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The American Tarot Association Tarot Correspondence Course The American Tarot Association Tarot Correspondence Course Introduction to Tarot John Gilbert, CTGM Edited by Errol McLendon, CTGM Sherryl Smith, CPTR 800-372-1524 Table of Contents Page Preface ––– Mentoring Tarot ................................................................................. ..................................1111 Tarot 100 ––– Introduction ................................................................................... ........................................4. 444 Tarot 101 ––– The Pip Cards ................................................................................. ..................................8888 Tarot 102 ––– The Court CardsCards....................................................................................................................................13131313 Tarot 103 ––– The Major Arcana ......................................................................... ..................18181818 Tarot 104 ––– Beginning Tarot Spreads ............................................................22 .............................. 222222 Published by the American Tarot Association Copyright (c) 2001 – 2003 All Rights Reserved No portion of this work may be reproduced by any means, whether print or electronic, without written permission from the ATA. The ATA occasionally grants permission to reproduce portions of these materials for educational use. To request authorization for the use of this material or any portion of it, contact American Tarot Association 2901 Richmond Rd Ste. 130 #123 Lexington KY 40509800-372-1524 PREFACE - MENTORING TAROT OOOVERVIEW ... One of the responsibilities of a mentor is to be able to satisfactorily critique a reading done by another reader and suggest any alternatives the reader may have overlooked. When you review a reading done by another tarot reader, it's very important not to criticize them nor judge the quality of their reading. What your students need from you are suggestions on how they might improve their readings and words of encouragement. What they do not need from you is personal condemnation nor words of disapproval and censure. Try to point out the good things the reader did in this particular reading. If you find things they might have done better, suggest in a positive and loving manner things they might want to consider in future readings. Be kind and not rude. Suggest alternatives rather than judging. You may certainly suggest alternative meanings for particular cards, and if done in a positive manner, this will count strongly in your favor. However, it is unwise to tell another tarot reader the meanings they've adopted for any card or cards is (are) incorrect. Suggestions are encouraged if done in a positive and friendly manner, criticisms are never acceptable. TTTHE WWWAYS PPPEOPLE LLLEARN ... According to research done by professional educators, most people are visual learners who learn best by reading and taking notes. The next largest classification are the auditory learners who learn best by hearing something over and over. Most of us learn by combing either the sense of sight or hearing with the other senses. We also learn by thinking it out for ourselves or using our imagination. We learn by identifying the similarities and dissimilarities between things. Finally, we learn through inspiration or intuitive insights. The best way for any of us to learn is by using as many of our senses as possible, as many cognitive skills as possible, our intuition, and by expecting and anticipating divine intervention. The best way to encourage all this is to write it down, read it often, and practice. TTTHE ATA L EARNING MMMODEL . The ATA believes the best way for people to learn is through sight, sound and touch using multimedia and multitasking. If we as teachers and mentors use as many techniques as possible we stand a better chance of communicating with our students. Seeing, hearing and touching are the three basic senses used in our system. We encourage students to read, then write notes from their reading. We encourage students to listen to tapes and write notes. We encourage students to practice with their tarot cards. We encourage students to think it out for themselves. We encourage students to expect and anticipate intuitive insights. We encourage students to actively ask questions and communicate with their mentor. We encourage students to do all these things. 1 TTTHE WWWAYS PPPEOPLE TTTEACH . There are basically three ways people teach. First of all they do it verbally by lecturing, by telling people how to do things. They teach students how to do it the teacher's way. We call this the "My Way" method of teaching. Students are expected to learn using auditory skills. Most students learn better by reading than hearing. Secondly, they do it by facilitating, by helping students understand things better through a process of listening, reading, writing and figuring things out together. We call this the "Our Way" method of teaching because the students and teacher work together cooperatively. In this method, students are expected to use all of their appropriate senses and to work cooperatively with the teacher, called a facilitator, and other students, to arrive at a consensus solution to all problems and questions. Thirdly, they do it by mentoring, by helping students figure out what they want to do and how they want to do it. We call this the "Your Way" method of teaching because the student is encouraged to learn to do it his or her own way rather than trying to copy somebody else's system. Mentors set an example by what they do in their lives, how they handle themselves in all kinds of situations, and how successful they are as individuals and as professionals. TTTHE ATA M ENTORING MMMODEL . When using this system, mentors answer any questions asked of them from the standpoint of "This is how I do it... this is how some other people do it... how would you like to do it?" The mentor does not tell the student this is right or this is wrong. Rather the mentor questions the student to help the student make up his or her own mind. Mentors ask questions like: Do you feel comfortable with this? How? Why? Have you considered any other options? What? Do you have any problems with any of these cards? What do you need from me? As mentors, we guide students to make their own decisions about what they want the cards to mean for them. As you do this you'll undoubtedly see your students struggle from time to time with problem cards. These problem cards tell us what issues the student needs to work on themselves. For example, a student says they're having a difficult time remembering a key word, phrase or concept for a certain card. Ask them what meanings they've considered giving to this problem card. Tell them to write these meanings down. These meanings may describe problems in the student's life and personality. They may describe issues the student needs to resolve. Be there for your students. It's always their responsibility to ask you for assistance when they need it. Let them know you're available by regular mail, email, telephone, fax or however you want them to contact you. Respond quickly when you can. Offer to be a shoulder to cry on, a sounding board for ideas, and a friend always ready to discuss tarot and related things. That's what being a mentor is all about. 2 TTTEN TTTHINGS MMMENTORS AAALWAYS DDDOOO 1. Mentors listen to you and read what you write 2. Mentors accept you for who and what you are 3. Mentors walk their talk 4. Mentors make themselves available to you 5. Mentors encourage you to do things your way 6. Mentors describe what and how they do things 7. Mentors explain how others do these same things 8. Mentors praise you for the things you do well 9. Mentors question you about the things you do poorly 10. Mentors answer your questions honestly and openly FFFIVE RRRULES FFFOR WWWORKING WWWITH A M ENTOR 1. Ask questions and expect answers If you don't understand something, ask Otherwise you may never know the answer The more questions you ask, the more you learn 2. Constantly ask for reviews of your work You don't improve if you don't know what to improve Feedback is one of our best teachers Practice really does work 3. Explore the possibilities Always look for new and better ways of doing things for you The more you copy anybody the more difficult it is for you The more you develop it for yourself the easier it is for you Take the best other people have to offer and forget the rest Change it to work for you 4. Do not imitate your mentor, be true to yourself Be who and what you are (a unique person with a purpose) By imitating others you become less than you can be By improving yourself you become all you can be Regardless of whom your mentor is, do it your way 5. Find a mentor who works for you My way is absolutely the best way for me My way may not work for you Your way is absolutely the best way for you Your way may be a disaster for me Keep your mentor as long as it benefits you You choose your mentor, they don't choose you Remember though, the best way to repay your mentor is to become one yourself and help somebody else. Mentoring is a process of helping other people because other people previously helped you. It's a way of paying back a debt of gratitude for who and what you've become because of the people who helped you become who and what you are. 3 TAROT 100 - INTRODUCTION WWWELCOME ... Welcome to the American Tarot Association Introduction to Tarot correspondence course of study. This booklet will guide you through your studies step by step and give you many helpful hints which can help you learn to read tarot cards the way you want to read them. There are several other things you may also find helpful. MMMENTOR ... Your mentor has volunteered to help you learn the tarot.
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