For most Pagans of any denomination, Yule is a high holy season. The ancient festival was a 12 daylong celebration beginning on the eve of the Winter Solstice (known to most Pagans as Yule) and ending at the new calendar year. This celebration was so important in ancient times that it was converted by the Christians to the 12 Days of Christmas. Many Pagans, especially those devoted to the Norse and Anglo Saxon Gods and Goddesses try to find some way to keep these 12 days, yet many are unsure exactly how to celebrate. Social media blows up in the weeks leading up to the Solstice with questions like: How do you celebrate? What do you do exactly? What activities, what rituals, what prayers and celebrations? For the past several years I have been working on this guide in an attempt to answer some of those questions for my own family and for others. This guide is a result of creating family traditions for this special and most sacred (not to mention FUN!) time of year. I put it all together into one little, handy and easy to follow guide, so that you and your family can celebrate the 12 Days of Yule together, with a little inspiration from what our family has been doing. Please enjoy!

    These include Asian religious traditions and West African trickster gods, Western occult and esoteric lore, postmodern theory and psychedelic science, as well as festival scenes such as Burning Man. Whether his subject is collage art or the "magickal realism" of H. P. Lovecraft, Davis writes with keen yet skeptical sympathy, intellectual subtlety and wit, and unbridled curiosity. The common thread running through these pieces is what Davis calls "modern esoterica," which he describes as a no-man’s-land located somewhere between anthropology and mystical pulp, between the zendo and the metal club, between cultural criticism and extraordinary experience. Such an ambiguous and startling landscape demands that the intrepid adventurer shed any territorial claims and go nomad.

    He offers new insights into what makes a claim of conscience distinctively religious, and draws on a wealth of examples from America, Europe, and elsewhere to highlight the important issues at stake. With philosophical acuity, legal insight, and wry humor, Leiter shows why our reasons for tolerating religion are not specific to religion but apply to all claims of conscience, and why a government committed to liberty of conscience is not required by the principle of toleration to grant exemptions to laws that promote the general welfare.

    Based upon the original teachings of the great sage Laozi, it has only ever been taught to close students of the masters chosen as the heads of the ancient orders.This book provides a breakdown of the entire Nei Gong process, and explains in plain English the philosophy which underpins Nei Gong practice, and which is based on the original teachings of the ancient Daoist priests. The methodology of Sung breathing, an advanced meditative practice which has until now been reserved for 'inner-door' students is described, and the book contains an entire set of Qigong exercises accompanied by instructional photographs and drawings.This book will be of interest to all practitioners of Qi Gong, martial arts and meditation, and will be a rewarding read for anyone interested in Eastern philosophy.

    With mindfulness being so widely taught, there is a need for a clear-sighted and experience-based guide. Analayo provides it.

    Slip this lovely little book into your purse or bag and take it with you wherever you go. Turn the pages as you are drawn -- you can be inspired every day or once an hour, or you can meditate on your favorite thought all month. Use it as an oracle, or to stimulate deeper insight, joy, and appreciation of your life and the lives of others. This powerful volume is for those who are growing in consciousness and for those who want to. It is the perfect gift for someone you love or for yourself.

    For example, Moses taught his people, when they were slaves in Eygpt, not to eat the unclean food of the Pharaoh. Daniel, too, resolved not to defile himself with the king's meat and drink. Having complete faith inAllah, he challenged those who ate the "king's rich food" to a test. After the ten-day testing period, Daniel and his followers were far healthier than were the followers of the king. The law given to Moses and followed by Daniel istoday being followed by Messenger Muhammad and his people. They, like Moses and Daniel, reject the swine, the prized dish of America. They, like,Moses and Daniel, enjoy excellent health and a pleasing appearance. If you want good health, follow Messenger Muhammad's rules as they are outlined in this book. Remember his teaching, which is supported by the scriptures:"A sound mind dwelleth in a sound body."Since the creation of the white race, man has fallen from spiritual and physical correctness. Adam ignored God's instructions of what to eat, eating everything that delighted the eyes and that was desired. To give life to the dead and to restore the proper life of his people, Allah has chosen Messenger Muhammad to teach and instruct us on physical well-being. As the Holy Qur'an says (21 :7): "And We sent not before thee any but men to whom we sent revelations; so ask the followers of the Reminder if you knownot. Nor did We give them bodies not eating food." Even more clear are the words to the followers of the Last Messenger-Prophet. The Ummi whom they find mentioned in the Torah and the Gospel. He enjoins them good and forbids them evil, and makes lawful to them the good things and prohibits for them impure things."Throughout scripture there are conflicts and confusion over which foods are proper and which are not. As in the past, the confusion can be resolved only by listening to the instructions of divine men. Only by following the teachings "OfMessenger Elijah Muhammad can we learn Allah's Will.Let us accept this good from the table of knowledge which Messenger Elijah Muhammad is offering. Let us not be like Judas who so often ate with Jesus and then left his table to betray him. We now have the opportunity of eatingwith a Divine man of God as the disciples ate with Jesus.Remember the teaching of Messenger Elijah Muhammad as related in the Holy Qur'an (2:168): "0 Men, eat the lawful and good things from what is in the earth, and follow not the footsteps of the devil. Surely he is an openenemy to you." If you follow this teaching and practice the rules set before you in HOW TO EAT TO LIVE, you can attain good health and a long life.John Ali, Former National SecretaryMuhammad Mosques of IslamThe Nation of Islam

    It offers a vast variety of insightful selections from various literature and provides a lifetime of ideas and images to contemplate and evolve with you.

    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.

    This volume focuses on Mindfulness of Breathing, the basis of all meditation practices, and Metta Bhavana, a self-confidence builder as well as awareness of others.

    The New Muslim's Field Guide offers a fresh approach to guiding Muslim converts, focused on helping them grow as Muslims while maintaining their identity and love for God. Drawing on their shared decades of experience, Theresa and Kaighla walk the new Muslim through the hills and the valleys they'll encounter on their journey, helping the newcomer navigate the sometimes slippery cliffs of culture, politics, and interpersonal relationships. Injected with a healthy dose of humor and candor, The New Muslim's Field Guide discusses some of the deeper meanings behind belief and ritual, clarifies common sticky issues, and tells stories of triumph and failure on the journey of Islam.

    This book presents Prophet Muhammad in the different roles he assumed within his community as a father, husband, statesman, chief of staff, and an individual with utmost compassion, wisdom, grace, humility, and trustworthiness.

    In this book, author Fred Heeren tells why even Einstein had to revise his thinking to bring it in line with the Bible's claims. Through Heeren's interviews with Steven Hawking and Nobel prize-winning physicists, you'll learn why many leading cosmologists today are bringing God into the equation.

    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.

    These poetic meditations on the most profound of human relationships are like crystals: they sparkle with the many hues of the rainbow and contain worlds within, capturing us with their mystery.Here are poems that cause us to reflect on our own relationships, to experience again the intensity of friendship, the ache of loss, and the profundity of immersion.This is a book for poetry lovers, Rumi fans, and all gift-giving occasions; a book to treasure and to share.Previously published in hardcover as Whispers of the Beloved.Imitating others,I failed to find myselfI looked inside and discoveredI only knew my name.When I stepped outsideI found my real Self.Replaces ISBN 9781571746825.