Ancient mystery schools and modern shamans teach us that the future is constantly calling us into it, that humanity has evolved in epochs, or "worlds," and that we're now coming to the end of one and beginning another. It's time to make our current, distressing world go away so it may be replaced with another, more loving, harmonious way of being. In Making the World Go Away Ruth L. Miller, Ph.D., a futurist-anthropologist and minister, helps us under-stand why and how our old world is giving way to a new one, now - and why that's a good thing. Drawing on her extensive research in culture studies and consciousness, as well as her own healing practice, Dr. Miller helps us release our own past "programming" to create space for a new world - the one we were born to experience.
The world doesn't work the way we were taught in school; history is not really made by a few men in big buildings; and Mary is not a name but a title. These are a few of the conclusions Dr. Ruth L. Miller offers in this easy-to-read compilation of archaeological, historical, and logically-derived evidence for the presence and suppression of feminine power in western culture.
2012 is by no means the first time humanity has gone into a frenzy about 'end times' and apocalyptic visions...but this may be the first time that many scientists agree with indigenous prophets that something big is about to happen. All the forecasts and prophecies point in one direction: the end of a way of life we've come to think of as 'normal' and the beginning of possibilities most of us haven't even been able to imagine. What's really going on here?" -- back cover.
Emma Curtis Hopkins was the teacher of teachers, the woman who taught the founders of Unity, Divine Science, Church of Truth and Religious Science -- the woman who invented the term "Science of Mind", back in the 1890's. She healed hundreds and taught thousands, using her own line of reasoning and upward vision to empower her" -- back cover.
With disease statistics rising and health-care costs soaring, Calm Healing is a timely book indeed. Written in an accessible style, the book shows readers how to take an active role in their health by developing their innate skills for healing themselves and others. Part I presents a history of mind-body medicine, describing meditation methods across cultures and meditation research in the United States. Part II creates a new model of the human body based on a synthesis of disciplines, including quantum physics and energy medicine. Part III describes a wide range of healing methods including the healing practice of humor, cardio-awareness, progressive neuromuscular release, awareness-based energy breathing, transformative compassionate breathing, childbirth applications, and methods for near-death care. This section concludes with an analysis of healing the present by healing the past. Part IV focuses on self-healing and the worldwide transformation made possible by the effective action of groups engaged in mind-body healing.
Progressive era settlements actively sought urban reform, but they also functioned as missionaries for the "American Way", which often called for religious conversion of immigrants and frequently was intolerant of cultural pluralism. Ruth Hutchinson Crocker examines the programs, personnel, and philosophy of seven settlements in Indianapolis and Gary, Indiana, creating a vivid picture of operations that strove for social order even as they created new social services. The author reconnects social work history to labor history and to the history of immigrants, blacks, and women. She shows how the settlements' vision of reform for working-class women concentrated on "restoring home life" rather than on women's rights. She also argues that, while individual settlement leaders such as Jane Addams were racial progressives, the settlement movement took shape within a context of deepening racial segregation. Settlements, Crocker says, were part of a wider movement to discipline and modernize a racially and ethnically heterogeneous work force. How they translated their goals into programs for immigrants, blacks, and the native born is woven into a study that will be of interest to students of social history and progressivism, as well as social work.
Click ′Additional Materials′ for downloadable samples "Teacher candidates and practicing teachers will find inspiration and ideas for reflection throughout this text. The principled practice demonstrated in each chapter sets the stage for examination of one′s beliefs, passions, and values of teaching and learning. The vignettes present realistic problems with evidence that solutions are not simplistic but value laden and complex." —Elsa L. Geskus, Kutztown University "Teaching as Principled Practice provides educators with a valuable frame for rethinking and reconfirming the commitment to students and society in a world of globalization and standardization." —Miriam Ben-Peretz, University of Haifa "This book introduces prospective teachers to (and reminds practicing teachers about) key principles for guiding effective practice in urban settings. Through helpful vignettes and readable text, the authors clarify what these principles mean and how teachers can make these principles an embedded part of their work." —Diane Kyle, University of Louisville "This text provides much insight and variety of opinion regarding contemporary issues and educational practices in today′s society. The format is unique and encourages lively discussion in a university class setting." —Rebecca S. Compton, East Central University Teaching as Principled Practice: Managing Complexity for Social Justice presents a practical vision for effective teacher development emphasizing social justice. This vision is encompassed in a set of six principles that underlie the authors′ work with pre-service teachers, and is intended to guide one′s practice in the classroom. The text′s primary focus is on children and youth who have been traditionally underserved by educational institutions in the United States. It speaks directly to both pre-service and experienced teachers in a way that addresses the challenges of urban education for teachers and children. The work is guided by six principles: * Teaching is inherently moral work * Teaching is an act of inquiry and reflection * Learning is a developmental constructivist process * The content of what we teach must be well understood by those who teach and those who learn * Teaching is a collegial act * Teaching is political Teaching as Principled Practice is an ideal text for courses throughout the education curriculum, including introduction to education and curriculum and instruction. It will also be an invaluable reference for in-service teachers and administrators. Key Features * Chapters conclude with review questions to encourage reflection * Includes real-world examples of principled practice in teacher education and practice * Promotes a thorough connection of theory and practice
The future belongs to organizations with active knowledge-creating, agile individuals and cultures. Research has shown that such cultures emerge when people are developing their skills and capabilities, and that the greatest catalyst for human development is the maturity level of the institutions of which they are part. At the same time, history has demonstrated that, to become such an organization, leaders need to first undergo their own personal transformation and embrace the ambiguity and uncertainty of the current and foreseeable business environment. They then need to support similar transformation across other levels of the organization. This book offers both the theory and methodology needed to implement such development, along with case studies that highlight key steps in the process. Drawing on the theoretical and methodological work of Peter Senge, Michael Ray, Willis Harman, Michael Polanyi, Scott Peck, and others, it outlines a process for developing and maintaining an organization in which the development of people leads to enhanced profitability.
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