With all four books of the Latin Picatrix complete in one volume, translated & annotated by the noted scholars, magicians and astrologers John Michael Greer & Christopher Warnock, Picatrix takes its rightful place as an essential occult text. Picatrix is an encyclopedic work with over 300 pages of Hermetic magical philosophy, ritual, talismanic and natural magic. Greer & Warnock’s complete translation is lucid and well annotated. Renaissance Astrology & Adocentyn Press have released the complete Picatrix in a variety of different editions, including the Liber Atratus and Liber Rubeus editions. All editions contain the same basic text, but add additional variant passages, either from the Arabic Picatrix or authors cited, but not found in the Latin Picatrix. The Liber Atratus edition adds a passage on poisons from Ibn Washiyya’s Book of Poisons.

    This authoritative biography reveals the untold truth about Jung's secret work for the Allies during World War II, his controversial affair with one of his patients, and the contents of his private papers, as well as never before published photos.

    Campbell stresses that the borders dividing the Earth have been shattered; that myths and religions have always followed the certain basic archetypes and are no longer exclusive to a single people, region, or religion. He shows how we must recognize their common denominators and allow this knowledge to be of use in fulfilling human potential everywhere.

    Through analogy with the humanities, mythology and the graphic arts, the significance of the cards is related to personal growth and individuation. The major arcana becomes a map of life, and the hero's journey becomes something that each individual can relate to the symbolism of the cards and therefore to the personal life.

    In fact, as this illuminating study demonstrates, psychedelics have been used by human societies in every part of the world for ritual and spiritual purposes for millennia. As Paul Devereux points out, our modern culture is eccentric in its refusal to integrate the profound experiences offered by these natural substances into our own spiritual life and traditions. Modern Western culture's recent experimentation with psychedelic drugs raised the awareness of archaeologists and anthropologists, leading them to recognize the use of hallucinogens in surviving traditional societies and in the archaeological record. Devereux reveals dramatic new evidence - from linguistics, ethnobotany, biology, and other fields - for the psychedelic experiences of various prehistoric cultures, and ponders the implications and effects of psychedelic revelations on our contemporary worldview, linking them to out-of-body and near death experiencs, shamanic trances, even memory and dreaming.

    Penny Sartori is a registered nurse who began researching Near Death Experiences (NDEs) in 1995 after one of her long-term intensive care patients begged her to let him die in peace. The event shook her deeply and eventually led her to enroll in a PhD program to research NDEs. The findings, along with the profound spiritual lessons that she has gleaned from her work, are published here.   During her academic work, Dr. Sartori studied three samples of ICU patients during a five year period. The first consisted of 243 patients from the first year of data collection who survived their ICU experience. Of those, two experienced an NDE, and two an out-of-body experience (OBE). The second cohort consisted of survivors of cardiac arrest during the five year period. Of those, 39 patients (or 18%) experienced an NDE. The third cohort consisted of all the patients who experienced an NDE during the five year period. Their stories are captured in her new book.  One patient in particular, patient number 10, stands out for Dr. Sartori. “He was in bad condition,” she says. “When we put him into bed he was unconscious and unresponsive. Later he reported an OBE. He was accurately able to tell us which doctor was in the room and what he had said while he was unconscious. He claimed to have met his deceased father and a Jesus-like figure. But the most extraordinary part was that afterwards he was able to use his hand, which had been paralyzed since birth. There is no medical explanation for how that healing occurred.”   When asked about the biggest takeaway from her research, Dr. Sartori says, “In medicine, we’re trained to believe that the brain gives rise to consciousness. My research into NDEs has made me question this prevailing paradigm, which admittedly is very widespread. The most important lesson for me has been a deeper appreciation for death and a whole lot less fear and anxiety about it.”   In addition to detailing dozens of case studies, the book also discusses childhood NDEs, differences in NDEs among different cultures, and the after-effects of NDEs--one of which is the inability, in some patients, to wear a wrist-watch.

    Examines the power of myth and the nature of our own dysfunctions.

    Anthony Peake apparently had met this witch and tickled her secret out of her – a brilliant and mind-boggling book.’MICHAEL MAAR, visiting professor of Comparative Literature at Stanford University, in praise of Anthony Peake’s Is There Life After Death?

    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.

    Singer "one of the great masters of the art." Now, in a completely revised edition of Boundaries Of The Soul, Dr. Singer incorporates the latest developments in Jungian psychology over the last two decades, particularlv in the areas of masculine/feminine relationships, the use of psychotherapeutic drugs, and the evolution of Jung's concept and personality types and its application both clinically and in the world of business and industry.  In addition, the case histories, so central to understanding many of Jung's concepts, have been re-examined and revised where necessary to correspond to the spirit of today's world. The updated edition of Boundaries Of The Soul should reaffirm the book's long-standing reputation as the best introduction to Jung's thought available.

    Writing as the founder of the modern study of the history of religion, Romanian emigre--scholar Mircea Eliade (1907-86) surveys the practice of Shamanism over two & a half millennia of human history, moving from the Shamanic traditions of Siberia & Central Asia--where Shamanism was first observed--to North & South America, Indonesia, Tibet, China & beyond. In this authoritative survey, Eliade illuminates the magico-religious life of societies that give primacy of place to the figure of the Shaman--at once magician & medicine man, healer & miracle-doer, priest, mystic & poet. Synthesizing the approaches of psychology, sociology & ethnology, "Shamanism" will remain for years to come the reference book of choice for those intrigued by this practice.

    When the mind has understood all things and found them to be in harmony with what has been expounded by the teachings, it is faithful and comes to rest in that beautiful faith.”Hermes to AsclepiusThe Corpus Hermeticum, a powerful fusion of Greek and Egyptian thought, is one of the cornerstones of the Western esoteric tradition. A collection of short philosophical treatises, it was written in Greek between the first and third centuries A.D. and translated into Latin during the Renaissance by the great scholar and philosopher Marsilio Ficino. These writings, believed to be the writings of Hermes Trismegistus, were central to the spiritual work of Hermetic societies in Late Antique Alexandria (200-700 A.D.), and aimed to awaken gnosis, the direct realization of the unity of the individual and the Supreme.In addition to this new translation of The Corpus Hermeticum, which seeks to reflect the inspirational intent of the original, The Way of Hermes includes the first English translation of the recently rediscovered manuscript of The Definitions of Hermes Trismegistus to Asclepius, a collection of aphorisms used by the hermetic student to strengthen the mind during meditation. With the proper mental orientation,a state of pure perception can be achieved in which the true face of God appears. This document is of enormous value to the contemporary student of gnostic studies for its insights into the actual workings of this spiritual path.Clement Salaman is the editor of the English translation of The Letters of Marsilio Ficino. Dorine Van Oyen is a lecturer on Hermetic studies in Amsterdam. William D. Wharton teaches Classical history, languages, and philosophy in Boston. Jean-Pierre Mahe is Correspondent of the Académie des Inscriptions et Belles Lettres, Paris.

    Ten years after it was first published, this is still the leading resource and reference for all those interested in cross-cultural and current forms of shamanism: now with a new introduction and a list of current shamanic resources.

    Wattles, and many others Following in the footsteps of a little-known group of esoteric seekers from the late-nineteenth century who called themselves “the Miracle Club,” Mitch Horowitz shows that the spiritual “wish fulfillment” practices known as the Law of Attraction, Positive Thinking, “the Secret,” and the Science of Getting Rich actually work. Weaving these ideas together into a concise, clear formula, with real-life examples of success, he reveals how your thoughts can impact reality and make things happen. In this “manual for miracles,” Horowitz explains how we each possess a creative agency to determine and reshape our lives. He shows how thinking in a directed, highly focused, and emotively charged manner expands our capacity to perceive and transform events and allows us to surpass ordinary boundaries of time and physical space. Building on Neville Goddard’s view that the human imagination is God the Creator and Ralph Waldo Emerson’s techniques for attaining personal power, he explores the highest uses of mind-power metaphysics and explains what works and what doesn’t, illuminating why and how events bend to our thoughts. He encourages readers to experiment and find themselves “at the helm of infinite possibilities.” Laying out a specific path to manifest your deepest desires, from wealth and love to happiness and security, Horowitz provides focused exercises and concrete tools for change and looks at ways to get more out of prayer, affirmation, and visualization. He also provides the first serious reconsideration of New Thought philosophy since the death of William James in 1910. He includes crucial insights and effective methods from the movement’s leaders such as Ralph Waldo Emerson, Napoleon Hill, Neville Goddard, William James, Andrew Jackson Davis, Wallace D. Wattles, and many others. Defining a miracle as “circumstances or events that surpass all conventional or natural expectation,” the author invites you to join him in pursuing miracles and achieve power over your own life.

    The ancient Taoist text that forms the central part of this book was discovered by Wilhelm, who recognized it as essentially a practical guide to the integration of personality.