Magical thought is described and contrasted with Science, Art and Religion. The dynamic relationship between them is explained. Modern magic and its role in the 21st century is outlined with respect to practices ranging from ritual magic, through alchemy to New Age therapies. Specific topics include: secrecy, initiation, sacrifice, cyber-animism, Crowleyanity, morality, pseudo-science, demonology, deity, miracles and divination.

    A complete worldview is presented and defended, covering every subject from knowledge to art, from metaphysics to morality, from theology to politics. Topics include free will, the nature of the universe, the meaning of life, and much more, arguing from scientific evidence that there is only a physical, natural world without gods or spirits, but that we can still live a life of love, meaning, and joy.

    With his own research as well as that of some of the most distinguished scientists of our time, Schäfer moves us from a reality of Darwinian competition to cooperation, a meaningless universe to a meaningful one, and a disconnected, isolated existence to an interconnected one. In so doing, he shows us that our potential is infinite and calls us to live in accordance with the order of the universe, creating a society based on the cosmic principle of connection, emphasizing cooperation and community.

    In this text, Dr Mindell asserts that in order to utlilize the power of dreaming, we must notice these clues. He provides powerful dreaming applications for body work, chronic symptom work and relationshsip therapies.

    We've let go of our dreams and resigned ourselves to a life of quiet frustration. We go through the motions each day with a mentality that says "so high and no more." Tony Campolo says, ENOUGH! It's time to SEIZE THE DAY!Every morning we have a new 24-hour opportunity to leave a lasting legacy on this world. In "Carpe Diem," Campolo will challenge you to let go of whatever is holding you back, and show you how to wake up refreshed, renewed and ready to make the most of the day you've been given. His contagious enthusiasm will get you revved up to take your life back into your own hands, and learn how to squeeze the last drop out of every day! Start living big, seize the day. Don't wait - your time is now!A Tony Campolo Classic!

    Two Jungian psychologists discuss the influence the classic Greek goddesses have on a woman's psyche and how women can bring the different goddess energies into harmony for greater strength and new insights into their lives.

    In Living on Purpose, Millman tackles some of the toughest questions, and in the process, refines and expands on the teachings of his other books. Millman applies timeless principles to questions about metaphysics, destiny and free will, control and surrender, goal-making, marriage, child-rearing, money and work, sexuality, priority setting, and simplifying life. He combines hard-won personal wisdom with common sense to shed light on real-world problems.

    From war to ecological collapse, most of the world’s critical problems stem from a distorted masculinity out of control. Yet our culture rewards the very dysfunctions responsible for those problems.To Matthew Fox, our crucial task is to open our minds to a deeper understanding of the healthy masculine than we receive from our media, culture, and religions. Popular religion forces the punitive imagery of fundamentalism on us, pushing most men away from their natural yearning for spirituality and toward intolerance and domination. Meanwhile, many men, particularly young men, are looking for images of healthy masculinity to emulate and finding nothing.To awaken what Fox calls “the sacred masculine,” he unearths ten metaphors, or archetypes, ranging from the Green Man, an ancient pagan symbol of our fundamental relationship with nature, to the Grandfatherly Heart to the Spiritual Warrior. He explores archetypes of sacred marriage, showing how partnership becomes the ultimate expression of healthy masculinity. By stirring our natural yearning for healthy spirituality, Fox argues, these timeless archetypes can inspire men to pursue their higher calling to reinvent the world.

    Known throughout the world as the guru who encouraged an entire generation to "turn on, tune in, and drop out," he draws on wit, humor, and skepticism to debunk the power of psychotherapy and to advocate reprogramming the brain with psychedelics. Discussing how various drugs affect the brain, how to change behavior, and how to develop creativity, he also delves into psychopharmacological catalyzing, fear of potential, symbol and language imprinting, and brain reimprinting with Hinduism, Buddhism, and LSD.

    Here, Dr. Greene traces his character through sign, house, aspect, and synastry in a brilliant analysis which reveals his other face: that of the Initiator who, for the price of our honesty, offers us greater consciousness, self-understanding and, eventually, freedom.

    Hawaiian shaman King uses Kahuna healing methods to help us access the hidden energy of life, develop powers of concentration, and make friends with the deepest aspect of our being. Learn how your Higher Self, or aumakua, is contacted in the dream dimension. Get in touch with the Mana, the hidden energy of life. Develop higher powers of concentration by utilizing the tikis, created images of sight, sound, and feeling in meditation. Become aware of your subconscious, an integral part of your being, which impatiently awaits communion with the ego.

    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.Closing words by Dr. Steiner on the seriousness of this first attempt to found a school in England.

    Based on intensive study and thousands of case histories, this remarkable guide opens up the world of dreams by showing readers how to remember and interpret dreams, establish a dream group, learn the universal symbolism of dreaming, and change their lives using their dreams.

    Focusing on three key phenomena--reincarnation, apparitions, and communications from the dead--Carter reveals 125 years of documented scientific studies by independent researchers and the British and American Societies for Psychical Research that rule out hoaxes, fraud, and hallucinations and prove these afterlife phenomena are real.The author examines historic and modern accounts of detailed past-life memories, visits from the deceased, and communications with the dead via medium and automatic writing as well as the scientific methods used to confirm these experiences. He explains how these findings on the afterlife have been ignored and denied because they are incompatible with the prevailing doctrine of materialism. Sharing messages from the dead themselves describing the afterlife, Carter reveals how consciousness exists outside the parameters of biological evolution and emerges through the medium of the brain to use the physical world as a springboard for growth. After death, souls can advance to higher planes of consciousness or manifest once again on Earth. Carter’s rigorous argument proves--beyond any reasonable doubt--not only that consciousness survives death and continues in the afterlife, but that it precedes birth as well.

    Who Made God? offers accessible answers to over 100 commonly asked apologetic questions. Bringing together the best in evangelical apologists, this guide is standard equipment for Christians who want to understand and talk about their faith intelligently. Part one answers tough questions about the Christian faith such as:• Who made God? • How can there be three persons in one God? • What is God’s ultimate purpose in allowing evil? • Where did the universe come from? • How long are the days of creation in Genesis? • Did Jesus rise from the dead? • Are the records of Jesus’ life reliable? • Does the Bible have errors in it?Part two answers tough questions about other faiths, including Islam, Mormonism, Hinduism, Transcendental Meditation, Yoga, Reincarnation, Buddhism, and Black Islam. Relevant stories, questions for reflection and discussion, and a comprehensive list of suggested resources help you dig deeper so you can be prepared to give careful answers that explain the reasons for your faith.