Partial Contents: Introduction to the study of Tarot; The General Key to the Tarot; The Sacred Word; Esotericism of Numbers; Key to the Minor and Major Arcana; Connection between the Major and Minor Arcana; Symbolism in the Tarot; History of the Symbolism of the Tarot; Androgony; Cosmogony; General Transition; Summary of the Symbolical Tarot; Key to the Applications of the Tarot; Astronomic Tarot; Initiative Tarot; Kabalistic Tarot; Authors who have interested themselves in the Tarot; Divining Tarot. Preface by A.E. Waite.

    An Incendiary Wake-Up Call to the WorldWhat if the Old Testament is a work of fiction, Jesus never existed, and Muhammad was a mobster?What if the Bible and the Qur'an are works of political propaganda created by Taliban-like fundamentalists to justify the sort of religious violence we are witnessing in the world today?What if there is a big idea that could free us from the us-versus-them world created by religion and make it possible for us to truly love our neighbors—and even our enemies?What if it is possible to awaken to a profound state of oneness and love, which the Gnostic Christians symbolized by the enigmatic figure of the laughing Jesus?Discover for Yourself Why the Gnostic Jesus Laughs

    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.

    The Key of the Mysteries represents the culmination of Le'vi's thoughts and is written with subtle and delicate irony. It reveals the mysteries of religion and the secrets of the Qabalah, providing a sketch of the prophetic theology of numbers. The mysteries of nature, such as spiritualism and fluidic phantoms, are explored. Magical mysteries, the Theory of the Will with its 22 axioms are divulged. And finally it offers "the great practical secrets."The true greatness of this work, however, lies in its ability to place occult thought firmly in Western religious traditions. For Le'vi, the study of the occult was the study of a divine science, the mathematics of God.

    But for those who identify with Western culture, Western religious traditions have their own wisdom teachings that are more suitable to their needs and expectations. Many of those searching for alternative religions are not even aware that Western civilization has always had its own traditions, which are often hidden. In this fascinating introduction to non-mainstream Western spirituality, the coeditors of Gnosis magazine -- today's leading journal of mystical spirituality -- guide you through the teachings of Jung and Gurdjieff, the Kabbalah, neo-paganism, shamanism, alchemy, Sufism, and more. Explaining the history and practice of each tradition and describing its important figures, the authors present the ideas, strengths, and weaknesses of each tradition and offer a wealth of resources for those interested in pursuing these paths further.

    It is: not controversial, but is; sent forth in the, hope- that it may help to clear some of the difficulties which have beset the minds of students of the deeper philosophies in the past. In order to avoid serious misunderstanding, it should be firmly, impressed upon the mind of the student, however, that there is no infallible revelation of this complicated subject, which includes everything under the sun and above it also. An infallible exposition would predicate omniscience upon the part of the writer, and even the Elder Brothers tell us that they are sometimes at fault in their judgment, so a book which shall say the last word on the World-Mystery is out of the question, and the writer of the present work does not pretend to give aught but the most elementary teachings of the Rosicrucians. The Rosicrucian Brotherhood has the most far-reaching, the most logical conception of the World-Mystery of which the writer has gained any knowledge during the many years he has devoted exclusively to the study of this subject So far as he has been able to investigate, their teachings have been found in accordance with facts as he knows them. Yet he is convinced that the Rosicrucian Cosmo-conception is far from being the last word on the subject; that as we advance greater vistas of truth will open to us and make clear many things which we now "see through a glass, darkly." At the same time he firmly believes that all other philosophies of the future will follow the same main lines, for they appear to be absolutely true.

    Written in New York City at the end of the First World War, this has been described by Crowley as an extended and elaborate commentary on The Book of the law, in the form of a letter from the Master Therion to his magical son.

    His letters to various churches scattered throughout the Roman Empire articulated, for the first time, the beliefs that make up the heart of Christian practice and faith. In this extraordinary biography, Bruce Chilton explains the changing images of Paul, from the early Church period when he was regarded as the premiere apostle who separated Christianity from Judaism to more recent liberal evaluations, which paint him as an antifeminist, homophobic figure more dedicated to doctrine than to spiritual freedom. By illuminating Paul’s thoughts and contributions within the context of his time, Chilton restores him to his place as the founding architect of the Church and one of the most important figures in Western history. Rabbi Paul is at once a compelling, highly readable biography and a window on how Jesus’ message was transformed into a religion embraced by millions around the world. Drawing on Paul’s own writings as well as historical and scholarly documents about his life and times, Chilton portrays an all-too-human saint who helped to create both the most beautiful and the most troublesome aspects of the Church. He shows that Paul sought to specify the correct approach to such central concerns as sexuality, obedience, faith, conscience, and spirit, to define religion as an institution, and to clarify the nature of the religious personality—issues that Christians still struggle with today.

    Today's view of history cannot account for ancient anomalies, such as the Pyramids and advanced knowledge contained in India's Vedas-but in 1894 an Indian sage gave us an explanation not only for our hidden past, but for the trends of today and for our future enlightenment-the 24,000 year yuga cycle

    The Nag Hammadi Library consists of writings found by two peasants who unearthed clay jars in 1945 in upper Egypt. These did not appear in English for 32 years, because the right to publish was contended by scholars, politicians, and antique dealers. The Dead Sea Scrolls, discovered in clay jars in Palestine by a goat herder in 1947, weathered similar storms. The first team of analysts were mostly Christian clergy, who weren't anxious to share material that frightened church leaders. As Dr. Hoeller shows, they rightly feared the documents would reveal information that might detract from unique claims of Christianity. Indeed, the Dead Sea Scrolls and Nag Hammadi Library both contradict and complement accepted tenets of the Old and New Testaments.As to the connection with Jung, Dr. Hoeller states, "Jung knew that the one and only tradition associated with Christianity that regarded the human psyche as the container of the divine-human encounter was that of the Gnostics of the the first three centuries of our era. For this reason he called for a renewed appreciation of this ancient tradition, and particularly for a return to the Gnostic sense of God as an inner directing and transforming presence." Dr. Hoeller goes on in his preface, "His sympathetic insight into the myths, symbols, and metaphors of the Gnostics, whom by his own admission he regarded as long-lost friends, continues as the brightest beacon of our day..."Chapters include such topics as Saintly Rebels: The People of the Scrolls, The Dancing Savior: The Myth of the Gnostic Christ and The Secret Sayings of Jesus: The Gospel of Thomas. The book also includes a thorough notes section as well as an index.

    His life changes inexplicably after he meets a mysterious man who leaves him a series of profound writings. One of the writings is a firsthand account of Judas’s life with Jesus and the events leading up to his betrayal. The writings also contain extraordinary insights into the lives of Judas, Jesus, and the Disciples, which seem to correlate with the recently discovered Gospel of Judas. Could these be the teachings of Judas Iscariot and his account of his relationship with Jesus? Could this be Judas’s attempt to clear his name in an effort to change the world’s perceptions and help humanity in its spiritual quest?

    Mead. The Gnostics were composed of a number of early Christian mystical sects. Their teachers were persecuted and documents destroyed because the Church desired a uniform set of beliefs to operate under. Only now have we begun to better appreciate these early Christian mystics. Pistis Sophia was the most important Gnostic document until the discovery and publication of The Nag Hammadi Library. This work remains an important milestone in Gnostic research, on par with Nag Hammadi, and should be part of any serious study. It is the story of how we, as spiritual beings, have fallen into the world of physical creation. The soul is asleep here, bogged down in physical surroundings, unaware of its true nature. The purpose of this gospel is to awaken us, and aid in the process of spiritual freedom.

    "Hopper represents the most lethal of organized religions many opponents: a curious, well-educated individual with a sharp wit." Queen's University Journal Review "Wickedly fun and informative." Toronto Star "The Heathen's Guide To World Religions has taken up permanent residence on my bookshelves... a masterfully written, wonderfully funny, and deliciously snarky trip down religious lane." Al Stefanelli, UNITED ATHEIST FRONT. "Like Monty Python in religious garb... easily one of the best places to invest your book buying dollar." Georgia Straight

    This book explores how Christianity began by tracing its earliest texts, including the Gospel of Thomas, rediscovered in Egypt in 1945.When her infant son was diagnosed with fatal pulmonary hypertension, Pagels' spiritual and intellectual quest took on a new urgency, leading her to explore historical and archaeological sources and to investigate what Jesus and his teachings meant to his followers before the invention of Christianity. The discovery of the Gospel of Thomas, along with more than 50 other early Christian texts, some unknown since antiquity, offers clues. She compares such sources as Thomas' gospel (which claims to give Jesus' secret teaching and finds its closest affinities with kabbalah) with the canon to show how Christian leaders chose to include some gospels and exclude others from the collection many call the New Testament. To stabilize the emerging church in times of persecution, church fathers constructed the canon, creed and hierarchy - and, in the process, suppressed many of its spiritual resources.Drawing on new scholarship - her own and that of an international group of scholars - that has come to light since the 1979 publication of The Gnostic Gospels, she shows that what matters about Christianity involves much more than any one set of beliefs. Traditions embodied in Judaism and Christianity can powerfully affect us in heart, mind and spirit, inspire visions of a new society based on practising justice and love, even heal and transform us.Provocative and moving, Beyond Belief, the most personal of her books to date, shows how the impulse to seek god overflows the narrow banks of a single tradition. She writes, "What I have come to love in the wealth and diversity of our religious traditions - and the communities that sustain them - is that they offer the testimony of innumerable people to spiritual discovery, encouraging us, in Jesus' words, to 'seek, and you shall find.'"CONTENTSFrom the feast of Agape to the Nicene CreedGospels in conflict: John and Thomas God's word or human words?The canon of truth and the triumph of JohnConstantine and the Catholic Church AcknowledgementsNotesIndex

    Written in Bob Frissell's warm, personal style with updated commentary, Something in This Book Is True is both an account of Frissell's journey to inner discovery and empowerment and a most unusual reader's guide. Delving into topics as eclectic as polarity consciousness, emotional body clearing, and higher selves, Frissell affirms that humanity is composed of spiritual beings having human experiences—not vice versa. This new edition incorporates photos and illustrations into Frissell's engaging text.