Lewis’ magical land entered through that most important wardrobe in literary history. Beloved by generations of readers, The Chronicles of Narnia are thought, erroneously, by some to be “mere children’s stories.” In this volume, Pearce thoroughly debunks the error as he skillfully explains why there is nothing “mere” about such stories. Rather, the Narnia books contain profound insights concerning the human condition. Pearce, however, goes beyond even that and illuminates the deeper riches and profound truths found therein: the highest truths, in fact, those concerning God. Join Pearce as he explores the “grown-up” themes that are so important for a proper understanding of Lewis’ magnificent creation, including the deep and profound Christian symbolism, extensive literary allusions, and the constant theme of temptation, sin, and redemption. The author of numerous literary works and an authority on the writings of Lewis, Chesterton, and Tolkien, Pearce is uniquely qualified to examine the deeper theological, philosophical, and historical dimensions of the Chronicles. With Pearce as your guide, “return to Narnia,” and come to understand in new and profound ways that place which has so marked the imaginative landscape of so many. Rediscover your love for Narnia, because “wardrobes are for grown-ups too.”

    This work covers in detail all aspects of the practice and includes useful chapters on its effects on the spine, muscles, vital organs and endocrine system. A practical book for teachers and students.

    Yogananda is one of the world's most widely known and universally respected spiritual masters. His Autobiography of a Yogi has helped stimulate a spiritual awakening in the West and a spiritual renaissance in his native land of India.More than half a century ago, in a hilltop ashram in Los Angeles, California, an American disciple sat at the feet of his Master, faithfully recording his words as his teacher had asked him to do. Paramhansa Yogananda knew this disciple would carry his message to people everywhere.Kriyananda was often present when Yogananda spoke privately with other close disciples; when he received visitors and answered their questions; when he was dictating and discussing his important writings. Yogananda put Kriyananda in charge of the other monks, and gave him advice for their spiritual development. In all these situations, Kriyananda recorded the words and guidance of Yogananda, preserving for the ages wisdom that would otherwise have been lost, and giving us an intimate glimpse of life with Yogananda never before shared by any other student.These Conversations include not only Yogananda's words as he first spoke them, but also the added insight of an intimate disciple who has spent more than 50 years reflecting on and practicing the teachings of Yogananda. Through these Conversations, Yogananda comes alive. Time and space dissolve. We sit at the feet of the Master, listen to his words, receive his wisdom, delight in his humor, and are transformed by his love.

    Chanted daily by many Zen practitioners, it is also studied extensively in the Tibetan tradition, and it has been regarded with interest more recently in the West in various fields of study—from philosophy to quantum physics. In just a few lines, it expresses the truth of impermanence and the release of suffering that results from the understanding of that truth with a breathtaking economy of language. Kazuaki Tanahashi’s guide to the Heart Sutra is the result of a life spent working with it and living it. He outlines the history and meaning of the text and then analyzes it line by line in its various forms (Sanskrit, Chinese, Japanese, Korean, Tibetan, Mongolian, and various key English translations), providing a deeper understanding of the history and etymology of the elusive words than is generally available to the nonspecialist—yet with a clear emphasis on the relevance of the text to practice. This book includes a fresh and meticulous new translation of the text by the author and Roshi Joan Halifax.

    The stories are vivid, dramatic and often humorous. Carolyne Larrington has made a representative selection, which she re-tells in a simple, direct way which is completely faithful to the style and spirit of her sources. Most collectors of local legends have been content merely to note how they may serve to explain some feature of the landscape or to warn of some supernatural danger, but Carolyne Larrington probes more deeply. By perceptive and delicate analysis, she explores their inner meanings. She shows how, through lightly coded metaphors, they deal with the relations of man and woman, master and servant, the living and the dead, the outer semblance and the inner self, mankind and the natural environment. Her fascinating book gives us a fuller insight into the value of our traditional tales.

    A well-rounded introduction to Midsummer, this attractive book features rituals, recipes, lore, and correspondences. It includes hands-on information for modern celebrations, spells and divination, recipes and crafts, invocations and prayers, and more!

     Is it fantasy or reality? In this extraordinary and fascinating book, bestselling author Jess Stearn reveals that perfect love does exist--that you can find it, experience it . . . and with it, change your life forever. Here are the inspiring stories of many real-life soulmates Stearn has met, the innermost secrets of celebrities like Shirley MacLaine, Susan Strasberg, Howard Hughes, and Joan Hackett, who have sought and found the ultimate love.Now you can share in the drama and ecstasy of fulfilling your deepest and most powerful yearnings and desires. You too can find your own true soulmate.

    It surveys the major developments in Indias social, economic and cultural history up to the end of the ancient period and the beginning of the early middle ages and explains the rise and growth of states with reference to their material basis. Special attention has been paid to the elements of change and continuity in society, economy and culture, and to the changing forms of exploitation and consequent social tensions as well as to the role of religion and superstition in society.

    With 10 color plates.

    Essays include "Being in the Way", "The Philosophy of Tao", and "Landscape, Soundscape" Alan Watts' lectures always drew a large audience of diverse interests, and these Taoist explorations of the "nature of nature" should introduce a new generation to Watt's thought.

    This phenomenally diverse tradition includes not only frescoes, relief carvings, colossal statues, silk embroideries and bronze ritual objects but also rock-cut shrines with a thousand Buddhas, the glorious stupas of South-East Asia and the pagodas of the Far East, the massive "mandala in stone" of Borobudur in Java and entire 13th-century temple complexes at Angkor in Cambodia. The author describes all the Buddhist schools and cultures, and explains their imagery, from Tibetan cosmic diagrams and Korean folk art to early Sri Lankan sites and Japanese Zen gardens.

    This revised and updated edition includes a detailed chronology that has been updated through 1993, a new bibliography, and an expanded index that includes Chinese characters.

    A series of 24 lectures comprising a course on comparative religion presented by Charles Kimball, director of the Religious Studies Program at the University of Oklahoma.

    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.

    She takes readers on an enchanting tour through witchcraft’s history, mythology, and folklore, where they will discover a miscellany of facts including magic spells, rituals, potions, recipes, celebrations, traditions, and much more.