A Power Point Presentation on the Empirical Evidences for Rebirth or Reincarnation. For Reflection to help realize the truth of Rebirth. Done by Bro. Oh Teik Bin, Lower Perak Buddhist Association, Teluk Intan, Malaysia.
Updated: 25th Oct 2016 | Current Version: v10.3.2 b [beta]
Added some info of 'What are veda-s?
|| Hari OM ||
Dear Divine Souls, this article is a humble attempt to share some basic info about the eternal dharma, Sanatan Dharma from Traditional POV.
The article covers wide range of topics including importance of Guru, 14 abodes of knowledge, about women, 8 types of marriages, different types of Yoga and sects, varnashram dharma, why a dharma should be eternal, religious tolerance, Vegetarianism and Non-violence, and more.
The article also explains why Hindu Dharma is the most organized, integrated spiritual and practical way of life.
Please note that this is not a complete article and much needs to be added. Incomplete articles are tagged as [under construction]
|| Hari OM ||
[Major Update] v14.0.0 beta updated 20.10.2015
3.1 Questioning Authenticity of works attributed to Adi Shankara &
3.3 Adi Shankara Preached Smarta Dharma
are entirely rewritten.
change log: http://www.advaita-vedanta.in/recent-updates
Namaste Fellow Advaitins,
This site is dedicated to fellow Advaitins and aims at giving clear picture of Advaita. The site is divided into three parts:
PART I: Advaita Vedanta
1.1 Understanding Advaita
1.2 adhyAropa apavAda - A Consistent Traditional Teaching
1.3 Meditative Journey of an Advaita Vedantin
1.4 Advaita, Creation and it's practicability
1.5. Musings - Other Side of Coin
1.6. viShNu and caturbhuja viShNu
1.7. Clearing Accusations & Doubts
PART II: Advaita in shastras
2.1 Advaita in Shastras
2.2 Random Quotes
2.3 Brahman in Upanishads
2.4 Concepts of Advaita in Shastras
PART III: Works of Adi Shankara
3.1 Questioning Authenticity of works attributed to Adi Shankara
3.2 References cited by Adi Shankara in his Bhashya on Vishnu Sahasranama
3.3 Adi Shankara Preached Smarta Dharma
PART IV: Conspiracies against Bhartiyas
4.1. Conspiracies against Bhartiyas
PART V: Adi Shankara - A Jagadguru
5.1. Adi Sankara - A Jagadguru
PART VI: Works of Adi Shankara
6.1. Questioning Authenticity of works attributed to Adi Shankara
6.2. References cited by Adi Shankara in his Bhashya on Vishnu Sahasranama
6.3. Adi Shankara Preached Smarta Dharma
PART VII: Authentic Shastras
7.1. Authentic Upanishads and Gitas
7.2. Authenticity Puranas, Up-Puranas and Shala Puranas
Thank you
|| ॐ तम नमामि गुरूम् परम ||
Updated: 25th Oct 2016 | Current Version: v10.3.2 b [beta]
Added some info of 'What are veda-s?
|| Hari OM ||
Dear Divine Souls, this article is a humble attempt to share some basic info about the eternal dharma, Sanatan Dharma from Traditional POV.
The article covers wide range of topics including importance of Guru, 14 abodes of knowledge, about women, 8 types of marriages, different types of Yoga and sects, varnashram dharma, why a dharma should be eternal, religious tolerance, Vegetarianism and Non-violence, and more.
The article also explains why Hindu Dharma is the most organized, integrated spiritual and practical way of life.
Please note that this is not a complete article and much needs to be added. Incomplete articles are tagged as [under construction]
|| Hari OM ||
[Major Update] v14.0.0 beta updated 20.10.2015
3.1 Questioning Authenticity of works attributed to Adi Shankara &
3.3 Adi Shankara Preached Smarta Dharma
are entirely rewritten.
change log: http://www.advaita-vedanta.in/recent-updates
Namaste Fellow Advaitins,
This site is dedicated to fellow Advaitins and aims at giving clear picture of Advaita. The site is divided into three parts:
PART I: Advaita Vedanta
1.1 Understanding Advaita
1.2 adhyAropa apavAda - A Consistent Traditional Teaching
1.3 Meditative Journey of an Advaita Vedantin
1.4 Advaita, Creation and it's practicability
1.5. Musings - Other Side of Coin
1.6. viShNu and caturbhuja viShNu
1.7. Clearing Accusations & Doubts
PART II: Advaita in shastras
2.1 Advaita in Shastras
2.2 Random Quotes
2.3 Brahman in Upanishads
2.4 Concepts of Advaita in Shastras
PART III: Works of Adi Shankara
3.1 Questioning Authenticity of works attributed to Adi Shankara
3.2 References cited by Adi Shankara in his Bhashya on Vishnu Sahasranama
3.3 Adi Shankara Preached Smarta Dharma
PART IV: Conspiracies against Bhartiyas
4.1. Conspiracies against Bhartiyas
PART V: Adi Shankara - A Jagadguru
5.1. Adi Sankara - A Jagadguru
PART VI: Works of Adi Shankara
6.1. Questioning Authenticity of works attributed to Adi Shankara
6.2. References cited by Adi Shankara in his Bhashya on Vishnu Sahasranama
6.3. Adi Shankara Preached Smarta Dharma
PART VII: Authentic Shastras
7.1. Authentic Upanishads and Gitas
7.2. Authenticity Puranas, Up-Puranas and Shala Puranas
Thank you
|| ॐ तम नमामि गुरूम् परम ||
Dr. John Oakes taught a class on Modernism and Scientific Materialism at the 2015 International Christan Evidence Conference at York College in York, Nebraska, June 19-21. He gave a brief overview of the history of modern science and then give a world view critique of the philosophy, comparing it to Christianity. Here are notes and power points from the presentation.
Being uncertain and insecure about one's perception of oneself might lead to failure or a lack of interest in life. Understanding oneself and the kind of person one wants to be is crucial. To develop a positive self-concept, one must first have self-awareness.
There is a difference between self-concept and self-understanding, despite popular belief to the contrary. A person's self-concept is made up of all of their behaviors, convictions, and skills, as well as what they infer about themselves from other people's reactions. The capacity to comprehend oneself includes the capacity to comprehend one's own actions, reactions, and behaviors.
The natural friendship between science and spiritualitySuzanne Yada
Presentation given by David Brett Richardson of the Lawrence Berkeley National Laboratory to the Unitarian Universalist Church of Berkeley's Personal Theology series, December 4, 2011. Uploaded here with his permission.
Real Energy Systems, Spirits, and Substances to Heal, Change, and GrowCelestial Light
Energy. Psi, prana, mana, chi, divine power, the tao, reiki, or "vibes," every system of magic and mysticism calls the energies that power its practices by different names. Whether questioning the power of prayer or a healing session with a Reiki master an underlying question exists of whether this energy is all the same or if they exist as distinctly different "wavelengths" of some universal power?
When New Agers, occultists, spiritual healers, metaphysicians, artists, and Neopagans talk about the "energies" they use, what do they actually mean? Now, for the first time, a single book discusses the vocabulary, magic, metaphysics, art, and science of energy from a multi-model, 21st century perspective.
Lessons included will cover:
Physical vocabulary of energy
Metaphysical vocabulary of energy
How the laws of magic affect energy
The Importance of Focus
Real Energy will then take these lessons to the next level giving you direction on how to understand and begin working with different energies. Half of the book is dedicated to showing you how to work with specific energies, including: the four elements, crystals, plants, animals, your own body, nature spirits, ancestors, and deities to accomplish your goals and enhance life experiences. Specific energy work practices are also covered, including: Reiki, The Huna System, working with "Pure" ESP and PK, Feng Shui, and the Tantra System.
With tips from scientists, artists, magicians, and spiritual teachers, Real Energy will give you a solid introduction to both the theory and practice of energy work.
Week 4 The Problem of Suffering and God’s Existence and the Mind.docxcockekeshia
Week 4: The Problem of Suffering and God’s Existence and the Mind/Body Problem
Overview
A 2012 Pew survey demonstrated that 68% of Americans believe in the notion of God or a “universal spirit.” This week’s materials will provide you with a portal for examining philosophical arguments for and against God’s existence.
You will investigate one of the primary reasons for skepticism about God’s existence – the problem of suffering. Suffering is part of the human condition, and we have all experienced it in varying degrees. For many, the fact of suffering means it is impossible to believe in an all-powerful, all-good, and all-knowing God.
Richard Rubenstein, a Jewish rabbi and religious studies scholar, is an example. He famously argued that it was no longer possible to believe in God after Auschwitz, for surely an all-good and all-powerful being would have intervened in human affairs to stop the brutal suffering of millions of people (1992). But another rabbi and scholar, Eliezer Berkovits comes to the opposite conclusion. He argues that the problem of suffering, specifically the Holocaust, is not a problem for God, but a problem for human beings (Berkovits, 1973). It was human beings who perpetrated the crimes against humanity, not God. You will wrestle with problem of suffering and determine where you stand on the issue.
You will also explore the mind/body problem. This branch of philosophy raises questions about the relationship between the mind and body. Specifically, we will investigate the nature of the self. At some point in our lives, most of us have asked the question, “Who am I”? This topic will allow you to investigate modern and contemporary conceptions of the self and determine how they might help you better understand the nature of the self.
There are a number of important questions that arise when addressing this topic. Do human beings possess a soul? If so, what is a soul, and how does it differ from a body? Is the soul the essence of who we are as human beings? (In other words, is the soul the nature of the self?) Dualism, most famously popularized by Descartes, maintains that human beings possess an immaterial, rational soul housed in a physical body. Importantly, the soul is the essence of the self.
Dualism allowed Descartes to maintain his commitment to Christianity, but it has been soundly criticized for its failure to account for the interaction between the soul (or mind) and body: how does an immaterial substance like the soul (or the mind) interact with a physical body? A number of alternatives to Cartesian dualism have been proposed. These run along a continuum, ranging from the behaviorism (there is no self/soul) to physicalism (the self is reducible to brain functions). As you work through this material, ask yourself which account provides the best explanation for the nature of the self and why?
References
Berkovits, E. (1973). Faith after Auschwitz. New York, NY: KTAV Publishing House, Inc.
Most of the skeptically unaf.
Why is this So? ~ Do Seek to KNOW (English & Chinese).pptxOH TEIK BIN
A PowerPoint Presentation based on the Dhamma teaching of Kamma-Vipaka (Intentional Actions-Ripening Effects).
A Presentation for developing morality, concentration and wisdom and to spur us to practice the Dhamma diligently.
The texts are in English and Chinese.
The Selfish Crocodile ~ A Children's Moral Story (English & Chinese).pptxOH TEIK BIN
A PowerPoint Presentation of a Children’s Moral Story with good lessons of moral values. The texts are in English and Chinese.
For the Video Presentation with audio narration and explanation in English (Texts are in English and Chinese), please check it out at the YouTube URL Link:
https://www.youtube.com/watch?v=iUjTq4NgEDE
The PBHP DYC ~ Reflections on The Dhamma (English).pptxOH TEIK BIN
A PowerPoint Presentation based on the Dhamma Reflections for the PBHP DYC for the years 1993 – 2012. To motivate and inspire DYC members to keep on practicing the Dhamma and to do the meritorious deed of Dhammaduta work.
The texts are in English.
For the Video with audio narration, comments and texts in English, please check out the Link:
https://www.youtube.com/watch?v=zF2g_43NEa0
The Story of 'Chin Kiam Siap' ~ An AI Generated Story ~ English & Chinese.pptxOH TEIK BIN
A PowerPoint Presentation based on an AI Generated moral story with some editing.
Life Lessons based on the story are penned for the presentation.
The texts are in English and Chinese.
The audio narration with explanation is in Hokkien.
For the Video with audio narration and explanation in Hokkien (Texts are in English and Chinese), please check out the Link:
https://www.youtube.com/watch?v=3l8qD7skfi8
Life Lessons to Learn ~ A Free Full-Color eBook (English).pdfOH TEIK BIN
A Free Full-Color eBook of 66 Life Lessons using images and pics of inspiration/motivation, stories and humor. For developing love, compassion and wisdom.
For more free eBooks check out the following Links:
www.slideshare.net/ohteikbin/presentations
www.slideshare.net/ohteikbin/documents
Reflections and Aspirations for Wesak 2024 (Eng. & Chi.).pptxOH TEIK BIN
A PowerPoint Presentation of the Reflections & Aspirations to be done during Wesak 2024 as a wise Dhamma practice for mind development. The texts are in English and Chinese
For the Videos, check out the following:
(English Narration)
https://www.youtube.com/watch?v=9_pHcH7HemQ
(Hokkien Narration)
https://www.youtube.com/watch?v=VlbxSCQ8iKo
Twelve Terrific Teachings (English & Chinese).pptxOH TEIK BIN
A PowerPoint Presentation of a selection of the Buddha’s teachings as found in the Suttas of the Nikayas. For reflection and practice to grow in compassion and wisdom. The texts are in English and Chinese.
For the Video with audio narration and explanation in Hokkien, please go to the Link:
https://www.youtube.com/watch?v=6_0o6vdeoRc
Emails, Facebook, WhatsApp and the Dhamma (English and Chinese).pdfOH TEIK BIN
A pdf file of a Dhamma article with very meaningful messages of Life Lessons for our reflection to grow in mind development in our quest for wisdom. Beneficial for all,
young and old.
The texts are in English and Chinese.
An Octopus in Trouble ~ A Children's Story with Life Lessons (Eng. & Chi.).pptxOH TEIK BIN
A PowerPoint Presentation of a meaningful Children’s story that teaches important Life Lessons /Virtues /Moral values.
The texts are in English and Chinese.
For the Video with audio narration and explanation in English, please check out the Link:
https://www.youtube.com/watch?v=uQ3ek4wC_5w
The King Great Goodness Part 2 ~ Mahasilava Jataka (Eng. & Chi.).pptxOH TEIK BIN
A PowerPoint Presentation of a Jataka Story (Part 2) that can impart good Dhamma teachings on virtue, moral values and strength of character.
The texts are in English and Chinese.
For the Video with audio narration in Hokkien, please go to the Link:
https://www.youtube.com/watch?v=360UiWIRoYY
Solving Puzzles Benefits Everyone (English).pptxOH TEIK BIN
A Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.
10 Life Lessons to Live By (Eng. & Chi.).pptxOH TEIK BIN
A PowerPoint Presentation on important moral / Life lessons to learn and practice to live a more meaningful, happy and peaceful life.
The texts are in English and Chinese.
For the Video with audio narration and explanation in English, please check out the Link:
https://www.youtube.com/watch?v=Pv2OvmM6ZHw
The King 'Great Goodness' Part 1 Mahasilava Jataka (Eng. & Chi.).pptxOH TEIK BIN
A PowerPoint Presentation of a Jataka Story (Part 1) that can impart good Dhamma teachings on virtue, moral values and strength of character.
The texts are in English and Chinese.
For the Video with audio narration in Hokkien, please go to the Link:
https://www.youtube.com/watch?v=pndBvmNq1jo
A Tsunami Tragedy ~ Wise Reflections for Troubled Times (Eng. & Chi.).pptxOH TEIK BIN
A PowerPoint Presentation based on the 2004 Tsunami tragedy with
important Dhamma teachings for constant reflection.
A Presentation for mental development and to spur us to practice the Dhamma diligently.
The texts are in English and Chinese. Images are drawn from the Google Image search.
The Wolf, The Buffalo and The Shepherd ~ A Kids' Story with Life Lessons (En...OH TEIK BIN
A PowerPoint Presentation of a children’s story that teaches the importance of values like clear thinking, wisdom and compassion.
The texts are in English and Malay.
For the Video with audio narration and explanation in English, please check out the Link:
https://www.youtube.com/watch?v=dRpUw8ssl0I
Free eBook ~ 6 Superb Stories That Teach Precious Dhamma.pdfOH TEIK BIN
A free eBook comprising 6 PowerPoint presentations of meaningful Buddhist stories that teach important Dhamma/Life lessons. For reflection and practice to develop the mind to grow in love, compassion and wisdom. The texts are in English and Chinese.
Indications of Rebirth ~ My Reflections (English & Chinese).pptxOH TEIK BIN
A PowerPoint Presentation on the empirical evidences that point to the Truth of Rebirth or Reincarnation. My reflections are given for each of the cases.
The texts are in English and Chinese.
For the video with audio narration and explanation in English please check out the Link:
https://www.youtube.com/watch?v=jKGgVq3OT-g
Free eBook ~ 5 Malaysian Stories with Lessons to Learn (English).pdfOH TEIK BIN
A free eBook comprising 5 Malaysian Stories with important teachings on Dhamma/ Life Lessons to reflect upon. For mental development to grow in love-kindness, virtue, compassion and wisdom. The texts are in English.
Free eBook ~Short Inspirational Stories - The Benefits.pdfOH TEIK BIN
A free eBook (pdf format) consisting of 12 short inspirational stories with messages of Life Lessons. Each of the stories is accompanied by some Dhamma reflections.
Of benefit to develop the mind in virtue, compassion and wisdom.
Sacifices for the Deceased ~ Matakabhatta Jataka (Eng. & Chi.).pptxOH TEIK BIN
A PowerPoint Presentation of a Jataka Tale that
conveys the important Dhamma teaching on Kamma.
The texts are in English and Chinese.
For the Video with narration and explanation in Hokkien, please check out the Link:
https://www.youtube.com/watch?v=CGjlaTi5tkM
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. 1. Some Famous People Who Believed In Rebirth ( Reflection: Such Great Minds would have contemplated, investigated ,reasoned, had glimpses into the truth of Rebirth ) Benjamin Franklin Statesman,Writer, Inventor Mahatma Gandhi Statesman, Philosopher Carl Jung Psychologist, Writer Mark Twain Writer
3. Some Famous People Who Believed In Rebirth Albert Schweitzer Doctor, Humanitarian, Writer Socrates Philosopher,Teacher Schopenhauer Philosopher, Writer William Wordsworth Poet
4. 2. CASE STUDIES ( Reference can be done on the works of Prof. Ian Stevenson and other Researchers. ‘Google Search!’ Refer to Journals like ‘Journal of Psychical Enquiry’ etc ) Ian Stevenson
5. 3. From The Great Religions ( Investigate for yourself the Early Teachings Of The World Religions on Reincarnation or Rebirth ) BUDDHISM CHRISTIANITY TAOISM HINDUISM
6. 4. TRANSSEXUALISM ( Reflection : In the Cycle of Rebirths we have lived before in our past lives as males or females. )
7. 5. CHILD PRODIGIES ( The Rebirth Doctrine could logically explain why child prodigies show unbelievable capabilities in Mathematics, Music etc. )
8. 6. PHOBIAS ( Inexplicable phobias seem to be consistent with the Rebirth Doctrine … certain happenings in one’s past lives. )
9. 7. DEJA VU ( You can check out this strange psychical experience which is consistent with a Rebirth Doctrine. Google Search on ‘déjà vu’ ! )
10. 8. OBSESSIONS ( Reflect : ‘Why do certain people suffer from compulsive and obsessive syndromes? Could these have something to do with happenings in their past lives?’
11. 9. THE DREAM WORLD ( Reflect : Could some recurrent dreams be traced to memories from past lives? )
12. 10. MULTIPLE PERSONALITIES ( Investigate for yourself into the literature of psychiatry and psychotherapy. Various books have been written on this, eg ‘The Search for Bridey Murphy’ etc )
13. 11. HYPNOSIS ( Check out the great amount of work and research on ‘past life regression’, ‘retrogressive hypnotism’, ‘psychotherapy’ etc … strong evidences for rebirth or reincarnation. )
14. 12. MEDITATION REBIRTH is no longer a Theory… it is a Fact! And you can prove or realize the fact of rebirth through MEDITATION. Refer to the many Dhamma Talks by Ajahn Brahmavamso on Rebirth, Meditation, Kamma … at www.bswa.org
15. May the reality of rebirth spur us to walk The Path with diligence The End With Metta, Bro. Oh Teik Bin