Ancient Myth, Religion, and Philosophy
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'Myth' and 'Religion'
THOUGHTS ON MYTH AND RELIGION IN EARLY GREEK HISTORIOGRAPHY Robert L. FOWLER University of Bristol [email protected] RESUMEN: El artículo examina el nacimiento del concepto de mythos/mito en el contexto de la historiografía y la mitografía de la Grecia arcaica. La posibilidad de oponerse a relatos tradicionales es un factor crítico en este proceso y se relaciona estrechamente con los esfuerzos de los autores por fijar su autoridad. Se compara la práctica de Heródoto con la de los primeros mitógrafos y, aunque hay amplias similitudes, hay diferencias cruciales en el tratamiento de los asuntos religiosos. Los escrúpulos personales de Heródoto responden en parte a su bien conocida reserva en lo referente a los dioses, pero es también relevante su actitud acerca de la tarea del historiador y su noción de cómo los dioses intervienen en la historia. Mientras que los mitógrafos tratan de historicizar la mitología, Heródoto trata de modo notable de desmitologizar la historia, separando ambas, pero al mismo tiempo definiendo con más profundidad que nunca sus auténticas interconexiones. Esta situación sugiere algunas consideraciones generales acerca de la relación entre mito y ritual en Grecia. ABSTRACT: The article examines the emerging concept of mythos/myth in the context of early Greek historiography and mythography. The possibility of contesting traditional stories is a critical factor in this process, and is closely related to the efforts of writers to establish their authority. Herodotos’ practice is compared with that of the early mythographers, and though there are some broad similarities, there are crucial differences in their approach to religious matters. -
Faunal Remains
This is a repository copy of Faunal remains. White Rose Research Online URL for this paper: http://eprints.whiterose.ac.uk/169068/ Version: Published Version Book Section: Halstead, P. orcid.org/0000-0002-3347-0637 (2020) Faunal remains. In: Wright, J.C. and Dabney, M.K., (eds.) The Mycenaean Settlement on Tsoungiza Hill. Nemea Valley Archaeological Project (III). American School of Classical Studies at Athens , Princeton, New Jersey , pp. 1077-1158. ISBN 9780876619247 Copyright © 2020 American School of Classical Studies at Athens, originally published in The Mycenaean Settlement on Tsoungiza Hill (Nemea Valley Archaeological Project III), by James C. Wright and Mary K. Dabney. This offprint is supplied for personal, noncommercial use only. Reuse Items deposited in White Rose Research Online are protected by copyright, with all rights reserved unless indicated otherwise. They may be downloaded and/or printed for private study, or other acts as permitted by national copyright laws. The publisher or other rights holders may allow further reproduction and re-use of the full text version. This is indicated by the licence information on the White Rose Research Online record for the item. Takedown If you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing [email protected] including the URL of the record and the reason for the withdrawal request. [email protected] https://eprints.whiterose.ac.uk/ Copyright © 2020 American School of Classical Studies at Athens, originally published in The Mycenaean Settlement on Tsoungiza Hill (Nemea Valley Archaeological Project III), by James C. -
Teaching Values Through Fables
LESSON 10 Museum Connection: Family and Community Lesson Title: Teaching Values through Fables Purpose: In this lesson students will analyze two fables—one African, the other African American—in order to explain how fables are used to impart cultural values from one generation to the next. Applying what they have learned about the interaction of narrative elements in a fable, students will create a modern fable of their own. Grade Level and Content Area: Middle, Language Arts and Social Studies Time Frame: 3-5 class periods Correlation to State Social Studies Standards: PNW 7.2 Students understand how individuals, groups, and institutions sustain and influence cultures. Social Studies: Maryland College and Career Ready Standards 2.A.1.a (Grade 7) Apply understandings of the elements of culture to the studies of modern world regions, such as art, music, religion, government, social structure, education, values, beliefs and customs. 2.B.1.a (Grade 8) Describe the effects of cultural exchange and interactions among Europeans, Africans and Native Americans on the development of the United States. Correlation to State Reading and English Language Arts Maryland College and Career Ready Standards: 3.A.3.b (Grades 6 and 7) Analyze the conflict and the events of the plot. 3.A.3.b (Grade 8) Analyze the conflict and its role in advancing the plot. 3.A.3.e (Grades 6, 7, and 8) Analyze relationships between and among characters, setting, and events. 1.E.1.a (Grades 6, 7, and 8) Listen to critically, read, and discuss texts representing diversity in content, culture, authorship, and perspective, including areas such as race, gender, disability, religion, and socio-economic background. -
Folklore and the Hebrew Bible: Interdisciplinary Engagement and New Directions
humanities Article Folklore and the Hebrew Bible: Interdisciplinary Engagement and New Directions Susan Niditch Department of Religion, Amherst College, Amherst, MA 01002, USA; [email protected] Received: 16 November 2017; Accepted: 1 January 2018; Published: 10 January 2018 Abstract: This essay explores the rich interactions between the fields of folklore and biblical studies over the course of the 20th century until the present. The essay argues for the continued relevance of folklore and related fields to an appreciation of ancient Israelite cultures and their artistic inventions. It concludes with several case studies that underscore the fruitful realizations that emerge from this sort of interdisciplinary humanistic work. Keywords: form-criticism; oral tradition; formula; morphology; typology; social context; performance 1. Introduction The fields of biblical studies and folklore studies have always shared much in terms of content and methodology. Readers of the Hebrew Bible encounter narratives about the exploits of heroes and the creation of the world, they find descriptions of ritual actions rich in symbolic media, saying forms akin to proverbs and riddles, and verbal repetitions of various kinds betokening formulaic and traditional styles of speech—a corpus richly suggestive of folklore. Biblicists’ interests in life settings, prosody, literary forms, reception, and redaction in many ways, moreover, parallel those of folklorists who emphasize performance contexts and cultural settings, the texture, content, and structures of various folk genres, the significance of these aspects of genre for an appreciation of message, and the importance of developments in stories and other media across time and place. The scholarly interrelationship between the study of the Hebrew Bible and folklore studies has a long, complicated history. -
Place”: Performance, Oral Tradition, and Improvization in the Hidden Temples of Mountain Altai
Oral Tradition, 27/2 (2012): 291-318 Sensing “Place”: Performance, Oral Tradition, and Improvization in the Hidden Temples of Mountain Altai Carole Pegg and Elizaveta Yamaeva Dedicated to Arzhan Mikhailovich Közörökov (1978-2012) 1. Introduction: Altai’s Ear The snow-capped Altai Mountain range runs from southern Siberia in the Russian Federation, southwards through West Mongolia, eastern Kazakhstan, and the Xinjiang autonomous region of Northwest China, before finally coming to rest in Southwest Mongolia. This essay is based on fieldwork undertaken in 2010 in that part of the Altai Mountains that in 1990 became the Republic of Altai, a unit of the Russian Federation.1 The Altaians, known previously as Kalmyks and Oirots, engage in a complex of spiritual beliefs and practices known locally as Ak Jang (“White Way”)2 and in academic literature as Burkhanism. Whether this movement was messianic, nationalist, or spiritual and whether it was a continuation of indigenous beliefs and practices or a syncretic mixture of local beliefs (Altai Jang), Buddhism, Manichaeism, Zoroastrianism, and Orthodox Christianity have been argued 1 Dr. Pegg wishes to thank the World Oral Literature Project, University of Cambridge (2010), the Economic and Social Research Council (2003-07), and the British Academy (2002) for funding her field research in Altai, as well as the Gorno-Altaisk State University for facilitating that research. Special thanks go to Irene Aleksandrovna Tozyyakova for her help as research assistant and interpreter. Dr. Pegg is also grateful to the musicians, spiritual specialists, and Sary Bür communities of Altai who shared with her their valuable time. Thanks also go to Danil’ Mamyev, founder of the Üch Engmek (Ethno) Nature Park, and Chagat Almashev, Director of the Foundation for Sustainable Development of Altai (FSDA), who both helped with the practicalities of research. -
Mapuche Pantheon
MAPUCHE PANTHEON The Mapuches believed in two worlds: the natural world, made up of the earth with its people, and a supernatu- ral one which is magical and religious in the sky. The supernatural world is called Wenumapu, and it is a balanced region between the clouds and the universe. It is where gods, spirits and ancestors live. The Anka- wenu was a disorganized and chaotic space next to Wenumapu where evil spirits or Wekufes live. These cause suffering and harm to mankind. CHAU was the creator god of the Mapuche. He was also known as Nguenechèn, Father, the Sun, and Antü. HUEÑAUCA was an evil and fiery spirit who lived in the depths of the Osorno volcano. He produced fire and ruled over a court of beings that could not speak. There was often a male goat protecting the entrance to his cavern. KAI-KAI FILU was the evil sea serpent who carried two of Chau’s rebellious sons within him. Kai-Kai Filu was always planning to take power away from his father the creator. When he got mad he created tidal waves, floods and earth quakes by violently flapping his giant tale. KÜPUKA FUCHA and KÜPUKA KUSHE were the god and goddess of abundance. KUSHE means “witch”. This goddess was both the wife and mother of Chau (Nguenechèn) the creator god. She was also known as Moon, Blue Queen and Queen Maga. NAHUEL was a god in the shape of a tiger. PILLAN was the god of thunder as well as a fire spirit. He protected the elements and humans and was the creator of thunder and lightning. -
Serpent Symbols and Salvation in the Ancient Near East and the Book of Mormon
Journal of Book of Mormon Studies Volume 10 Number 2 Article 8 7-31-2001 Serpent Symbols and Salvation in the Ancient Near East and the Book of Mormon Andrew C. Skinner Follow this and additional works at: https://scholarsarchive.byu.edu/jbms BYU ScholarsArchive Citation Skinner, Andrew C. (2001) "Serpent Symbols and Salvation in the Ancient Near East and the Book of Mormon," Journal of Book of Mormon Studies: Vol. 10 : No. 2 , Article 8. Available at: https://scholarsarchive.byu.edu/jbms/vol10/iss2/8 This Feature Article is brought to you for free and open access by the Journals at BYU ScholarsArchive. It has been accepted for inclusion in Journal of Book of Mormon Studies by an authorized editor of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. Title Serpent Symbols and Salvation in the Ancient Near East and the Book of Mormon Author(s) Andrew C. Skinner Reference Journal of Book of Mormon Studies 10/2 (2001): 42–55, 70–71. ISSN 1065-9366 (print), 2168-3158 (online) Abstract The serpent is often used to represent one of two things: Christ or Satan. This article synthesizes evi- dence from Egypt, Mesopotamia, Phoenicia, Greece, and Jerusalem to explain the reason for this duality. Many scholars suggest that the symbol of the serpent was used anciently to represent Jesus Christ but that Satan distorted the symbol, thereby creating this para- dox. The dual nature of the serpent is incorporated into the Old Testament, the New Testament, and the Book of Mormon. erpent ymbols & SSalvation in the ancient near east and the book of mormon andrew c. -
The Myth of Redemptive Violence by Walter Wink
THE MYTH OF REDEMPTIVE VIOLENCE BY WALTER WINK The story that the rulers of domination societies told each other and their subordinates is what we today might call the Myth of Redemptive Violence. It enshrines the belief that violence saves, that war brings peace, that might makes right. It is one of the oldest continuously repeated stories in the world. Here Walter Wink describes just how pervasive this myth still is in the mores of Western culture. The belief that violence ”saves” is so successful because it doesn’t seem to be mythic in the least. Violence simply appears to be the nature of things. It’s what works. It seems inevitable, the last and, often, the first resort in conflicts. If a god is what you turn to when all else fails, violence certainly functions as a god. What people overlook, then, is the religious character of violence. It demands from its devotees an absolute obedience- unto-death. This Myth of Redemptive Violence is the real myth of the modern world. It, and not Judaism or Christianity or Islam, is the dominant religion in our society today. When my children were small, we let them log an unconscionable amount of television, and I became fascinated with the mythic structure of cartoons. This was in the 1960s, when the ”death of God” theologians were being feted on talk shows, and secular humanity’s tolerance for religious myth and mystery were touted as having been exhausted. I began to examine the structure of cartoons, and found the same pattern repeated endlessly: an indestructible hero is doggedly opposed to an irreformable and equally indestructible villain. -
Archons (Commanders) [NOTICE: They Are NOT Anlien Parasites], and Then, in a Mirror Image of the Great Emanations of the Pleroma, Hundreds of Lesser Angels
A R C H O N S HIDDEN RULERS THROUGH THE AGES A R C H O N S HIDDEN RULERS THROUGH THE AGES WATCH THIS IMPORTANT VIDEO UFOs, Aliens, and the Question of Contact MUST-SEE THE OCCULT REASON FOR PSYCHOPATHY Organic Portals: Aliens and Psychopaths KNOWLEDGE THROUGH GNOSIS Boris Mouravieff - GNOSIS IN THE BEGINNING ...1 The Gnostic core belief was a strong dualism: that the world of matter was deadening and inferior to a remote nonphysical home, to which an interior divine spark in most humans aspired to return after death. This led them to an absorption with the Jewish creation myths in Genesis, which they obsessively reinterpreted to formulate allegorical explanations of how humans ended up trapped in the world of matter. The basic Gnostic story, which varied in details from teacher to teacher, was this: In the beginning there was an unknowable, immaterial, and invisible God, sometimes called the Father of All and sometimes by other names. “He” was neither male nor female, and was composed of an implicitly finite amount of a living nonphysical substance. Surrounding this God was a great empty region called the Pleroma (the fullness). Beyond the Pleroma lay empty space. The God acted to fill the Pleroma through a series of emanations, a squeezing off of small portions of his/its nonphysical energetic divine material. In most accounts there are thirty emanations in fifteen complementary pairs, each getting slightly less of the divine material and therefore being slightly weaker. The emanations are called Aeons (eternities) and are mostly named personifications in Greek of abstract ideas. -
George Santayana: a Critical Anomaly Carol Ann Erickson University of Nebraska at Omaha
University of Nebraska at Omaha DigitalCommons@UNO Student Work 2-1966 George Santayana: A critical anomaly Carol Ann Erickson University of Nebraska at Omaha Follow this and additional works at: https://digitalcommons.unomaha.edu/studentwork Part of the English Language and Literature Commons Recommended Citation Erickson, Carol Ann, "George Santayana: A critical anomaly" (1966). Student Work. 55. https://digitalcommons.unomaha.edu/studentwork/55 This Thesis is brought to you for free and open access by DigitalCommons@UNO. It has been accepted for inclusion in Student Work by an authorized administrator of DigitalCommons@UNO. For more information, please contact [email protected]. GEORGE 1SANT.A.YANA, CRITICAL ANOMALY A Thesis J 4;) Presented to the Department o.f English and the Fa~ulty or the Oollege of Graduate Studies :University of Omaha In Partial Fulfillment of the Requirements for the Degre& Master of Arts by -Carol A. Erickson February 1966 UM I Number: EP72700 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material ~ad to be removed, a note will indicate the deletion. ' UMf. UMI EP72700 Published by ProQuest LLC (2015). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 13'1·6 Ann Arbor, Ml 48106 - 1346 Accepted for the faculty of the College of Graduate Studies of the University of Omaha, 1n_part1al fulfillment of.the requirements for the degree Master of Arts. -
Implicit Theories of Friendships: Examining the Roles of Growth and Destiny Beliefs in Children's Friendships a DISSERTATION
Implicit Theories of Friendships: Examining the Roles of Growth and Destiny Beliefs in Children’s Friendships A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF THE UNIVERSITY OF MINNESOTA BY Sara Gayle Kempner IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY W. Andrew Collins, Ph.D., Nicki R. Crick, Ph.D. August 2008 © Sara Gayle Kempner 2008 Acknowledgements I would like to thank my advisors, Andy Collins and Nicki Crick. Andy, thank you for being a mentor and advisor to me and supporting the development of my interests. Your continuing dedication to my education means so much to me. Nicki, you welcomed me into your lab and allowed me to broaden my research experiences. I am grateful for your nurturance and support. I would like to thank my committee members Richard Weinberg and Jeffry Simpson. Rich, you have been a great supporter of all my interests in graduate school. Jeff, it was in your close relationships seminar where the ideas for this project first emerged. Thank you for being a part of this project. I owe a great deal of gratitude to the schools, teachers, and children who participated in this study and shared their thoughts with me. Especially one child who asked me how I was going to use their answers to get a Ph.D. After explaining that I would put their answers into a computer, analyze it, and write a paper the child remarked, “Well that sounds pretty easy!” I would like to thank all the undergraduates who helped collect and enter data. -
What Is Philosophy.Pdf
I N T R O D U C T I O N What Is Philosophy? CHAPTER 1 The Task of Philosophy CHAPTER OBJECTIVES Reflection—thinking things over—. [is] the beginning of philosophy.1 In this chapter we will address the following questions: N What Does “Philosophy” Mean? N Why Do We Need Philosophy? N What Are the Traditional Branches of Philosophy? N Is There a Basic Method of Philo- sophical Thinking? N How May Philosophy Be Used? N Is Philosophy of Education Useful? N What Is Happening in Philosophy Today? The Meanings Each of us has a philos- “having” and “doing”—cannot be treated en- ophy, even though we tirely independent of each other, for if we did of Philosophy may not be aware of not have a philosophy in the formal, personal it. We all have some sense, then we could not do a philosophy in the ideas concerning physical objects, our fellow critical, reflective sense. persons, the meaning of life, death, God, right Having a philosophy, however, is not suffi- and wrong, beauty and ugliness, and the like. Of cient for doing philosophy. A genuine philo- course, these ideas are acquired in a variety sophical attitude is searching and critical; it is of ways, and they may be vague and confused. open-minded and tolerant—willing to look at all We are continuously engaged, especially during sides of an issue without prejudice. To philoso- the early years of our lives, in acquiring views phize is not merely to read and know philoso- and attitudes from our family, from friends, and phy; there are skills of argumentation to be mas- from various other individuals and groups.