In 1994 Michael and Debi Pearl published To Train Up a Child .  The book has sold over 625,000 copies, becoming “the handbook on child training” for many families.  The Pearls received so many child training questions in the mail that they began publishing a free bimonthly magazine to answer them— No Greater Joy .  As the subscriptions grew into the tens of thousands, subscribers kept asking for back issues, thus the publication of No Greater Joy Volume One, Volume Two and Volume Three —each book representing about two years of articles from back issues of the magazine.  If you have read To Train Up a Child and you have questions, chances are you will find the answers in No Greater Joy Volume One, Volume Two, or Volume Three .

    They know enough about life to enjoy it with enthusiasm and gusto, but not enough to survive very long without supervision. They are independent, but would never want to be left home alone. They live on praise and encouragement, but a single stern look can bring them to tears. They can be shy and timid one moment, yet confidently insist, "I can do it!" the next. They possess a ferocious appetite for play and order their lives according to the single principle that nothing is too difficult "for me." Play is their world and their tutor, taking them to the land of discovery that only ceases each night when they close their eyes in peaceful slumber. Above all else, a preschooler is a learner. His amazing powers of reasoning and discrimination are awakened through a world of play and imagination. Through home relationships, he learns about security, trust, and comfort; through friends he learns to measure himself against a world of peers;

    Sometimes they are filled with gratitude and affection, and other times they seem totally indifferent. Attitude. Behavior. Development. Everything depends on the love relationship between you and your child. When children feel loved, they do their best. But how can you make sure your child feels loved? Since 1992, Dr. Gary Chapman's best-selling book "The 5Love Languages" has helpedmillions of couples develop stronger, more fulfilling relationships by teaching them to speak each others' love language. Each child, too, expresses and receives love through one of five different communication styles. And your love language may be totally different from that of your child. While you are doing all you can to show your child love, he may be hearing it as something completely opposite. Discover your child's primary language and learn what you can do to effectively convey unconditional feelings of respect, affection, and commitment that will resonate in your child's emotions and behavior."

    These discourses, like the ones found in some of his other books, would have been transcribed by some of his listener. There are a number of surviving manuscripts of the book. The language of Shaikh 'Abd Al-Qadir's discourses is often permeated by symbolic references, metaphorical images, and poetic expressions. This style, which is characteristic of the Shaikh's discourses, reflects a number of facts. First, the Shaikh often speaks about spiritual matters that are completely unfamiliar to the layperson and which the language is incapable of describing with accuracy. These, in the Shaikh's words, are states, stations, visions, and experiences that "no eye has ever seen, no ear has ever heard, and has never occurred to any human being." Second, the Shaikh's words spring as much from his heart as from his mind, describing feelings as well as thoughts. He is forced to use common words to describe feelings that are known only to those who have had those spiritual experiences. No language is equipped enough to describe these feelings, in the same way that no words can assist in describing color to one born blind because it requires visual experience. Third, the Shaikh often speaks about secret and intimate spiritual issues that he does not want to or cannot fully disclose, thus wrapping his words in metaphors. The words of Shaikh Al-Jilani do not describe one spiritual state and are not targeted at one person. They paint a fascinating picture of a myriad of spiritual states and stations and apply to people of very different beginnings, paths, and ends. The destination is the same, but the routes are different. Also different wayfarers end their journeys at different points. What is good for someone might not good for another, and what is required of two different people might be completely different, even though both have the same goal. This is why understanding the Shaikh's words and their applications is a science in its own right. As Sufis say: "The ways to Allah are as many as the creatures." The words of the Shaikh remain as relevant to the seeker of the truth and nearness to God as they were when he uttered them almost one thousand years ago. For sure, the world has changed a lot, but man's nature has not, and the diseases of his heart remain the same. The Shaikh's words address these diseases and show man the way to salvation. His words lived a thousand years and will live to the day when this transient world is no more and is replaced by the permanent one. Like all beacons of truth, the Shaikh has been the target of attacks of the ignorant, the narrow minded, and the misguided. As happened to others who understood Islam to be about works of the heart not acts of the body, this pious servant, whose life was fully dedicated to serving his Lord, has often been accused of distorting the message of Prophet Muhammad by those who wanted to hijack Islam and turn it into a spiritless, legalistic system to serve their worldly ambitions. But, as history has been confirming everyday, the voice of truth can never be silenced and the words of wisdom will remain inerasable. It is ignorance of this fact, as well as mistaking falsehood for truth, that must have made some misguided individuals to use terrorism against the Shaikh as they bombed his shrine in Baghdad on 28th May 2007, damaging parts of it. These and similar criminals do not realize that what made great masters such as Shaikh 'Abd Al-Qadir live forever is not buildings that commemorate them or books written about them, but the teachings and examples they set that live in people's minds and love for God that they helped them develop in their hearts. This is why almost one thousand years after his departure from this world people still feel immensely honored to serve the Shaikh and his sacred cause, including making his words more accessible to people.

    This belief makes him eligible for enjoyment of the bliss and the happiness of the Hereafter. It is not a belief that is limited to the life of this finite and ephemeral world only as compared to the everlasting Hereafter.Rather, it is a great creed that links the life of man in this world to that of the Hereafter so that his vision will not be restricted to this world alone but extends to the Hereafter.Belief in Paradise is one of the fundamentals of faith. The Messenger of Allah, blessings and peace of Allah be upon him, was asked about faith and he answered, “Faith is to believe in Allah, in His angels, in His Books, in His Messenger and in the Last Day; and to believe in pre-decree, its good and bad.”

    Encouragement. Sanity. On any number of homeschooling days, I've needed all three. It's not that homeschooling is an unwanted chore. Homeschooling my children is one of my greatest joys. It's a privilege. I'm so incredibly blessed by this undertaking. And I'm challenged. I'm pulled. I'm stretched. I'm growing. I'm finding my reheated coffee in the microwave at 2 p.m. wondering where the morning went. Trying hard to soak up the sweet and sacred moments with these souls and miss stepping on the Lego pile in the process. Friend, I'm sure you've felt the same. The pages of Hope for the Heart of the Homeschool Mom is a collection of encouragement to prayerfully strengthen your soul for this God-given journey. A journey that's beyond stretching and beyond worth it.

    They're the kids who don't just do their homework, but pick up books and magazines to read for pleasure. Yet even parents who love to read sometimes find that their kids don't enjoy books. Now, Mary Leonhardt shows how to awaken, or reawaken, a child to the joy of reading. She even identifies the seven stages that children go through as they develop their reading skills and outlines what parents can do to help them along. Her advice is clear, down-to-earth, and proven effective.

    James Dobson. "The New Dare to Discipline" is a revised and updated edition of the classic bestseller, designed to help you lead your children through the tough job of growing up. This practical, reassuring guide will teach you how to meet your children’s needs of love, trust, affection—and discipline.

    Its author, Imam al-Zarnuji, has attracted the attention of Western men of learning for centuries, as they tried to decipher the secret behind the stunning educational success of Islamic civilization.

    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.

    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.

    Abu Ameenah Bilal Philips has rendered Ibn Taymiyah's treatise, "Eedâh ad-Dalâlah fee 'Umoom ar-Risâlah", from volume 19 of Majmoo' al-Fatâwâ (A Collection of Religious Rulings) into very readable English. This abridged and annotated translation is significant in that it is perhaps the first book available in English exclusively on the topic of spirit-possession and exorcism in Islam.Shaykh Ibn Taymiyah's treatise provides a very clear, concise, and authentic view of this intriguing subject based on the Qur'an, the Sunnah, the interpretation and experience of the Companions of the Prophet (blessings and peace of Allah be upon him) and the early scholars of Islam. Dr. Philips has also added an appendix consisting of an article written on the subject of spirit-possession and exorcism by one of the leading contemporary scholars of Saudi Arabia confirming Ibn Taymiyah's views as both relevant and orthodox.

    It was the worst school massacre in our nation's history. Can we prevent a tragedy like this from happening again?In Elliot Aronson's Nobody Left to Hate, on of our nation's leading social psychologists argues that the negative atmosphere in our schools--the exclusion, taunting, humiliation, and bullying--played a major role in triggering the pathological behavior of the shooters. At the very least, such an atmosphere makes schools an unpleasant experience for most normal students.But it doesn't have to be. Nobody Left to Hate offers concise, practical, and easy-to-apply strategies for creating a more supportive, stimulating, and compassionate environment in our schools. Based on decades of scientific research and classroom testing, these strategies explain how students can be taught to control their own impulses, how to respect others, and how to resolve conflicts amicably. In addition, they show teachers how to structure classes to promote cooperation, rather than competition, without sacrificing academics. On the contrary, education is greatly enhanced.For parents, teachers, or anyone concerned with what is happening in our schools, Nobody Left to Hate provides a simple and effective plan of action that will make their children's school not only a safe place, but a more humane place of learning.

    And Alex and Brett Harris are leading the charge.Do Hard Things is the Harris twins' revolutionary message in its purest and most compelling form, giving readers a tangible glimpse of what is possible for teens who actively resist cultural lies that limit their potential.Combating the idea of adolescence as a vacation from responsibility, the authors weave together biblical insights, history, and modern examples to redefine the teen years as the launching pad of life. Then they map out five powerful ways teens can respond for personal and social change.Written by teens for teens, Do Hard Things is packed with humorous personal anecdotes, practical examples, and stories of real-life rebelutionaries in action. This rallying cry from the heart of an already-happening teen revolution challenges a generation to lay claim to a brighter future, starting today.

    The book serves to illustrate and amplify Idries Shah's preceding (over 20) books on the Sufi Way.