Joel S. Goldsmith Teachings

This website is dedicated to the mystical teachings of Joel S. Goldsmith (also known as The Infinite Way). Its purpose is to provide some background information and to let people know of the resources and activities based in New Zealand.

The website has been put together by a group of students who wish to share information with others.If you are a student of Joel's teachings; new, long-term, or just visiting,then - Welcome !

Brief History:

Joel S. Goldsmith (1892-1964) was one of the foremost mystics of the twentieth century. He was born in New York to parents of Hebrew ancestry, who, while not practising Jews, gave Joel basic instructions in the faith. His mother told him that if he was interested in things religious, he could follow his search unhampered by being brought up in any one faith. On leaving school, he entered his father's business of importing laces and similar products and travelled widely buying and selling the merchandise.

In 1915 Joel was introduced to Christian Science and began to seek answers to inner questions. Some years later he experienced a spiritual healing which set him on the path to being a Christian Science Practitioner. He conducted a successful practice for some years and also became a reader in the Church. During study and prayer he discovered the benefits of meditation and began to realise the principles of the healing consciousness and of practising the presence of God. He eventually left the Church as his own teaching began to unfold, but often spoke of the blessing he had received through the Christian Science movement.

The Infinite Way was published in 1952 and other books followed, all of which attracted thousands of students worldwide. He was one of the first people to introduce meditation to the Western world and constantly received invitations from students eager to hear his message, which resulted in him travelling the globe many times.

All this activity was an expression of Joel's consciousness and there was no organisation or membership to support him. He was adamant that the teaching should be free of all organisation and rules, and that its development would come from the consciousness of teachers and students alike.