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Alice Bailey & Djwhal Khul - Esoteric Philosophy - Master Index - HUMAN

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Education, 11:based upon the process of unfoldment in a human being: Response to impact, the infant's senseEducation, 12:governing the animal and desire nature, and to human tendencies. Response to the group. The childEducation, 14:foundation for the emergence of a new species of human being - a more highly evolved unit withinEducation, 14:being - a more highly evolved unit within the human family - hence much of our problem, and much ofEducation, 15:demands [15] of the race, and to measure up to human need for development. We have, in the world, aEducation, 16:the need to relate the process of unfolding the human mentality to the world of meaning, and not toEducation, 17:the integrated consciousness of the intelligent human being. Certain words will recur again andEducation, 18:Thus He submitted Himself to limitation. The human monad followed the same procedure and - in timeEducation, 18:as far as the form nature of a particular human unit is concerned) within the brain. As again youEducation, 19:by the soul that (in the three worlds of human evolution) man is the Three in One and One in Three.Education, 21:of harmony and beauty which drives the human unit along the path of evolution to an eventual returnEducation, 24:is found, in some stage of development, in every human being. It is with these hidden traits andEducation, 24:by distinctive divine attributes, and that each human being therefore can be regarded as anEducation, 24:and which produces the differences among human beings. If it is true that there are seven majorEducation, 24:call forth to the utmost the powers which any human being can express at any given moment in timeEducation, 27:and finds its final anchor in the center of the human heart and at some central focal point in allEducation, 27:reached a point of development wherein some human beings can follow along this path from theEducation, 31:begins to pour through, thus energizing all human activities upon the physical plane, andEducation, 32:of India in connection with this activity of the human being. The threads which man creates areEducation, 32:five types of energy which make man a conscious human being. The triple threads created by man areEducation, 32:of this fivefold thread - the basic two and the human three - is carried to the throat center; whenEducation, 34:bridging between the various aspects of the human being, thus producing coordination and synthesisEducation, 35:the lower concrete mind. 5. It will teach the human being to think from universals to particulars,Education, 36:10. It will include also the training of the human mechanism to respond to life impacts, and to theEducation, 36:of the major nerve plexi to be found in the human body, and their relation (which will becomeEducation, 37:him to become a self-directed, intelligent human being. Psychology, with its emphasis upon theEducation, 39:a man a citizen of his own country but not a human being with world relations. World citizenship isEducation, 40:"sensitive" of a higher order than the ordinary human being, and the interpretation of God andEducation, 40:of Christ, Who wrought great changes in the human consciousness and ushered in a new civilization.Education, 43:which will make of them true and significant human beings. A human being has perforce to be a man,Education, 43:of them true and significant human beings. A human being has perforce to be a man, capable ofEducation, 43:giving it true direction. This attitude of the human being and the task of bringing this conditionEducation, 45:exist; they constitute the beautiful tapestry of human living down the ages. But much that hasEducation, 45:much that has hitherto militated against right human relations must and should be eliminated. InEducation, 47:emphatic importance upon those great moments in human history wherein man's divinity flamed forthEducation, 47:and indicated new ways of thinking, new modes of human planning and thus changed for all time theEducation, 47:and thus changed for all time the trend of human affairs. These moments produced the Magna Charta;Education, 47:and girls have learnt, from appearances, that human life has small value; the fascist countriesEducation, 48:given, in order to lay the foundation for his human reactions. Reading, writing and arithmetic,Education, 49:of thought and of life which will relate a human being to the world of souls, to the Kingdom ofEducation, 49:to the Kingdom of God, and not only to other human beings upon the physical plane; not only to theEducation, 50:essentially supernormal potentialities of the human being, we might say that: The first effort ofEducation, 50:a civilized, cultured and spiritually awakened human being. A man will then be instinctivelyEducation, 53:esoterically, the knowledge petals of the human egoic lotus have unfolded, and the BuddhaEducation, 53:Now the love petals of the egoic lotus of the human family are also unfolding the rapidity of thisEducation, 53:Because the three knowledge petals of the human egoic lotus are now racially unfolded (and when IEducation, 53:(and when I use the word "racial" I mean the human family and not the Aryan race), it is nowEducation, 55:When the will or sacrifice petals of the human egoic lotus are opened, there will then be theEducation, 55:will parallel the opening of the petals in the human lotus. EDUCATION AND SCIENCE [56] I. KnowledgeEducation, 57:of politics and of government will be right human relations and for both of these education mustEducation, 60:(and by that I mean the three worlds of human evolution) exists the world of energies; these are ofEducation, 63:reason for excluding such an important aspect of human affairs from their reasoning and thinkingEducation, 63:which may bring about the new era of right human relations. They ask: Why omit political researchEducation, 63:of the world include this relatively new area of human thought and its international activityEducation, 69:adequate means of understanding and studying the human being. This will be made possible in threeEducation, 69:consistent with, the right development of the human unit. The various schools of [70] psychology,Education, 70:vehicles of expression in the three worlds of human endeavor. In order to bring this about, theEducation, 72:of approach to the delicate task of fitting the human being for life, can throw upon the problem.Education, 72:highly intelligent and mentally directed human being. The trouble with the majority of the previousEducation, 74:the dignity which is the [74] heritage of every human being? Such educational questions andEducation, 74:the textbooks be rewritten in terms of right human relations and not from the present nationalisticEducation, 80:wrecking of idealism, its inculcation of wrong human relations and attitudes and its glorificationEducation, 80:child for complete living and so make him truly human - a creative, constructive member of theEducation, 80:human - a creative, constructive member of the human family. The very best of all that is past mustEducation, 82:of outer phenomena and who will begin to view human happenings in terms of the deeper spiritual andEducation, 84:a new and broader sense as the Science of Right Human Relations and of Social Organization. ThisEducation, 85:will fall into the discard. All branches of human knowledge could, in this way, become alive andEducation, 85:and needed changes will be brought about in human psychology as a whole. The creative aptitude ofEducation, 85:as a whole. The creative aptitude of the human being should also, under the new era, receive fullerEducation, 86:world and of right thought to the sumtotal of human thinking; he will be encouraged to investigateEducation, 86:incentives, the motives of goodwill and right human relations will be found. Finally, educationEducation, 86:will, therefore, be given in the form of human interest, human achievement and human possibility.Education, 86:be given in the form of human interest, human achievement and human possibility. This will be doneEducation, 86:form of human interest, human achievement and human possibility. This will be done in such a mannerEducation, 86:along true and right lines; the world of past human effort will be presented to him in a truerEducation, 87:out which will present the possibilities of human living in such a manner that barriers will beEducation, 88:goodwill and a constant effort to foster right human relations. World Unity will be a fact when theEducation, 88:are largely the result of man made quarrels over human interpretations of truth. Thus gradually,Education, 88:- he will relate it all to the Science of Right Human Relations and try to give a truer perspectiveEducation, 89:capacity, can be trained in the Science of Right Human Relations and thus respond to the majorEducation, 89:which are trying to bring to the mass of human beings a sense of responsibility for human happinessEducation, 89:of human beings a sense of responsibility for human happiness and human welfare. Nevertheless, theEducation, 89:sense of responsibility for human happiness and human welfare. Nevertheless, the real work alongEducation, 89:of bridging the many cleavages found in the human family and in offsetting the racial hatreds andEducation, 90:and humanity will be realizing itself as one human family and not as a fighting aggregate of manyEducation, 90:is fighting its way into the forefront of the human consciousness in spite of all separateEducation, 90:them or not. They are definitely exploiting the human demand - urgent and right - for betterEducation, 90:or separate religious consciousness present in human thinking. It was equally difficult forEducation, 92:two energy factors, which are recognized by human beings as life and knowledge, or as living energyEducation, 94:The personality and the soul. The man and other human beings. The man as a member of the humanEducation, 94:other human beings. The man as a member of the human family, and his environing world. You willEducation, 94:of bridging the various cleavages found in the human family, and of weaving into one strong cableEducation, 95:the substance of the three worlds of ordinary human evolution. It concerns the substance of theEducation, 99:These ideals in themselves are essentially human reactions to divine ideas; they are consequentlyEducation, 101:amount of sketchy information about humanity and human achievements, and when his capacity toEducation, 103:in the expansion of consciousness which the human race must achieve. I would here remind you thatEducation, 103:and apprehension, the hate and separateness, human beings are beginning to blend in themselvesEducation, 103:is now reaching down into those levels of human life which we call "submerged classes." Education, 104:and motives that are highly undesirable, but human beings have a habit of spoiling that which isEducation, 109:on all sides, in every department of human thought and in every land. This idealism is a good sign.
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