISBN/EAN: 9780854402847. Inventory No: 50382. . 9780854402847, Rudolf Steiner Press, 1974, 2.25<

1974, ISBN: 9780854402847

Rudolf Steiner Press, London, 1974. Later Edition. Hardcover. Good Condition/Fair. These seven intimate, aphoristic talks were presented to a small group on Steiner's final visit… Altro …

Rudolf Steiner Press, London, 1974. Later Edition. Hardcover. Good Condition/Fair. These seven intimate, aphoristic talks were presented to a small group on Steiner's final visit to England. Because they were given to "pioneers" dedicated to opening a new Waldorf school, these talks are often considered one of the best introductions to Waldorf education. Steiner shows the necessity for teachers to work on themselves first, in order to transform their own inherent gifts. He explains the need to use humor to keep their teaching lively and imaginative. Above all, he stresses the tremendous importance of doing everything in the knowledge that children are citizens of both the spiritual and the earthly worlds. And, throughout these lectures, he continually returns to the practical value of Waldorf education. These talks are filled with practical illustrations and revolve around certain themes--the need for observation in teachers; the dangers of stressing the intellect too early; children's need for teaching that is concrete and pictorial; the education of children's souls through wonder and reverence; the importance of first presenting the "whole," then the parts, to the children's imagination. Here is one of the best introductions to Waldorf education, straight from the man who started it all. German source: Die Kunst des Erziehens aus dem Erfassen der Menschenwesenhiet (GA 311). SYNOPSIS OF THE LECTURESLECTURE 1: The need for a new art of education. The whole of life must be considered. Process of incarnation as a stupendous task of the spirit. Fundamental changes at seven and fourteen. At seven, the forming of the "new body" out of the "model body" inherited at birth. After birth, the bodily milk as sole nourishment. The teacher's task to give "soul milk" at the change of teeth and "spiritual milk" at puberty.LECTURE 2: In first epoch of life child is wholly sense organ. Nature of child's environment and conduct of surrounding adults of paramount importance. Detailed observation of children and its significance. In second epoch, seven to fourteen, fantasy and imagination as life blood of all education, e.g., in teaching of writing and reading, based on free creative activity of each teacher. The child as integral part of the environment until nine. Teaching about nature must be based on this. The "higher truths" in fairy tales and myths. How the teacher can guide the child through the critical moment of the ninth year.LECTURE 3: How to teach about plants and animals (seven to fourteen). Plants must always be considered, not as specimens, but growing in the soil. The plant belongs to the earth. This is the true picture and gives the child an inward joy. Animals must be spoken of always in connection with humans. All animal qualities and physical characteristics are to be found, in some form, in the human being. Humans as synthesis of the whole animal kingdom. Minerals should not be introduced until twelfth year. History should first be presented in living, imaginative pictures, through legends, myths, and stories. Only at eleven or twelve should any teaching be based on cause and effect, which is foreign to the young child's nature. Some thoughts on punishment, with examples.LECTURE 4: Development of imaginative qualities in the teacher. The story of the violet and the blue sky. Children's questions. Discipline dependent on the right mood of soul. The teacher's own preparation for this. Seating of children according to temperament. Retelling of stories. Importance of imaginative stories that can be recalled in later school life. Drawing of diagrams, from ninth year. Completion and metamorphosis of simple figures, to give children feeling of form and symmetry. Concentration exercises to awaken an active thinking as basis of wisdom for later life. Simple color exercises. A Waldorf school timetable. The "main lesson."LECTURE 5: All teaching matter must be intimately connected with life. In counting, each different number should be connected with the child or what the child sees in the environment. Counting and stepping in rhythm. The body counts. The head looks on. Counting with fingers and toes is good (also writing with the feet). The ONE is the whole. Other numbers proceed from it. Building with bricks is against the child's nature, whose impulse is to proceed from whole to parts, as in medieval thinking. Contrast atomic theory. In real life we have first a basket of apples, a purse of coins. In teaching addition, proceed from the whole. In subtraction, start with minuend and remainder; in multiplication, with product and one factor. Theorem of Pythagoras (eleven-twelve years). Details given of a clear, visual proof, based on practical thinking. This will arouse fresh wonder every time.LECTURE 6: In first seven years etheric body is an inward sculptor. After seven, child has impulse to model and to paint. Teacher must learn anatomy by modeling the organs. Teaching of physiology (nine to twelve years) should be based on modeling. Between seven and fourteen astral body gradually draws into physical body, carrying the breathing by way of nerves, as playing on a lyre. Importance of singing. Child's experience of well being like that of cows chewing the cud. Instrumental music from beginning of school life, wind or strings. Teaching of languages; up to nine through imitation, then beginnings of grammar, as little translation as possible. Vowels are expression of feeling, consonants are imitation of external processes. Each language expresses a different conception. Compare head, Kopf, testa. The parts of speech in relation to the life after death. If language is rightly taught, out of feeling, eurythmy will develop naturally, expressing inner and outer experiences in ordered movements--"visible speech." Finding relationship to space in gymnastics.LECTURE 7: Between seven and fourteen soul qualities are paramount. Beginnings of science teaching from twelfth year only, and connected with real phenomena of life. The problem of fatigue. Wrong conceptions of psychologists. The rhythmic system, predominant in second period, never tires. Rhythm and fantasy. Composition. Sums from real life, not abstractions. Einstein's theory. The kindergarten--imitation of life. Teachers' meetings, the heart of the school. Every child to be in the right class for its age. Importance of some knowledge of trades, e.g., shoemaking, handwork, and embroidery. Children's reports-- characterization, but no grading. Contact with the parents.QUESTIONS AND ANSWERS: The close relationship of Multiplication and Division. How to deal with both together. Transition from the concrete to the abstract in Arithmetic. Not before the ninth year. Healthiness of English weights and measures as related to real life. Decimal system as an intellectual abstraction.Drawing. Lines have no reality in drawing and painting, only boundaries. How to teach children to draw a tree in shading, speaking only of light and color. (Illustration). Line drawing belongs only to geometry.Gymnastics and Sport. Sport is of no educational value, but necessary as belonging to English life. Gymnastics should be taught by demonstration.Religious Instruction. Religion lessons in the Waldorf school given by Catholic priest and Protestant pastor. "Free" religion lessons provided for the other children. Plan of such teaching described, of which the fundamental aim is an understanding of Christianity. The Sunday services.Modern Language Lessons. Choice of languages must be guided by the demands of English life. These can be introduced at an early age. Direct method in language teaching. Size: 180mm - 250mm. 159 pages. Dust Jacket has some shelf-wear, chips and tears, some marking, as well as some bumping to corners and extremities. Covers have some shelf-wear as well as some bumping to corners and extremities. Quantity Available: 1. Shipped Weight: Under 1 kilo. Category: Education; Sociology & Culture. ISBN: 0854402845. ISBN/EAN: 9780854402847. Inventory No: 50382. . 9780854402847, Rudolf Steiner Press, 1974, 2.25<