| Ecstatic....................5 | |
| in your world. You may call it an ecstatic experience when you eat a good meal, for | 18 FREE WILL |
| and permanent improvement of the life of the ecstatic? ANSWER: Yes, certainly! But this permanent improvement often | 18 FREE WILL |
| truly adequate, and that is always in wonderful, ecstatic delight. For this is your birthright. The price | 158 THE EGO'S COOPERATION WITH OR OBSTRUCTION OF THE REAL SELF |
| the state of lovingness, for it is too ecstatic. Inside, a tiny voice of self- hate still | 240 ASPECTS OF THE ANATOMY OF LOVE: SELF-LOVE, STRUCTURE, FREEDOM |
| love, respect, passion, and sexuality is infinitely more ecstatic than the power of any casual fusion could | 251 THE EVOLUTION AND SPIRITUAL MEANING OF MARRIAGE -- NEW AGE MARRIAGE |
| Ecumenical..................2 | |
| individualism. Just recently the Pope called for an ecumenical conference to bring together the whole Christian Church | 67 QUESTION AND ANSWERS |
| been attempts made by the Pope and his ecumenical call, and by various denominational groups to get | 80 COOPERATION, COMMUNICATION, UNION |
| Eden........................2 | |
| a question about Genesis. In the Garden of Eden, the two trees: I understand why the fruit | 66 SHAME OF THE HIGHER SELF |
| the Bible -- such as Adam and Eve, Eden, Heaven and Hell. He was immediately accused of | 80 COOPERATION, COMMUNICATION, UNION |
| Edge........................3 | |
| have known all along in spirit. This knoll edge was only temporarily blurred from your consciousness while | 15 INFLUENCE BETWEEN THE SPIRITUAL WORLD AND THE MATERIAL WORLD |
| is within. This begins to take the hard edge off emotions and makes them bearable. It is | 160 CONCILIATION OF THE INNER SPLIT |
| in abeyance. You vacillate, theorize, stay on the edge before going into the apparent abyss of commitment | 194 MEDITATION: LAWS AND VARIOUS APPROACHES-SUMMARY (MEDITATION AS POSITIVE LIFE CREATION) |
| Edict.......................3 | |
| it aside. You believe it is a sanctimonious edict, issued forth by an arbitrary authority that makes | 250 INNER AWARENESS OF GRACE -- EXPOSING THE DEFICIT |
| power of the current was diminished by the edict of celibacy. True, some specially gifted and advanced | 251 THE EVOLUTION AND SPIRITUAL MEANING OF MARRIAGE -- NEW AGE MARRIAGE |
| that the committed relationship is not a moralized edict that deprives you of pleasure. Quite the contrary | 251 THE EVOLUTION AND SPIRITUAL MEANING OF MARRIAGE -- NEW AGE MARRIAGE |
| Edifice.....................4 | |
| only after you have torn down the false edifice. If you have the courage to stumble a | 31 SHAME |
| was. It will be borne out that the edifice was indeed built on sand. The withdrawn type | 84 LOVE, POWER, SERENITY AS DIVINE ATTRIBUTES AND AS DISTORTIONS |
| deterred by the fact that building a beautiful edifice requires patience. I will not be childish enough | 189 SELF-IDENTIFICATION DETERMINED THROUGH STAGES OF CONSCIOUSNESS |
| be extricated without tearing down the entire psychic edifice. By the same token, if the movement toward | 197 ENERGY AND CONSCIOUSNESS IN DISTORTION: EVIL |
| Educate.....................3 | |
| the first half of the process. You cannot educate or reeducate your emotional self before it is | 25 THE PATH: INITIAL STEPS, PREPARATION, AND DECISIONS |
| your life and, last but not least, to educate or reeducate the childish emotions by implanting your | 73 COMPULSION TO RECREATE AND OVERCOME CHILDHOOD HURTS |
| were talking about superimposed standards. How should we educate our children? At this stage, every standard we | 104 INTELLECT AND WILL AS TOOLS OR HINDRANCES OF SELF-REALIZATION |
| Educated....................4 | |
| the dead children live to be trained and educated. This sphere is also of great beauty. And | 12 THE ORDER AND DIVERSITY OF THE SPIRITUAL WORLDS-THE PROCESS OF REINCARNATION |
| much more constructive if the child could be educated according to teachings such as this. If self-knowledge | 104 INTELLECT AND WILL AS TOOLS OR HINDRANCES OF SELF-REALIZATION |
| can determine the way. The struggle between the educated ego and the indwelling destructive element ceases as | 137 BALANCE OF INNER AND OUTER CONTROL |
| experience -- of its existence. If people were educated with the idea and the goal that they | 158 THE EGO'S COOPERATION WITH OR OBSTRUCTION OF THE REAL SELF |
| Education...................37 | |
| of the manifestation; and according to environment and education. All this together determines just how noticeable, how | 57 THE MASS IMAGE OF SELF-IMPORTANCE |
| if there is something about our system of education that prevents such creativity from being manifested. Would | 74 CONFUSIONS AND HAZY MOTIVATIONS |
| of all, as to the present system of education: Needless to say, it falls very short of | 74 CONFUSIONS AND HAZY MOTIVATIONS |
| realistically. One day it will be that. Now education is compartmentalized. The unifying principle, linking all branches | 74 CONFUSIONS AND HAZY MOTIVATIONS |
| separateness or compartmentalization. The most important aspect in education would be the unifying quality. Young people should | 74 CONFUSIONS AND HAZY MOTIVATIONS |
| essential. But in all cases such inner re- education would be most important in order to create | 74 CONFUSIONS AND HAZY MOTIVATIONS |
| life. It will be an essential element of education for every growing child. It will be the | 74 CONFUSIONS AND HAZY MOTIVATIONS |
| growing child. It will be the basis of education. The world is moving toward this goal. Still | 74 CONFUSIONS AND HAZY MOTIVATIONS |
| can happen through wrong values, wrong systems, wrong education, wrong attitudes. With that recognition the weight will | 83 THE IDEALIZED SELF-IMAGE |
| now. All I can say is that human education, at this point, is so wrong. It could | 104 INTELLECT AND WILL AS TOOLS OR HINDRANCES OF SELF-REALIZATION |
| of directing their behavior into constructive actions. Because education is so far behind what it really could | 104 INTELLECT AND WILL AS TOOLS OR HINDRANCES OF SELF-REALIZATION |
| can we do to counteract this tendency, in education, say, or in cultural life? ANSWER: It is | 105 HUMANITY'S RELATIONSHIP TO GOD IN VARIOUS STAGES OF DEVELOPMENT |
| it. For it is so superfluous. Of course, education has a great deal to do with it | 116 REACHING THE SPIRITUAL CENTER-STRUGGLE BETWEEN LOWER SELF AND SUPERIMPOSED CONSCIENCE |
| concepts an individual has gained through absorbing good education, good influences, and intellectual truth. Certain groups within | 120 THE INDIVIDUAL AND HUMANITY |
| In adolescence you could, with proper guidance and education, begin to channel your forces in the right | 120 THE INDIVIDUAL AND HUMANITY |
| of unification. Since everything you learn from your education and environment is geared to dualistic standards, it | 143 UNITY AND DUALITY |
| in your life as a result of your education and the mores of your society. That circuit | 224 CREATIVE EMPTINESS |
| Be blessed, all of you! 231. NEW AGE EDUCATION Greetings, my dearest friends, blessed be every one | 231 NEW AGE EDUCATION |
| truth and light. Tonight's lecture will deal with education in the New Age, the age that is | 231 NEW AGE EDUCATION |
| being on this path. As a fundamental prerequisite, education in the coming age has to make room | 231 NEW AGE EDUCATION |
| not only as theory but as practical experience. Education must be a two-way street. First of all | 231 NEW AGE EDUCATION |
| purpose, a very different process of learning and education will unfold. The inner voice will be discerned | 231 NEW AGE EDUCATION |
| and come to understand about the mask self. Education will prevent the formation of masks and start | 231 NEW AGE EDUCATION |
| Such is the groundwork for all new age education. Parents will not undertake the fundamental groundwork alone | 231 NEW AGE EDUCATION |
| able to handle this aspect of the child's education. Therefore it must also be part of the | 231 NEW AGE EDUCATION |
| college or university. Thus a large part of education will deal with the realization of the higher | 231 NEW AGE EDUCATION |
| recognize what is an aid. Therefore, new age education is not only a question of emotional or | 231 NEW AGE EDUCATION |
| not only a question of emotional or spiritual education. It is truly a perception and an understanding | 231 NEW AGE EDUCATION |
| and understand. Let us examine other aspects of education in the age to come. You must cultivate | 231 NEW AGE EDUCATION |
| to make learning intensely interesting and fascinating. Unfortunately, education as it is currently practiced smothers and discourages | 231 NEW AGE EDUCATION |
| kills the spirit and the life of learning. Education can be intrinsically exciting, enjoyable and adventurous. Instead | 231 NEW AGE EDUCATION |
| self- discipline. This applies equally to learning and education. The freedom to want to learn is important | 231 NEW AGE EDUCATION |
| for freedom will be part of the basic education. The time will soon come when children will | 231 NEW AGE EDUCATION |
| here seems to deviate from the topic of education, but if you bear with me you will | 231 NEW AGE EDUCATION |
| new approach, just as the healing arts and education will be. Knowledge of inner reality that comes | 231 NEW AGE EDUCATION |
| children who grow up in a system of education such as I describe here will affect the | 231 NEW AGE EDUCATION |
| of missing out on life. When the new-age education will spread and deepen in your world, all | 241 DYNAMICS OF MOVEMENT AND RESISTANCE TO ITS NATURE |
| Educational.................6 | |
| meeting this problem is a different kind of educational approach in the home. This would mean that | 74 CONFUSIONS AND HAZY MOTIVATIONS |
| that is superimposed by outer means, determined by educational influences, by others' opinions that you may have | 103 HARM OF TOO MUCH LOVE GIVING -- CONSTRUCTIVE AND DESTRUCTIVE WILL FORCES |
| take some time before humanity will change the educational system, although some tentative beginnings have already been | 104 INTELLECT AND WILL AS TOOLS OR HINDRANCES OF SELF-REALIZATION |
| is a great need for improvement in the educational system on both these levels. As children want | 231 NEW AGE EDUCATION |
| or begin it in childhood in a new educational system. The new-age person will learn these basic | 231 NEW AGE EDUCATION |
| be a thrill if those who create schools, educational systems and curricula participate in the new consciousness | 231 NEW AGE EDUCATION |
| Effect......................640 | |
| and self- centeredness. Both are wrong, but their effect is not always the same. I do not | 4 WORLD WEARINESS |
| they do not think that this has an effect on their personal lives with all their problems | 5 HAPPINESS FOR YOURSELF OR HAPPINESS AS A LINK IN THE CHAIN OF LIFE |
| they want. Even if they reach it, its effect and the satisfaction it gives will be a | 5 HAPPINESS FOR YOURSELF OR HAPPINESS AS A LINK IN THE CHAIN OF LIFE |
| to become a link in the chain, to effect some special task for God's Plan of Salvation | 5 HAPPINESS FOR YOURSELF OR HAPPINESS AS A LINK IN THE CHAIN OF LIFE |
| you do not search in this direction, the effect of all the neglected deviations will descend upon | 5 HAPPINESS FOR YOURSELF OR HAPPINESS AS A LINK IN THE CHAIN OF LIFE |
| you do not look at the undercurrents, their effect will be less severe. It is, of course | 5 HAPPINESS FOR YOURSELF OR HAPPINESS AS A LINK IN THE CHAIN OF LIFE |
| in accordance with the law of cause and effect you yourselves have set in motion by your | 6 THE HUMAN ROLE IN THE SPIRITUAL AND MATERIAL UNIVERSES |
| loss of earthly life means nothing. Cause and effect must work out according to law, and God's | 6 THE HUMAN ROLE IN THE SPIRITUAL AND MATERIAL UNIVERSES |
| truly depends on them and so will not effect changes where they could. At the same time | 7 ASKING FOR HELP AND HELPING OTHERS |
| also the good; it means simply cause and effect. But in this case, it is not so | 10 MALE AND FEMALE INCARNATIONS: THEIR RHYTHMS AND CAUSES |
| -- you have to admit -- cause and effect must work accordingly, and it is just and | 10 MALE AND FEMALE INCARNATIONS: THEIR RHYTHMS AND CAUSES |
| ANSWER: I would describe it as cause and effect -- or as grace. It can be both | 10 MALE AND FEMALE INCARNATIONS: THEIR RHYTHMS AND CAUSES |
| in this way. Or it can be the effect of a self-created cause through a particular way | 10 MALE AND FEMALE INCARNATIONS: THEIR RHYTHMS AND CAUSES |
| will live in this world and feel its effect on you. God's spirit world is constantly at | 11 SELF-KNOWLEDGE -- THE GREAT PLAN -- THE SPIRIT WORLD |
| contact. Not only because truth always has that effect, but also you will then know for the | 11 SELF-KNOWLEDGE -- THE GREAT PLAN -- THE SPIRIT WORLD |
| outside or inside it can only be the effect of a cause. Therefore you should find time | 11 SELF-KNOWLEDGE -- THE GREAT PLAN -- THE SPIRIT WORLD |
| reservoir, and this, one day, must have its effect. Each thought of hate, of separation, of egoism | 12 THE ORDER AND DIVERSITY OF THE SPIRITUAL WORLDS-THE PROCESS OF REINCARNATION |
| wonderful; it is astounding. Yet, after the first effect has worn off, the doubts in you would | 13 POSITIVE THINKING: THE RIGHT AND THE WRONG KIND |
| occurrences are not substantiated within, the greatest outer effect must fade after a while because these two | 13 POSITIVE THINKING: THE RIGHT AND THE WRONG KIND |
| or emotional growth. Shortcuts never have any lasting effect and are therefore always a farce. Shortcuts and | 13 POSITIVE THINKING: THE RIGHT AND THE WRONG KIND |
| and destinies. Not only conscious thoughts have this effect but also emotional reactions and subconscious thoughts. In | 13 POSITIVE THINKING: THE RIGHT AND THE WRONG KIND |
| by consciously accepting the laws of cause and effect and not trying to escape the effect by | 13 POSITIVE THINKING: THE RIGHT AND THE WRONG KIND |
| and effect and not trying to escape the effect by mere thought control. Happiness cannot come to | 13 POSITIVE THINKING: THE RIGHT AND THE WRONG KIND |
| will ferment and create forms that have their effect and cannot be eliminated, because the person is | 14 THE HIGHER SELF, THE LOWER SELF, AND THE MASK |
| of protection, but they have only a temporary effect. If you are in disharmony -- for instance | 15 INFLUENCE BETWEEN THE SPIRITUAL WORLD AND THE MATERIAL WORLD |
| influences which, as we said, can have an effect on you only because of what is already | 15 INFLUENCE BETWEEN THE SPIRITUAL WORLD AND THE MATERIAL WORLD |
| influence of the disharmonious forces would have an effect. Humanity would thus constantly furnish material to the | 15 INFLUENCE BETWEEN THE SPIRITUAL WORLD AND THE MATERIAL WORLD |
| in that way without ever connecting cause and effect. The physically undernourished person will complain about tiredness | 16 SPIRITUAL NOURISHMENT -- WILLPOWER |