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Author:
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ISBN:
Category : Education
Languages : en
Pages : 854
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 854
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Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 1076
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Author: Andrew Rawlinson
Publisher:
ISBN:
Category : Philosophy
Languages : en
Pages : 678
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Book Description
This is the definitive and complete book about a phenomenon which did not exist a hundred years ago, but is now growing rapidly and dramatically changing Western culture -- the rise of Western (mostly American) teachers, who fill the role of guru or master. A few books have appeared on some narrow aspects of this astounding phenomenon; this is the first book to survey the entire field. Encyclopedic in its scope, The Book of Enlightened Masters includes biographical essays on 140 spiritual teachers, giving their life stories and an account of their teachings. Yet it is also a user-friendly introduction, with a survey of the teachers and their teachings, a historical narrative of how and when the movement developed, and an evaluation of the issues raised by it. A century ago, there were no Western masters-no Westerners who were, for instance, Hindu swamis, Zen roshis, or Sufi sheikhs. Now there are many such teachers, with millions of followers. Starting from scratch, the West has produced its own spiritual teachers in traditions that until recently were utterly alien. And in the last quarter-century, a number of independent teachers have appeared, who belong to no single identifiable tradition. The Western masters have not merely transplanted the Eastern spiritual traditions to the West, they have transformed these traditions by their distinctively Western approach: innovative, entrepreneurial, and combining elements from previously unconnected Eastern traditions. The new teachers are changing Western culture by making available a view of the human condition which is new in the West but very attractive to large and growing numbers of Westerners, an approach Dr. Rawlinson calls"spiritual psychology". Spiritual psychology holds that human beings are best understood in terms of consciousness and its modifications, that consciousness can be changed by spiritual practice, and that there are enlightened masters who have done this and can teach others.
Author: Chris Enss
Publisher: Rowman & Littlefield
ISBN: 0762751886
Category : History
Languages : en
Pages : 161
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Book Description
If countless books and movies are to be believed, America’s Wild West was, at heart, a world of cowboys and Indians, sheriffs and gunslingers, scruffy settlers and mountain men—a man’s world. Here, Chris Enss, in the latest of her popular books to take on this stereotype, tells the stories of twelve courageous women who faced down schoolrooms full of children on the open prairies and in the mining towns of the Old West. Between 1847 and 1858, more than 600 women teachers traveled across the untamed frontier to provide youngsters with an education, and the numbers grew rapidly in the decades to come, as women took advantage of one of the few career opportunities for respectable work for ladies of the era. Enduring hardship, the dozen women whose stories are movingly told in the pages of Frontier Teachers demonstrated the utmost dedication and sacrifice necessary to bring formal education to the Wild West. As immortalized in works of art and literature, for many students their women teachers were heroic figures who introduced them to a world of possibilities—and changed America forever.
Author:
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Category : American literature
Languages : en
Pages : 376
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Author:
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ISBN:
Category : Education
Languages : en
Pages : 438
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Author: Gary Lachman
Publisher: Penguin
ISBN: 0698137221
Category : Body, Mind & Spirit
Languages : en
Pages : 530
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Book Description
This epic study unveils the esoteric masters who have covertly impacted the intellectual development of the West, from Pythagoras and Zoroaster to the little-known modern icons Jean Gebser and Schwaller de Lubicz. Running alongside the mainstream of Western intellectual history there is another current which, in a very real sense, should take pride of place, but which for the last few centuries has occupied a shadowy, inferior position, somewhere underground. This "other" stream forms the subject of Gary Lachman’s epic history and analysis, The Secret Teachers of the Western World. In this clarifying, accessible, and fascinating study, the acclaimed historian explores the Western esoteric tradition – a thought movement with ancient roots and modern expressions, which, in a broad sense, regards the cosmos as a living, spiritual, meaningful being and humankind as having a unique obligation and responsibility in it. The historical roots of our “counter tradition,” as Lachman explores, have their beginning in Alexandria around the time of Christ. It was then that we find the first written accounts of the ancient tradition, which had earlier been passed on orally. Here, in this remarkable city, filled with teachers, philosophers, and mystics from Egypt, Greece, Asia, and other parts of the world, in a multi-cultural, multi-faith, and pluralistic society, a synthesis took place, a creative blending of different ideas and visions, which gave the hidden tradition the eclectic character it retains today. The history of our esoteric tradition roughly forms three parts: Part One: After looking back at the earliest roots of the esoteric tradition in ancient Egypt and Greece, the historical narrative opens in Alexandria in the first centuries of the Christian era. Over the following centuries, it traces our “other” tradition through such agents as the Hermeticists; Kabbalists; Gnostics; Neoplatonists; and early Church fathers, among many others. We examine the reemergence of the lost Hermetic books in the Renaissance and their influence on the emerging modern mind. Part Two begins with the fall of Hermeticism in the late Renaissance and the beginning of “the esoteric counterculture.” In 1614, the same year that the Hermetic teachings fell from grace, a strange document appeared in Kassel, Germany announcing the existence of a mysterious fraternity: the Rosicrucians. Part two charts the impact of the Rosicrucians and the esoteric currents that followed, such as the Romance movement and the European occult revival of the late nineteenth century, including Madame Blavatsky and the opening of the western mind to the wisdom of the East, and the fin-de-siècle occultism of the Hermetic Order of the Golden Dawn. Part Three chronicles the rise of “modern esotericism,” as seen in the influence of Rudolf Steiner, Gurdjieff, Annie Besant, Krishnamurti, Aleister Crowley, R. A Schwaller de Lubicz, and many others. Central is the life and work of C.G. Jung, perhaps the most important figure in the development of modern spirituality. The book looks at the occult revival of the “mystic sixties” and our own New Age, and how this itself has given birth to a more critical, rigorous investigation of the ancient wisdom. With many detours and dead ends, we now seem to be slowly moving into a watershed. It has become clear that the dominant, left-brain, reductionist view, once so liberating and exciting, has run out of steam, and the promise of that much-sought-after “paradigm change” seems possible. We may be on the brink of a culminating moment of the esoteric intellectual tradition of the West.
Author:
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Category : Education
Languages : en
Pages : 702
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Author:
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Category :
Languages : en
Pages : 680
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Author: Rachael Dwyer
Publisher: Routledge
ISBN: 1317091841
Category : Music
Languages : en
Pages : 164
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Book Description
In Music Teachers' Values and Beliefs, Dwyer investigates the relationships between teachers, learners and music in music classrooms. Using Bourdieu's concepts of habitus and doxa as an interpretive lens, the book explores the values and beliefs of four music teachers, depicted in richly detailed narratives. The narratives are contextualised through the examination of traditions of music and contemporary approaches. In the past, music education has been shaped by elitist tendencies regarding the types of music worthy of study, the ways in which music should be learnt, and the purpose of such learning. Contemporary approaches to music education have enacted significant change in some regions and systems, while others have been slower to leave behind deeply entrenched values, beliefs and practices. These approaches have been blamed for low rates of participation and engagement in school music education, despite the fact that the majority of young people listen to and enjoy music outside of school. This innovative book provides music education researchers and practitioners with a new understanding of the impact of teachers' personal values, beliefs and experiences of music and music education on classroom practice, and the impact this has on students' experiences of music education.
