A Master S Reflection On The History Of Humanity

For over 150 years, a war of words has been fought between science and religion over which theory best describes life as we know it-Darwin's theory or the story as presented in the Christian Bible. In a bold new approach, Neither Darwin Nor Genesis clearly outlines the major flaws in both arguments and offers a whole new view of life, creation, and evolution based on fundamentals of metaphysical science which looks beyond the physical, visible realms to uncover the invisible but intelligent forces which govern all things in form. This New Paradigm of life comes as school leaders and our nation's courts are being besieged by the proponents of two old schools of thought try to establish their world view into the minds of our children. In one swoop, Neither Darwin Nor Genesis shows clearly why neither of those theories hold water, and now offers one that does. As we move into new millennia with a world dangerously out of balance, the New Paradigm offers a worldview that has been known to aboriginal cultures for eons and concurrently is being accepted by quantum physicists and New Thought spiritualists.

"The general introduction to Ramtha and his teachings now revised and expanded with a foreword by JZ Knight, a glossary of terms and concepts used by Ramtha, a detailed index and a commentary essay showing the significance of Ramtha's teachings. It addresses questions on the Source of all existence, our forgotten divinity, life after death, evolution, love, the power of consciousness and the mind, lessons from nature, and Ramtha's ascension"--Publisher's website.

The importance of the rich corpus of “Masters Literature” that developed in early China since the fifth century BCE has long been recognized. But just what are these texts? Scholars have often approached them as philosophy, but these writings have also been studied as literature, history, and anthropological, religious, and paleographic records. How should we translate these texts for our times? This book explores these questions through close readings of seven examples of Masters Literature and asks what proponents of a “Chinese philosophy” gained by creating a Chinese equivalent of philosophy and what we might gain by approaching these texts through other disciplines, questions, and concerns. What happens when we remove the accrued disciplinary and conceptual baggage from the Masters Texts? What neglected problems, concepts, and strategies come to light? And can those concepts and strategies help us see the history of philosophy in a different light and engender new approaches to philosophical and intellectual inquiry? By historicizing the notion of Chinese philosophy, we can, the author contends, answer not only the question of whether there is a Chinese philosophy but also the more interesting question of the future of philosophical thought around the world.

13 slide presentations, Dornach, Oct. 8, 1916 - Oct. 29, 1917 (CW 292) "I am going to show you a series of reproductions, of slides, from a period in art history to which the human mind will probably always return to contemplate and consider; for, if we consider history as a reflection of inner spiritual impulses, it is precisely in this evolutionary moment that we see certain human circumstances, ones that are among the deepest and most decisive for the outer course of human history, expressed through a relationship to art." --Rudolf Steiner Rudolf Steiner understood that the history of art is a field in which the evolution of consciousness is symptomatically and transparently revealed. This informal sequence of thirteen lectures was given during the darkest hours of World War I. It was a moment when the negative consequences of what he called the age of the consciousness soul, which began around 1417, were made most terribly apparent. In these lectures he sought to provide an antidote to pessimism. After describing the movement of consciousness from Greece into Rome, coupled with influences from the Orthodox East, he showed how these influences transformed as the Middle Ages became the Renaissance. The process that begins with Cimabue and Giotto develops, deepens, and becomes more conscious in the great Renaissance masters Leonardo, Michelangelo, and Raphael. Then this movement continues with the Northern masters, Dürer and Holbein, as well as the German tradition. One entire lecture is devoted to Rembrandt, followed by one on Dutch and Flemish paintings. Themes are woven together to show how past epochs of consciousness and art live again in our consciousness-soul period. Replete with interesting information and more than 600 color and black-and-white images, these lectures are rich and dense with ideas, enabling us to understand both the art of the Renaissance and the transformation of consciousness it announced. These lectures demonstrate (to paraphrase Shelley) that artists truly are the unacknowledged legislators of the age. Art History as a Reflection of Inner Spiritual Impulses is a translation from German of Kunstgeschichte als Abbild innerer geistiger Impulse (GA 292, Rudolf Steiner Verlag, 2000).

Philip Kennedy, here, offers the first book that any student - with or without religious convictions - can profitably use to get quickly to grips with the essentials of the Christian religion: its history and its key thinkers, its successes and its failures. Most existing undergraduate textbooks of theology begin from essentially traditional positions on the Bible, doctrine, authority, interpretation, and God. What makes Philip Kennedy's book both singularly important and uniquely different is that it has a completely new starting-point. The author contends that traditional Christian theology must extensively overhaul many of its theses because of a multitude of modern social, historical and intellectual revolutions. Offering a grand historical sweep of the genesis of the modern age, and writing with panache and a magisterial grasp of the relevant debates, conflicts and controversies, "A Modern Introduction to Theology" moves a tired and increasingly incoherent discipline in genuinely fresh and exciting directions, and will be welcomed by students and readers of the subject.

This volume is the first handbook that brings together cutting-edge international research on teacher ethos from a broad array of disciplines. The main focus will be on research that illustrates current conceptualizations of ethos and its importance for acting effectively and responsibly in and out of the classroom. Research will encompass updated empirical and philosophical work that points to the difference in learning when teaching is practised as a moral activity instead of a merely functional one. Authors are among the world’s foremost researchers whose work crosses over from moral education into psychology, neuroscience, sociology, philosophy, pedagogy, and curriculum, drawing on these various fields of research. Today, more than ever, we understand that teachers, like other professionals, need more than subject-matter expertise for acting responsibly and doing their best in their daily duties. Doing so requires possessing a guiding system of professional ethics, moral positioning, goals, norms, and values – in other words: a professional ethos. While the handbook concentrates on Western domains in the current era, the work will extend to other cultures and times as well. With this comprehensive range of perspectives, the book will be attractive and useful for researchers on teachers and teaching as well as for teacher educators, curriculum designers, educational officials, and, last-but-not-least, anyone who is interested in what makes a good teacher. This volume is also a tribute to Fritz Oser, a leading scholar in research on ethos, who sadly passed-away during the compilation of this handbook.