Initiation and Its Results: A Sequel to "The Way of Initiation".Theosophical Publishing Society, 1910 - Počet stran: 185 |
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Initiation and Its Results: A Sequel to "The Way of Initiation". Rudolf Steiner Úplné zobrazení - 1910 |
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50 cents able acquired activity already ANNIE BESANT appear astral body astral organs attributes Aura become centre cerned CHAPTER clairvoyant colour complete concerning connection death deeds deep sleep dent described discern dream-life dreams entirely environment etheric body everything evolution evolved exist experiences external eyes faculty finer fire of Kundalini forces genuine occult harmony higher consciousness higher world hitherto human impressions individual INITIATION inner instructions Kamaloka Karma larynx latter laws learns lives lotus-flowers lower manner means ment Mental merely nature observe occult education occult school occult student occult teacher occult training occultist one's oneself ordinary outrayings passions path perceive perceptions person petals phenomenal world physical body physical senses physical world powers reality region remain rience Rudolf Steiner sixteen-petalled lotus soul spiritual world stage superphysical world ten-petalled lotus theosophical things Threshold tion true twelve-petalled lotus uncon unconscious veritable visible waking consciousness world of sense Yoga
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Strana 135 - occult science " is thus described in a striking passage of one of his own works : " This is the change which the occult student observes coming over himself — that there is no longer a connection between a thought and a feeling or a feeling and a volition, except when he creates the connection himself. No impulse drives him from thought to action if he does not voluntarily harbour it. He can now stand completely without feeling before an object which, before his training, would have filled him...
Strana 27 - He who thinks or speaks anything that is untrue kills something in the bud of the sixteen-petalled lotus. Truthfulness, Uprightness, and Honesty are in this connection formative, but Falsehood, Simulation, and Dishonesty are destructive forces. The student must recognize that not merely "good intentions" are needed, but also actual deeds.