Imagining the Course of Life offers a rich portrait of rural life in contemporary Southeast Asia and an accessible introduction to the complexities of Theravada Buddhism as it is actually lived and experienced. It is both an ethnography of indigenous views of human development and a theoretical consideration of how any ethnopsychology is embedded in society and culture. Drawing on long-term fieldwork in a Shan village in northern Thailand, Nancy Eberhardt illustrates how indigenous theories of the life course are connected to local constructions of self and personhood. In the process, she draws our attention to contrasting models in the Euro-American tradition and invites us to reconsider how we think about the trajectory of a human life. Moving beyond the entrenched categories that can hamper our understanding of other views, Imagining the Course of Life demonstrates the real-life connections between the "religious" and the "psychological." Eberhardt shows how such beliefs and practices are used, sometimes strategically, in people's constructions of themselves, in their interpretations of others' behavior, and in their attempts at social positioning. Individual chapters explore Shan ideas about the overall course of human development, from infancy to old age and beyond, and show how these ideas inform people's understanding of personhood and maturity, gender and social inequality, illness and well-being, emotions and mental health.

The Sutra of Golden Light has captured imaginations for centuries but remains as mysterious as it is beautiful. With skill and clarity, Sangharakshita translates the images and episodes, providing an exploration filled with practical insights. Retaining the magic of the original sutra, he shows how this ancient text can help us through a range of contemporary issues such as ecology and economics, culture, and morality while all the time showing that if we wish to change the world, the most important step we can take is to start with ourselves.

The book raises a broad scope of themes including the intellectual, psychological, cultural, definitional and structural issues that academic instruction librarians face in higher education environments. The chapters in this book represent the voices of eight instruction librarians, including two Immersion faculty members. Other perspectives come from a library dean, a library school faculty member, a library coordinator of school library media certification programs, and a director emerita from a School of Education.

Research approaches in the field of transpersonal psychology can be transformative for researchers, participants, and the audience of a project. This book offers these transformative approaches to those conducting research across the human sciences and the humanities. Rosemarie Anderson and William Braud first described such methods in Transpersonal Research Methods for the Social Sciences (1998). Since that time, in hundreds of empirical studies, these methods have been tested and integrated with qualitative, quantitative, and mixed-method research designs. Anderson and Braud, writing with a contribution from Jennifer Clements, invite scholars to bring multiple ways of knowing and personal resources to their scholarship. While emphasizing established research conventions for rigor, Anderson and Braud encourage researchers to plumb the depths of intuition, imagination, play, mindfulness, compassion, creativity, and embodied writing as research skills. Experiential exercises to help readers develop these skills are provided.

In the face of apparently rampant individualism, there has been a steady call for a return to community and tradition, particularly in religious communities and in recent Christian theology and ethics. The form of contemporary life upheld by modern ideals like freedom and universalism, the story goes, turns out to divide people from each other and from the communal sources of our traditionally moral values. But the call to community too often confuses individualism with individuality, assuming that any appeal to individuality as a value or ideal is a rejection of communal goods, rather than a mode of promoting those goods. What's necessary now is a recovery of the individual that understands individuality to serve community, even in resistance to it. In Transforming Faith, Joshua Daniel offers a fresh reading of H. Richard Niebuhr's theological ethics that provides an account of individuality and individual creativity as both the fruits and reformers of community. What is theologically at stake in Daniel's reconstructive interpretation is the human's existentially resonant relation with God and the christological revitalization of our symbolic and virtuous activity.

When we choose retreat we make a generous investment in our friendship with Christ. Seasoned spiritual director Ruth Haley Barton gently and eloquently leads us into an exploration of retreat as a key practice that opens us to God, guiding us through seven invitations to retreat. You will discover how to say yes to God's winsome invitation to greater freedom and surrender.

Pathways to Transformation: Learning in Relationship is an edited collection that synthesizes current research on transformative learning and expands the current knowledge-base. This book is timely and significant as it provides a synthesis of some of the most exciting research in two fields: adult education and human services. The objectives of this themed edited collection, Pathways to Transformation: Learning in Relationship, are threefold. First, this collection serves as a space to synthesize current research on transformative learning. Through an extensive literature review, the editors have discerned several important strands of research in the area of transformative learning and solicited chapters dealing with these topics. The second objective of the collection is to expand the current knowledge-base in the area of transformative learning by creating a space for dialog on the subject and bringing together diverse voices. The third objective of the collection is to transcend the field of adult education, with a specific goal to reach an audience in human services (psychology, counseling, social work, marriage and family therapy).