Magical thought is described and contrasted with Science, Art and Religion. The dynamic relationship between them is explained. Modern magic and its role in the 21st century is outlined with respect to practices ranging from ritual magic, through alchemy to New Age therapies. Specific topics include: secrecy, initiation, sacrifice, cyber-animism, Crowleyanity, morality, pseudo-science, demonology, deity, miracles and divination.

    Ed McGaa has walked this path so that all people may live in harmony."Samie Sams, Hancoka Olowanpi, author of Midnight Song: Quest for the Vanished Ones"Ed McGaa is one of the first persons who can write about 0glala religion in the first person because he has lived it. For years anthropologists have hoped a Native American would portray that society from the inside out. Ed McGaa has. It's about time."William K. Powers, author of 0glala Religion"Fascinating as well as inspiring reading. Ed McGaa makes an excellent spiritual guide and intellectual teacher . . . The information stimulates the mind, the drawings delight the eye, and the ideas soothe the spirit."Jack Weatherford, author of Indian Givers"Profound and insightful . . . Mother Earth Spirituality will be of great importance to those of us, both 'rainbow' and non-Indian people, who walk over land in search of a deeper spiritual life . . . For us, this book is an invaluable guide showing us how to do it."Fred Alm Wolf, Ph.D., author of Taking the Quantum Leap

    Here, Chögyam Trungpa discusses bardo in a very different sense: as the peak experience of any given moment. Our experience of the present moment is always colored by one of six psychological states: the god realm (bliss), the jealous god realm (jealousy and lust for entertainment), the human realm (passion and desire), the animal realm (ignorance), the hungry ghost realm (poverty and possessiveness), and the hell realm (aggression and hatred). In relating these realms to the six traditional Buddhist bardo experiences, Trungpa provides an insightful look at the "madness" of our familiar psychological patterns and shows how they present an opportunity to transmute daily experience into freedom.

    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.

    (Except secretly you really do you masochistic, beastly person you.) Illustrated, painfully funny and drop-your-jaw ridiculous, this is trivia from the cesspit of time that you won't be able to stop reading once you start.*To aid childbirth.**They exploded it with 100 times too much dynamite and rained blubber down on unsuspecting people and buildings.***Decency prevents us from answering this one here. You'll have to buy the book to find out.

    An examination of the nature of power that offers creative alternatives for positive change in our personal lives, our communities, and our world.

    

    Written in a concise style which is knowledgeable, yet not overly-academic. The questions addressed are the most common and modern questions popularly asked.

    J. Conway. WICCA: THE COMPLETE CRAFT offers a comprehensive overview of Wiccan philosophy, dispels the common misconceptions, and is a useful primer for practicing Wicca as a spiritual lifestyle. Included are chapters on sacred space, ritual tools, holy days, meditations and visualizations, spells and the art of spell casting, as well as terminology.

    Some develop very quickly, but do not achieve significant depth; while others develop quite slowly, but seem to be almost unending in the depth of wisdom, trust, hope, virtue, and love they engender. The best way of explaining this is to look at each of the pillars individually.Before doing this, however, it is indispensable for each of us to acknowledge (at least intellectually) the fundamental basis for Christian contemplation, namely, the unconditional Love of God. Jesus taught us to address God as Abba. If God really is Abba; if His love is like the father of the prodigal son; if Jesus' passion and Eucharist are confirmations of that unconditional Love; if God really did so love the world that He sent His only begotten Son into the world not to condemn us, but to save us and bring us to eternal life (Jn 3:16-19); if nothing really can separate us from the love of God in Christ Jesus (Rm 8:31-39); and if God really has prepared us "to grasp fully, with all the holy ones, the breadth and length and height and depth of Christ's love, and experience this love which surpasses all understanding, so that we may attain to the fullness of God Himself" (Eph 3:18-20), then God's love is unconditional, and it is, therefore, the foundation for unconditional trust and unconditional hope. There can be nothing more important than contemplating, affirming, appropriating, and living in this Unconditional Love. This is the purpose of contemplation; indeed, the purpose of the spiritual life itself.

    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.

    It helps you discover everything you wanted to know about secret societies like the Freemasons, the historical mystery of Atlantis, why King Arthur, Leonardo da Vinci and Hitler are key figures, plus conspiracy theories, forgotten sciences, and ancient wisdom.

    True religion is the highest Way, the absolute Way: zazen."Here, Deshimaru, the author of True Zen, offers practical suggestions for developing unitary mind-body consciousness through the principles of zazen (translated literally as "seated meditation"). Advice is given on posture, breathing, and concentration, and concepts such as karma and satori are clearly explained.

    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.

    Did you ever ask yourself: “Who am I? What am I? Why am I?”You are a mystery.The world about you is a mystery.Now, you can understand!