The first volume of a projected four-volume series explores the body's relationship to soul and spirit on the basis of Rudolf Steiner's insights into the workings of the spiritual world. An extensive discussion of developmental disorders and childhood diseases is followed by an in-depth exploration of the polarity of inflammation and sclerosis and the biochemistry and pathology of nutrition and metabolic disorders.

The question of constructing tradition, concepts of origin, and memory as well as techniques and practices of knowledge transmission, are central for cultures in general. In esotericism, however, such questions and techniques play an outstanding role and are widely reflected upon, in its literature. Esoteric paradigms not only understand themselves in elaborated mytho-poetical narratives as bearers of "older", "hidden", "higher" knowledge. They also claim their knowledge to be of a particular origin. And they claim this knowledge has been transmitted by particular (esoteric) means, media and groups. Consequently, esotericism not only involves the construction of its own tradition; it can even be understood as a specific form of tradition and transmission. The various studies of the present voume, which contains the papers of a conference held in Tubingen in July 2007, provide an overview of the most important concepts and ways of constructing tradition in esotericism.

The main subjects of analysis in the present book are the stages of initiation in the grand scheme of Theosophical evolution. These initiatory steps are connected to an idea of evolutionary self-development by means of a set of virtues that are relative to the individual's position on the path of evolution. The central thesis is that these stages were translated from the "Hindu" tradition to the "Theosophical" tradition through multifaceted "hybridization processes" in which several Indian members of the Theosophical Society partook. Starting with Annie Besant's early Theosophy, the stages of initiation are traced through Blavatsky's work to Manilal Dvivedi and T. Subba Row, both Indian members of the Theosophical Society, and then on to the Sanatana Dharma Text Books. In 1898, the English Theosophist Annie Besant and the Indian Theosophist Bhagavan Das together founded the Central Hindu College, Benares, which became the nucleus around which the Benares Hindu University was instituted in 1915. In this context the Sanatana Dharma Text Books were published. Muhlematter shows that the stages of initiation were the blueprint for Annie Besant's pedagogy, which she implemented in the Central Hindu College in Benares. In doing so, he succeeds in making intelligible how "esoteric" knowledge was transferred to public institutions and how a broader public could be reached as a result. The dissertation has been awarded the ESSWE PhD Thesis prize 2022 by the European Society for the Study of Western Esotericism.

Henry Steel Olcott (1832-1907), co-founder of the Theosophical Society, was a versatile man. He is regarded as one of the pioneers of American agricultural education and also served in the U.S. War Department. Later Olcott was admitted to the New York Bar and became interested in psychology and spiritualism, travelling to India and Sri Lanka with Madame Blavatsky to explore eastern spiritual traditions, especially Buddhism. This volume covers the period 1883-1887: Olcott tells of his meetings with many of the 'Masters' of the Society and considers what has been achieved since he and Madame Blavatsky met in Vermont in 1874. He is invited to Burma by its king, who is interested in hearing about Olcott's work; Madame Blavatsky resigns as Corresponding Secretary of the Society and goes into exile in Europe. The author, however, is determined to give a fair assessment of her invaluable contribution to the Society.

This comprehensive record of Krishnamurti’s teachings is an excellent, wide-ranging introduction to the great philosopher’s thought. With among others, Jacob Needleman, Alain Naude, and Swami Venkatasananda, Krishnamurti examines such issues as the role of the teacher and tradition; the need for awareness of ‘cosmic consciousness; the problem of good and evil; and traditional Vedanta methods of help for different levels of seekers.