It would alsomake a good RCIA resource as well as a blockbuster stimulus fordiscussions."—Book Nook, Pecos BenedictineThe authors answer the question, "Why Be Catholic?" fairly and squarely, showing a deep appreciation about what is good in Catholicism and a penetrating honesty about the Church's shortcomings. Rohr and Martos also examine what it means to be Catholic in the United States today. Finally, to answer the title question in a more personal way, they present portraits of some outstanding Catholics, especially those we call saints, who have found personal fulfillment by living their faith to the utmost.After reading this book, you will appreciate more fully the unique heritage of the Catholic Church. You will understand how its magnificent tradition enriches the lives of Catholics today and propels the ever-changing Church into the 21st century and third millennium. A popular resource for RCIA, evangelization and religious education.

    Adler, in his discussion, extends and modernizes the argument for the existence of God developed by Aristotle and Aquinas. Without relying on faith, mysticism, or science (none of which, according to Dr. Adler, can prove or disprove the existence of God), he uses a rationalist argument to lead the reader to a point where he or she can see that the existence of God is not necessarily dependent upon a suspension of disbelief. Dr. Adler provides a nondogmatic exposition of the principles behind the belief that God, or some other supernatural cause, has to exist in some form. Through concise and lucid arguments, Dr. Adler shapes a highly emotional and often erratic conception of God into a credible and understandable concept for the lay person.

    It has three parts: the Pledge, the Turn, and the Prestige. In Divine Magician, each part comes into play as he explores a radical view of interacting with the world in love.Rollins argues that the Christian event, reenacted in the Eucharist, is indeed a type of magic trick, one that is echoed in the great vanishing acts performed by magicians throughout the ages. In this trick, a divine object is presented to us (the Pledge), disappears (the Turn), and then returns (the Prestige). But just as the returned object in a classic vanishing act is not really the same object--but another that looks the same--so this book argues that the return of God is not simply the return of what was initially presented, but rather a radical way of interacting with the world. In an effort to unearth the power of Christianity, Rollins uses this framework to explain the mystery of faith that has been lost on the church. In the same vein as Rob Bell's bestseller Love Wins, this book pushes the boundaries of theology, presenting a stirring vision at the forefront of re-imagined modern Christianity.As a dynamic speaker as he is in writing, Rollins examines traditional religious notions from a revolutionary and refreshingly original perspective. At the heart of his message is a life lived through profound love. Just perhaps, says Rollins, the radical message found in Christianity might be one that the church can show allegiance to.

    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!

    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.

    Why am I here? Is there a purpose to my life? What happens when I die? These deep questions are addressed with clear wisdom, vivid images and memorable stories.

    Not so with Anita Diamant's The Red Tent (Picador 1998). Diamant weaves ancient history and culture with narrative fiction to draw a picture of what life might have been like for the women in Jacob's life. With skill and passion, Sandra Hack Polaski unravels the complexities of the biblical stories of Leah, Rachel, Zil?pah, Bil?hah, and Leah's daughter Dinah, probing aspects of The Red Tent that give us insight into the text and into the lives of women in the ancient Near East. Inside the Red Tent brings readers into the biblical and historical contexts of the world of Dinah and her four mothers, exploring their stories through the tradition of midrash, sound biblical scholarship, and archeological findings. She gives us a glimpse "inside the red tent" at the families, relationships, encounters, goddesses, and God that defined their lives and that define ours.

    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

    This question is central to all the great religions, Kreeft demonstrates, for striving toward holiness, moving toward perfect love, is the whole purpose of life.Kreeft admits that he is only a beginner on the climb to holiness, and it is to novices like him that he has written this engaging and encouraging book. Using the insights and experiences of saints and great spiritual writers throughout history, Kreeft shows what holiness is and how it can be achieved. He especially draws upon the spiritual classic Abandonment to Divine Providence by Jean-Pierre de Caussade, S.J. The core of Caussade's timeless gem is that God reveals himself to all of us through the daily events of our lives. The surest way toward spiritual growth, therefore, is by perceiving and accepting the merciful will of God in every situation.Kreeft stresses the simplicity of his approach to holiness, which focuses mainly on the virtue of love. Sanctity is love, he asserts, and only that can give us what we all long for—deep and lasting joy.

    But too often he is viewed as an Americanized shepherd boy on a Sunday school felt board or a New Testament saint alongside the Virgin Mary. Not only does this neglect one of the Bible’s most complex stories of sin and redemption; it also bypasses the gritty life lessons inherent in the amazing true story of David.  Mark Rutland shreds the felt-board character, breaks down the sculpted marble statue, and unearths the real David of the Bible. Both noble and wretched, neither a saint nor a monster, at times victorious and other times a failure, David was through it all a man after God’s own heart.

    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.

    They are tales of human passion in all of its infinite variety: adultery, seduction, incest, rape, mutilation, assassination, torture, sacrifice, and murder. . . ."Sex. Violence. Scandal. These are words we rarely associate with the sacred text of the Bible. Yet in this brilliant book, Jonathan Kirsch recounts shocking tales that have been suppressed by religious authorities throughout history. Kirsch places each story within the political and social context of its time, delves into the latest biblical scholarship to explain why each one was originally censored, and shows how these ancient narratives hold valuable lessons for all of us.

    What are miracles, and why do so many people believe in them? What do they tell us about ourselves? And what do we do with experiences that we cannot explain? In  Miracles, Eric Metaxas offers compelling -- sometimes electrifying -- evidence that there’s something real to be reckoned with, whatever one has thought of the topic before. Miracles is also a timely, thoughtful, and civil answer to the books of the "New Atheists" -- Richard Dawkins, Christopher Hitchens, and Sam Harris -- who have passionately asserted not just the impossibility of miracles and the supernatural, but the outright harmfulness of belief in them.  Metaxas -- whom ABC News has called a "witty ambassador for faith" -- provides the measured and wide-ranging treatment the subject deserves, from serious discussion of the compatibility between faith and science to astonishing but well-documented stories of actual miracles from people he knows. A more current, anecdotal, and personal version of C. S. Lewis’s 1947 book on the subject, Miracles is a powerfully winsome challenge that miracles are not only possible but are far more widespread than most of us ever might have imagined.

    Examining American, Soviet and Nazi research, Farrell traces out alchemy’s view of an information-creating physical medium, and shows how this idea is related to the phenomenon of high-spin rotation and the unusual properties in matter that it induces.

    In Evolution Impossible, Dr. John Ashton uses discoveries in genetics, biochemistry, geology, radiometric dating, and other scientific disciplines to explain why the theory of evolution is a myth. Regardless of your level of scientific education, you will finish this book able to cite 12 reasons why evolution cannot explain the origin of life.