These teachings of Sage Vasistha imparted to Lord Rama, contain the true understanding about the creation of the world. The Supreme Yoga, with Romanised text, is a translation into English of this complete work and is accompanied by brief expositions by Swami Venkatesananda. This book brings this store house of wisdom to our world and makes the philosophy comprehensible to scholars and common people alike.The Yoga Vasistha has been a favourite book of spiritual seekers in India these several centuries. Its special appeal lies in its thoroughly rational approach. and in its presentation of Vedanta as a philosophy which dares, like the The Bhagavad Gita, to bridge the gulf between the secular and the sacred action and contemplation. in human life. through a comprehensive and lofty spirituality. The reader will come across passages such as the verse entry for 31 st January. highlighting the importance of reason:"The remark of even a child is to be accepted, if it is in accordance with reason: but the remark of even Brahma Himself; the creator of the world, is to be rejected like a piece of straw, if it does not accord with reason."It is this philosophy of a comprehensive spirituality. rational and practical. that man in the modern age needs to rescue himself from his stagnation of worldliness and put him on the high road of creative living and fulfilment.The text abounds in repetitions which are, however, not repetitious. If you do not like (or need) repetition, then readjust this one verse: "This world appearance is a confusion: even as the blueness of the sky is an optical illusion. I think it is better not to let the mind dwell on it, but to ignore it. "(I - 3/2) "This verse occurs several times in the scripture and it sems to be the very essence of the teaching. If that is not quite clear to you now, read the scripture. The numerous ways in which this truth IS revealed will help open your mind.An oft recurring expression in this scripture is 'kakataliya' - a crow alights on the coconut palm tree and at that very moment a ripe coconut falls. The two unrelated events thus seem to be related in time and space, though there is no causal relationship.Such is life. Such is 'creation'. But the mind caught up in its' own trap of logic questions why, invents a 'why' and a 'wherefore' to satisfy itself, conveniently ignoring the inconvenient questions that still haunt an intelligent mind.

    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.

    It is a subject that he explores in the widest context but underpinning this examination is his belief that religion has given us many of the best stories and metaphors for the act. He proceeds to relate forgiveness to such events as September 11th, the Truth Commission in South Africa, and the ongoing conflicts in Palestine/Israel, Northern Ireland and Serbia. On Forgiveness is a discourse on how forgiveness works, where it came from and how the need to embrace it is greater than ever if we are to free ourselves from the binds of the past. Drawing on philosophers and writers of the caliber of George Steiner, Frederick Nietzsche, Jacques Derrida, Hannah Arendt, and Nelson Mandela, Holloway has written another fascinating and timely book.

    Jim Carter, the Einstein of outsiders, has developed his own complete theory of matter and energy and gravity that he demonstrates with experiments in his backyard,-with garbage cans and a disco fog machine he makes smoke rings to test his ideas about atoms. Captivated by the imaginative power of his theories and his resolutely DIY attitude, Wertheim has been following Carter's progress for the past decade.Centuries ago, natural philosophers puzzled out the laws of nature using the tools of observation and experimentation. Today, theoretical physics has become mathematically inscrutable, accessible only to an elite few. In rejecting this abstraction, outsider theorists insist that nature speaks a language we can all understand. Through a profoundly human profile of Jim Carter, Wertheim's exploration of the bizarre world of fringe physics challenges our conception of what science is, how it works, and who it is for.

    I’m Tim. I’m a single cell in society’s body. U.S. society, to be specific.So let me explain why we’re here.As a writer and a generally thinky person, I’ve spent a lot of my life thinking about the society I live in, and societies in general. I’ve always imagined society as a kind of giant human—a living organism like each of us, only much bigger.When you’re a single cell in the body of a giant, it’s hard to understand what the giant’s doing, or why it is the way it is, because you can’t really zoom out and look at the whole thing all at once. But we do our best.The thing is, when I’ve recently tried to imagine what society might look like, I haven’t really been picturing this:Giant stick figure: "I am grown up."Based on what I see around me, in person and online, it seems like my society is actually more like this:Giant stick figure throwing a giant tantrum because their chocolate ice cream fell on the ground.Individual humans grow older as they age—but it kind of seems like the giant human I live in has been getting more childish each year that goes by.So I decided to write a blog post about this. But then something else happened.When I told people I was planning to write a post about society, and the way people are acting, and the way the media is acting, and the way the government is acting, and the way everyone else is acting, people kept saying the same thing to me.Don’t do it. Don’t touch it. Write about something else. Anything else. It’s just not worth it.They were right. With so many non-controversial topics to write about, why take on something so loaded and risk alienating a ton of readers? I listened to people’s warnings, and I thought about moving on to something else, but then I was like, “Wait what? I live inside a giant and the giant is having a six-year-old meltdown in the grocery store candy section and that’s a not-okay thing for me to talk about?”It hit me that what I really needed to write about was that—about why it’s perilous to write about society."

    This can be used as a companion guide in the study of Creation science. This revised edition adds the background history of nine new countries. Learn the true origins of the countries and people of France, Germany, Denmark, Sweden, Ireland, Scotland, Greece, Italy, Russia, Egypt, Israel, Iraq, Iran, China, the Arabs, the Kurds, and more. Some questions answered: Who were the Pharaohs in the times of Joseph and Moses? When did the famine of Joseph occur? What Egyptian documents mention these? When did the Exodus take place? When did the kings of Egypt start being called "Pharaoh" and why? Who was the first king of a united Italy? Who was Zeus and where was he buried? Where did Shem and Ham rule and where were they buried? How large was Nimrod's invasion force that set up the Babylonian Empire, and when did this invasion occur? What is Nimrod's name in Persian documents? How can we use this information to witness to unbelievers? Brought to you by Biblefacts Ministries, Biblefacts.org

    Not mere luck but mastery over the concepts is what contributes to the success. The revised edition of this specialized book by Arihant is a master practice book of Physics designed according to the examination pattern of JEE Main and Advanced containing more than 8000 questions helping the students in building their confidence for facing the JEE Exams. This master book has been divided into 23 chapters namely Laws of Motion, Rotation, Gravitation, Circular Motion, Wave Optics, Ray Optics, Electrostatics, Current Electricity, Communication System, Modern Physics, Waves, Kinematics 1, Electromagnetic Waves, Properties of Matter, etc. This is a Master Practice Book for Physics consisting of more than 6000 innovative objective problems like MCQs with Single Correct Option, Multiple Correct Options, Assertion-Reason, Linked Comprehension Based, Matrix Matching and Single Integer Answer Type, etc. The different types of objective questions sharpen the comprehension and analytical abilities in the students. Hints and step-by-step explanatory solutions have been provided for all the questions at the end of each chapter. A special section of Previous Yearsandrsquo; IIT JEE Questions with detailed solutions is provided at the end of the book. The book aims to make students learn in depth about the various concepts and subjects covered under the syllabi of physics for JEE Mains and Advanced Exam. As the book has been designed on the New Pattern of JEE Main andamp; Advanced and contains a large collection of new pattern based physics objective questions which may be asked in the upcoming exams, it for sure will help the aspirants climb the ladder of success in the upcoming JEE Main andamp; Advanced. Content 1.Experimental Skills and General Physics 2.Kinematics 3.Kinematics 4.Laws of Motion 5.Work, Power and E