This book is based on the power of stories to support children in all areas of their lives. It examines the role narratives can play in encouraging growth in contexts and domains such as personal and family identity, creative movement, memory and self-concept, social relationships, or developing a sense of humor. Each chapter describes innovative and research-based applications of narratives such as movement stories, visual narratives to develop historical thinking, multimodal storytelling, bibliotherapy, mathematics stories, family stories, and social narratives. The chapters elaborate on the strength of narratives in supporting the whole child in diverse contexts from young children on the autism spectrum improving their social skills at school, to four- and five-year-olds developing historical thinking, to children who are refugees or asylum-seekers dealing with uncertainty and loss. Written by accomplished teachers, researchers, specialists, teaching artists and teacher educators from several countries and backgrounds, the book fills a gap in the literature on narratives. "...this work delves into the topic of narratives in young children's lives with a breadth of topics and depth of study not found elsewhere." "Collectively, the insights of the contributors build a convincing case for emphasizing story across the various disciplines and developmental domains of the early childhood years." "The writing style is scholarly, yet accessible. Authors used a wide array of visual material to make their points clearer and show the reader what meaningful uses of story "look like"." Mary Renck Jalongo, Journal and Book Series Editor Springer Indiana, PA, USA

This book is based on the power of stories to support children in all areas of their lives. It examines the role narratives can play in encouraging growth in contexts and domains such as personal and family identity, creative movement, memory and self-concept, social relationships, or developing a sense of humor. Each chapter describes innovative and research-based applications of narratives such as movement stories, visual narratives to develop historical thinking, multimodal storytelling, bibliotherapy, mathematics stories, family stories, and social narratives. The chapters elaborate on the strength of narratives in supporting the whole child in diverse contexts from young children on the autism spectrum improving their social skills at school, to four- and five-year-olds developing historical thinking, to children who are refugees or asylum-seekers dealing with uncertainty and loss. Written by accomplished teachers, researchers, specialists, teaching artists and teacher educators from several countries and backgrounds, the book fills a gap in the literature on narratives. "...this work delves into the topic of narratives in young children's lives with a breadth of topics and depth of study not found elsewhere." "Collectively, the insights of the contributors build a convincing case for emphasizing story across the various disciplines and developmental domains of the early childhood years." "The writing style is scholarly, yet accessible. Authors used a wide array of visual material to make their points clearer and show the reader what meaningful uses of story "look like"." Mary Renck Jalongo, Journal and Book Series Editor Springer Indiana, PA, USA

Rainbow Painting is saturated with direct, pithy instruction, the very quintessence of the Buddhist Spiritual approach. Tulku Urgyen Rinpoche speaks from experience, expressing what he himself has undergone, instructing us in the way we should train in a complete and unmistaken manner. We come to understand that to become enlightened we must experience what was always present within us. The ultimate object of realization, the natural state of mind, unmistakenly and exactly as it is, need not be sought for elsewhere but is present within ourselves. Stability in this unexcelled state of unity is not attained independently of means, proper conduct and knowledge of the view. We should unite view and conduct; and this book contains the key points for doing just that.
"Some people have the habit of thinking that something is bound to happen after practicing meditation a while -- like going through school -- that after ten or fifteen years you end up with a degree. That's the idea in the back of people's minds: "I can make it happen I can do enlight¬enment " Not in this case, though. You cannot make enlightenment, because enlightenment is unconstructed. Realizing the awakened state is a matter of being diligent in allowing nondual awareness to regain its natural stability. It is difficult to reach enlightenment without such dili¬gence, without undertaking any hardship."
---Tulku Urgyen Rinpoche
"Tulku Urgyen Rinpoche is someone who has lived at length in mountain hermitages, spent many years in retreat, and done a considerable amount of meditation training. For this reason, he gives the very quintessence of the sacred Dharma spoken by our compassionate Buddha Shakyamuni. He speaks from experience, expressing what he himself has undergone, instructing us in the way we should practice in a complete and unmistaken manner. These teachings, saturated with direct, pithy instruction, are unique."
---Chokyi Nyima Rinpoche

The ultimate object of realization, the natural state of mind, unmistakenly and exactly as it is, need not be sought elsewhere than in ourselves. We become enlightened through experiencing what is always innately present. Stability in this unexcelled unawareness is attained when view, the knowledge aspect and conduct, the means are integrated. In Rainbow Painting, Tulku Urgyen Rinpoche presents the practices to accomplish this unity.

This book is a rich, yet highly accessible volume that details an exciting and much-needed inquiry into the notion of literacy: what it is, why it is, and how it might be framed most effectively for 21st century education. The chapters unfold in a creative interplay of practice and theory. Narey's insightful questioning into the socio-historical-cultural implications of "literacy as empowerment" establishes the critical context, while Kerry-Moran's examination of the burgeoning literacy landscape reveals challenges for teacher education. Drawing upon classic and cutting-edge theories, Narey builds a provocative and powerful case for a 21st century construct of literacy as sense-making: sense as relative to the senses (i.e., sight, hearing) and sense as making meaning. Her innovative model of the literacy event opens up a range of potential foci for analysis and facilitates her teasing out of two critical areas for instruction: sensory perception and aesthetic knowledge. This theoretical sense-making lens is applied to Kerry-Moran's teacher education classroom as the authors reflect upon further development. As a timely original and thought-provoking work, this slim volume of big ideas promises to be a valuable resource for teacher educators and other scholars who seek a clear and cohesive frame for literacy in 21st century education. This is a very well written scholarly text that provides a new and important theory of 21st century literacy. Narey's sketches of literacy as sense-making are laid out in logical form, building upon researched and referenced sources to ground her ideas and offering the reader information, examples and new insights. In addition to providing many significant perspectives underpinning her new theory, Narey provides excellent historical and current explanations about literacy from highly respected researchers in the field. The inclusion of a practical application of Narey's conceptual/theoretical framework to Kerry-Moran's example of an instructional unit in a teacher education course is helpful to understanding the theory in practice. The references throughout the work are extensive, comprehensive and very well documented. This text, Sense-making: Problematizing Constructs of Literacy for 21st Century Education, contributes original thinking to the field of literacy and learning and would be an excellent resource for literacy and language professors or instructors in a post-graduate or professional development program. Penny Silvers, Professor of Education, Dominican University, USA

Fearless Simplicity is about training in the awakened state of mind, the atmosphere within which all difficulties naturally dissolve. Here, the gifted Tibetan meditation master and author of Carefree Dignity, Drubwang Tsoknyi Rinpoche, in his exceptional and skillful teaching style, guides us through the methods to be at ease with our surroundings and ourselves. He shows us how to de¬velop confidence and be in harmony with every situation as the basis for true compassion and intelligence.
As confidence grows stronger, you find yourself turning into a real warrior -- a compassionate bodhisattva warrior. The true bodhi¬sattva spirit grows out of this personal sense of freedom. With this sense of security and freedom, you begin to direct your attention to the needs of others. The compassion expands. This is my point about inner simplicity as the basis for living fearlessly in a complex world. We are now open and spacious and from within that sense of fearless simplicity, you can accommodate all phenomena. You can naturally care for others unpretentiously; no one is a threat any longer.
-- Drubwang Tsoknyi Rinpoche