When you consider the whole human lifespan, not only what is comfortable, not just childhood, to obtain basic pedagogical rules, pedagogical impulses, it becomes clear for the first time what a vitally important role education and upbringing have in the life of a human being. One realises, how often happiness or misfortune in terms of mental, psychological and physical wellbeing are related to education and upbringing. When you see how the doctor, when treating people in old age, without knowing, needs to correct upbringing mistakes and that he often fails to address the problems he encounters, because they are too firmly anchored in the human being. When you see how a child lives with its feelings into what it experiences and how this has physical consequences, when you realise how the interchanging between the physical and the psychical occurs, you come to deeply respect, to evaluate in the right way the importance of the methodology of learning. You begin to understand what the existential conditions for educating should be, merely according to the nature of the human being himself.
Source (German): Rudolf Steiner – GA 308 – Die Methodik des Lehrens und die Lebensbedingungen des Erziehens – Stuttgart, April 8, 1924 (page 16)
Translated by Nesta Carsten-Krüger