That's the premise of this book: how to cook what Zen Buddhists call "the supreme meal"—life. It has to be nourishing, and it has to be shared. And we can use only the ingredients at hand. Inspired by the thirteenth-century manual of the same name by Dogen, the founder of the Japanese Soto Zen tradition, this book teaches us how we can "enlarge the family we're feeding" if we just use some imagination. Bernie Glassman founded Greyston Bakery in Yonkers, New York, in 1982 to employ those whom other companies deem unemployable—the homeless, ex-cons, recovering addicts, low-skill individuals—with the belief that investing in people, and not just products, does pay. He was right. Greyston has evolved into an $8 million-a-year business with clients all over New York City. It is the sole supplier of brownies to Ben & Jerry's Ice Cream, and has even sold cakes to the White House. But financial profit is only one of two bottom lines that Greyston is committed to. The other one is social impact, and this goal is certainly being met. The bakery enterprise has led to the creation of the Greyston Foundation, an integrated network of organizations that provide affordable housing, child care, counseling services, and health care to families in the community. Using entrepreneurship to solve the problems of the inner city, Greyston has become a national model for comprehensive community development. Its giving back is more than just sloughing off a percentage of its profits and donating it to charity; it's about working with the community's needs right from the beginning—bringing them from the margins to the core. As its company motto goes, "We don't hire people to bake brownies. We bake brownies to hire people." This book is as much a self-manual as a business manual, addressing such concepts as    • Beginner's mind    • The Middle Way of Sustainability    • The "hungry ghosts" of Buddhism as a picture of all humanity    • Working with our faults    • Indra's Net and the interconnectedness of life    • Leaving no trace

    World History

    It will undoubtedly remain for a long time a classic in its field.”—Religious Studies Review“The Treasures of Darkness is the culmination of a lifetime’s work, an attempt to summarize and recreate the spiritual life of Ancient Mesopotamia. Jacobsen has succeeded brilliantly. . . . His vast experience shows through every page of this unique book, through the vivid, new translations resulting from years of careful research. Everyone interested in early Mesopotamia, whether specialist, student, or complete layman, should read this book. . . . It is, quite simply, authoritative, based on a vast experience of the ancient Mesopotamian mind, and very well written in the bargain.”—Brian M. Fagan, History“Professor Jacobsen is an authority on Sumerian life and society, but he is above all a philologist of rare sensibility. The Treasures of Darkness is almost entirely devoted to textual evidence, the more gritty sources of archaeological knowledge being seldom mentioned. He introduces many new translations which are much finer than previous versions. . . . Simply to read this poetry and the author’s sympathetic commentary is a pleasure and a revelation. Professor Jacobsen accepts the premise that all religion springs from man’s experience of a power not of this world, a mysterious ‘Wholly Other.’ This numinous power cannot be described in terms of worldly experience but only in allusive ‘metaphors’ that serve as a means of communication in religious teaching and thought. . . . As a literary work combining sensibility, imagination and scholarship, this book is near perfection.”—Jacquetta Hawkes, The London Sunday Times“A fascinating book. The general reader cannot fail to admire the translated passages of Sumerian poetry with which it abounds, especially those illustrating the Dumuzi-Inanna cycle of courtship, wedding and lament for the god’s untimely death. Many of these (though not all) are new even to the specialist and will repay close study.”—B.O.R. Gurney, Times Literary Supplement

    These authors contend that the image on the shroud is not Jesus of Nazareth but Leonardo da Vinci. Photos.

    An explanation of the commandments of Jehovah to Moses on Mount Sinai regarding the festival days and their deep significance. Passover, Unleavened Bread, First Fruits, Pentecost, Trumpets, Atonement and Tabernacles are shown in all their glory.

    But Tao cannot fully be explained in words; it can only felt and experienced. Tao is something you live, day by day, moment by moment. It s the omnipresent oneness beyond ephemeral phenomena that expresses itself in everything. New York Times bestselling author Ilchi Lee, an enlightened Tao master from South Korea, has laid out a path to living Tao everyday. Along this path, he guides you to an understanding of the meaning of birth, death, and everything in between, building a foundation for living a complete and whole life. The universal principles contained in "Living Tao: Timeless Principles for Everyday Enlightenment" stem from the Korean practice of Sundo, an ancient tradition of mind-body training, as well as Lee s own life experience. With these tangible principles, Ilchi Lee makes this profound topic simple and accessible. "Living Tao" has an unparalleled depth in its simplicity that anyone can absorb and immediately apply. * 2015 INDIEFAB Book of the Year Award Winner, Bronze, Body, Mind & Spirit"

     Mystery Babylon is an in-depth look at the prophecy of Revelation 17 and 18. Richardson dissects the longest prophecy in the New Testament – the final chapters of the Bible – in order to make sense of these deeply elusive and profoundly controversial passages. At once a queen, a prostitute, and a cold-blooded killer, this great harlot waves a golden cup filled with blood. Adorned in purple and scarlet and gold and precious stones, she seduces the kings of the earth with luxury. Most commonly known, perhaps, is that she rides a beast with seven heads and ten horns. Her title is Mystery, Babylon the Great, the mother of all harlots and of the abominations of the earth. From the early days of Christianity, believers have struggled to understand the mystery of the great harlot. Scholars and students alike have arrived at many different conclusions. In his characteristically easy-to-understand style, Richardson works through the history of Christian interpretation of Mystery Babylon, weighing the strengths and weaknesses of each view, making a powerful case for a solution to this prophecy that will rock the prophecy world. Divided into three parts Mystery Babylon Richardson exposits Scripture in part 1, examines the more common positions in part 2, and invites the reader to a powerful conclusion in part 3. Keep both your Bible and your mind open as you read this book not simply with an intellectual curiosity, but with much prayer and a truly contrite and trusting heart, believing indeed that the Lord will open up his secrets to all “those who fear Him” (Ps. 25:14).

    An acclaimed author and public speaker, Black shows how this body of knowledge has been declared ‘heretical’ both by the established church and by today’s atheistic intellectual elite.Finally, he outlines in the clearest terms possible the supernatural laws that govern our universe, and describes rules for living that take us beyond consensual thought, rules that may at first seem crazy, even dangerous, but which contain the secrets for achieving success, happiness and a higher state of being.

    The Paradigm will reveal secrets and mysteries taking place all around you and show you what you never could have imagined. Jonathan Cahn, who caused an international stir with his New York Times best-selling book The Harbinger, will take you from the ancient Middle East to the news of the modern world on a journey you will never forget. As you open up The Paradigm, his most explosive book yet, you may never see your world the same way again.

    When a massive wildfire surrounded Tassajara Zen Mountain Center, five monks risked their lives to save it. A gripping narrative as well as a portrait of the Zen path and the ways of wildfire, Fire Monks reveals what it means to meet a crisis with full presence of mind.Zen master and author of the classic Zen Mind, Beginner's Mind, Shunryu Suzuki Roshi established a monastery at Tassajara Hot Springs in 1967, drawn to the location's beauty, peace, and seclusion. Deep in the wilderness east of Big Sur, the center is connected to the outside world by a single unpaved road. The remoteness that makes it an oasis also makes it particularly vulnerable when disaster strikes. If fire entered the canyon, there would be no escape.More than two thousand wildfires, all started by a single lightning storm, blazed across the state of California in June 2008. With resources stretched thin, firefighters advised residents at Tassajara to evacuate early. Most did. A small crew stayed behind, preparing to protect the monastery when the fire arrived.But nothing could have prepared them for what came next. A treacherous shift in weather conditions prompted a final order to evacuate everyone, including all firefighters. As they caravanned up the road, five senior monks made the risky decision to turn back. Relying on their Zen training, they were able to remain in the moment and do the seemingly impossible-to greet the fire not as an enemy to defeat, but as a friend to guide.Fire Monks pivots on the kind of moment some seek and some run from, when life and death hang in simultaneous view. Novices in fire but experts in readiness, the Tassajara monks summoned both intuition and wisdom to face crisis with startling clarity. The result is a profound lesson in the art of living.

    The text asserts that the praise and honor blindly given to the Greeks for centuries rightfully belong to the people of Africa, and argues that the theft of this great African legacy led to the erroneous world opinion that the African continent has made no contribution to civilization. Quoting such celebrated Greek scholars as Herodotus, Hippocrates, Aristotle, Thales, and Pythagoras, who admit to the influence of Egyptian studies in their work, this edition sheds new light on traditional philosophical and historical thought. Originally published in 1954, this book features a new introduction.

    Although there are hundreds of books on Hinduism, there are only a few which provide a lucid, accessible, yet deeply layered account of the religion’s numerous belief systems, schools of thought, sects, tenets, scriptures, deities, rituals, customs, festivals and philosophies. This book is one of them. In the tradition of classics of the genre like K. M. Sen’s Hinduism and Sarvepalli Radhakrishnan’s The Hindu View of Life, this book captures the essence of Hinduism with brevity, insight and an enviable grasp of the myriad layers and intricacies of one of the world’s greatest religions. It is a book that is especially timely given the rather controversial role that religion has played in countries around the world. The author tells us why Hinduism is a religion that is well-suited to the needs of the world today: ‘In the twenty-first century, Hinduism has many of the attributes of a universal religion—a religion that is personal and individualistic, privileges the individual and does not subordinate one to a collectivity; a religion that grants and respects complete freedom to the believer to find his or her own answers to the true meaning of life; a religion that offers a wide range of choice in religious practice, even in regard to the nature and form of the formless God; a religion that places great emphasis on one’s mind, and values one’s capacity for reflection, intellectual enquiry, and self-study; a religion that distances itself from dogma and holy writ, that is minimally prescriptive and yet offers an abundance of options, spiritual and philosophical texts and social and cultural practices to choose from. In a world where resistance to authority is growing, Hinduism imposes no authorities; in a world of networked individuals, Hinduism proposes no institutional hierarchies; in a world of open-source information-sharing, Hinduism accepts all paths as equally valid; in a world of rapid transformations and accelerating change, Hinduism is adaptable and flexible, which is why it has survived for nearly 4,000 years.The text of The Hindu Way is embellished with over a hundred photographs and illustrations, many of them in colour, on various aspects of the religion. Based on Dr. Tharoor’s extensive writing on the subject, including the bestselling Why I Am a Hindu, this book gives the reader an unrivaled understanding of Hinduism.

     • HOPENOTES -- brief inspirational insights on scripture and how they apply to your everyday living. • Hope for Today devotionals -- encouraging insights from Joel and Victoria that focus on the principles and promises of God. • Topical Scriptures -- a special section with verses to pray over during critical moments of your life. • The Blessing -- Joel and Victoria's prayer for you that both proclaims and claims the promises of the Bible. • This Is My Bible Pledge -- our declaration that His Word is full of divine truths and abundant promises for your future.

    Atheist, humanist, and materialist critics, meanwhile, have attempted to turn theology on its head, claiming that religion is a human invention. In this book, E. Fuller Torrey draws on cutting-edge neuroscience research to propose a startling answer to the ultimate question. Evolving Brains, Emerging Gods locates the origin of gods within the human brain, arguing that religious belief is a by-product of evolution.Based on an idea originally proposed by Charles Darwin, Torrey marshals evidence that the emergence of gods was an incidental consequence of several evolutionary factors. Using data ranging from ancient skulls and artifacts to brain imaging, primatology, and child development studies, this book traces how new cognitive abilities gave rise to new behaviors. For instance, autobiographical memory, the ability to project ourselves backward and forward in time, gave Homo sapiens a competitive advantage. However, it also led to comprehension of mortality, spurring belief in an alternative to death. Torrey details the neurobiological sequence that explains why the gods appeared when they did, connecting archaeological findings including clothing, art, farming, and urbanization to cognitive developments. This book does not dismiss belief but rather presents religious belief as an inevitable outcome of brain evolution. Providing clear and accessible explanations of evolutionary neuroscience, Evolving Brains, Emerging Gods will shed new light on the mechanics of our deepest mysteries.

    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.