The Mythology of Archetypes
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The Hero's Journey® Program
The Hero’s Journey® program Thank you for your interest in applying to the Hero’s Journey® program! Below is some important and pretty cool information, which we encourage you to read to gain some insight in to the Hero’s Journey program! What is the Hero’s Journey® program? The Hero’s Journey® program is a seven-day program designed to serve 16-18 year-old adolescents living with serious illness and/or its effects. The program is based on the philosophies of Joseph Campbell, Kurt Hahn, Paul Newman and the Adventure-Based Counseling model (more info below). Program participants encounter a natural setting in the woods, free from the distractions of technology in which they experience group challenges, personal challenges, rites of passage, wilderness first aid training, and search and rescue training. The weeklong journey provides opportunities for participants to act skillfully in the service of others, examine perceived limitations, discover unknown skills they possess, and to take on the role of “the hero of their own story”. Why is it called the Hero’s Journey® program and why is it important? The Hero’s Journey® program gets its name from the experience a “hero” or “heroine” goes through as they embark on a new adventure. This process was philosophized and explained by Joseph Campbell in The Hero with a Thousand Faces written in 1949. Campbell’s research revealed that myths and stories throughout all cultures and across time share one similar theme of a hero’s journey. These stories may have had different characters, settings, and challenges, but the structure never changed. -
Chapter 3 Quiz What Lead to Joseph Campbell's Interest in Comparative
Chapter 3 Quiz What lead to Joseph Campbell's interest in comparative mythology? When Campbell was a child, he became fascinated with Native American Culture. This led him to a lifelong passion for myth and storytelling. When Campbell was studying maths and biology, he recognized that he is inclined towards humanities. Soon he became an English literature student at Columbia University. Campbell was interested in knowledge above all else. In 1924 Campbell traveled to Europe with his family. On the ship during his return trip, he encountered the Messiah elect of the Theosophical Society, Jiddu Krishnamurti. They discussed Indian philosophy which leads to Campbell’s interest in Hindu and Indian philosophy. Campbell studied Old French, Provencal and Sanskrit at the University of Paris and the University of Munich in Germany. He learned to read and speak French and German. When Campbell did not have any work after his graduation (in depression era), he used to read nine hours a day for five years. He soon discovered the works of Carl Jung who is the founder of analytical psychology. Campbell could recognize recurring patterns of all the stories he had read, from Carl Jung’s work. This must have encouraged Joseph Campbell in comparative mythology. How did Joseph Campbell become the world's foremost scholar on mythology? How did the Great Depression benefit his education? Joseph Campbell received BA in English literature and MA in Medieval literature from Columbia University. Campbell also received a fellowship from Columbia University to study in Europe. He studied Old French, Provencal and Sanskrit at the University of Paris and the University of Munich in Germany. -
105 Love and Goddess
File Name: JC 105-IPF Transcriber I-Source QA/QC Comments Length of file: 0:57:42 Audio Category List volume, accent, background noise, ESL speakers. Any Comments (e.g. times of recording not needing transcription, accents, etc.) Any Problems with Recording (e.g. background noise, static, etc) Unusual Words or Terms: Must be completed (e.g. Abbreviations, Company Names, Names of people or places, technical jargon) Number of Speakers 2 Love and Goddess Page #1 [Music Playing] [04:59:52] Moyers: [05:00:11]So through the eyes love attains the heart, for the eyes are the scout of the heart and the eyes go reconnoitering for what it would please the heart to possess. And when they are in full accord and firm all three in one resolve at that time perfect love is born from what the eyes have made welcome to the heart. [05:00:41] For as all true loves know, love is perfect kindness [00:01:00], which is born there is no doubt from the heart and the eyes. [Music Playing] [05:01:11] Moyers: Joseph Campbell once wrote an essay called the mythology of love. It was one if his most eloquent. What a wonderful theme he wrote and what a wonderful world of myth one find in celebration [05:01:44]of this universal mystery, so ways of love have long fascinated the human race and Campbell made their interpretation one of the great passions of his own life as a scholar and teacher. Like a [00:02:00] weaver of fine clothe, he spun the tails and legends of love into an amazing tapestry of the human psyche. -
Constructing Daddy: the Absent Father, Revisionist Masculinity And/In Queer Cultural Representations
disClosure: A Journal of Social Theory Volume 9 manholes Article 3 4-15-2000 (De)Constructing Daddy: The Absent Father, Revisionist Masculinity and/in Queer Cultural Representations Andrew Schopp University of Tennessee Martin DOI: https://doi.org/10.13023/disclosure.09.03 Follow this and additional works at: https://uknowledge.uky.edu/disclosure Part of the English Language and Literature Commons This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License. Recommended Citation Schopp, Andrew (2000) "(De)Constructing Daddy: The Absent Father, Revisionist Masculinity and/in Queer Cultural Representations," disClosure: A Journal of Social Theory: Vol. 9 , Article 3. DOI: https://doi.org/10.13023/disclosure.09.03 Available at: https://uknowledge.uky.edu/disclosure/vol9/iss1/3 This Article is brought to you for free and open access by disClosure: A Journal of Social Theory. Questions about the journal can be sent to [email protected] Andrew Schopp (De )Constructing Daddy: The Absent Father, Revisionist Masculinity and/in Queer Cul tural Representations Contemporary cultur i almo l ob e eel with a11 Ab ent Fath r mythology. Whether literal or metaphoric, th Ab e 11l Fath r fi gure in nu merou cultural repr enlalion and ha b n po it d a th e ~ oure of v rything from problem ati c mal e beha vior lo male anxieti es about what it m an to b ma culine. Ilow v r, th e Ab enl Fath r i. an especially troubling fi gu r for gay men. I I t ronormal i ve approach to xuali Ly and p yc hologi ·al developm n t, from Freud 1 lo Jung2 Lo ronl mporary religiou ri ght mini tri that would ''cure" queers/1 have con tructed and maintain cl a cultural paradigm in whi ch th e ho mo xual mal e (mo l oft n een a a male who fail al ma culinit. -
GSV Timeline Fall 2004 Toby Johnson Keynote
It's Always About You: Joseph Campbell and How to Read a Myth Toby Johnson Gay Spirit Visions Fall Conference, 2004 Well, so I am going to explain what "Inner Fabulosity" means!!! Three ideas come up immediately for me. One's a loose association. One's a political slogan. The other's a "secret meaning." First, the loose association. "Oh Fab, I'm glad, they put real borax in you." I tried to figure out how to make that into a mantra, but no matter what, it doesn't work very well. Borax just isn't a good example of something gay! Mark Weaver When Kip and I were running the gay bookstore in Austin, there was a local anti-gay Christian preacher named Mark Weaver who was offended by the very thought of homosexuality. He was famous for carrying a sign with him wherever he went that said "Gay is not OK" He had a little following, mostly of guilty homosexuals it looked like, who'd carry these signs along with him and they'd picket gay events (and AIDS education seminars -- for which he got sued and driven out of Austin). They used to bring their signs out to Hippie Hollow, the gay nude beach at Lake Travis, about 15 miles outside town. There was a saying that "there is no distance too far for Mark Weaver to go to be offended." We sold a T-shirt at Liberty Books based on Mark Weaver's signs. In black block letters, like his signs, it read: "Gay is Not OK," then in bright pink script below that, it continued "It's fabulous!" So "fabulous" is on the other side of just OK. -
The Legacy Tour Psyche and the Sacred
PACIFICA GRADUATE INSTITUTE PRESENTS FOLLOwing in jung’s fooTSTEPS FROM ZÜRICH TO ERANOS, SWITZERLAND The Legacy Tour OCTOBER 7–17, 2013 Zürich, Einsiedeln, Künsacht, Ascona, and Eranos Psyche and the Sacred OCTOBER 20-24, 2013 Ascona and Eranos Pacifica at Eranos SPONSORED BY PACIFICA GRADUATE INSTITUTE IN ASSOCIATION Eranos Founder Olga Fröbe-Kapteyn WITH OPUS ARCHIVES AND RESEARCH CENTER and C.G. Jung As part of Pacifica’s collaboration with the Eranos Foundation, we are pleased to offer two outstanding public programs in Switzerland this fall. in THE LEGACY TOUR from October 7–17, will take us from Zürich to Ascona and Pacifica Graduate Institute has joined with the Eranos Foundation Eranos as we explore the origins, history, and significance of the life and work of a partnership to renew the spirit of Eranos and expand its rich traditions. We hope C.G. Jung and its influence on the legacy of depth psychology. Robert Hinshaw, Eranos will become a source of deepening and expanding vision, with nature’s Jungian analyst and Daimon Verlag publisher, will be our tour guide on this beauty and the presence of past wisdom inspiring all who come to this special place. extraordinary journey. The name Eranos is derived from an ancient Greek word referring to a banquet PSYCHE AND THE SACRED will take place at Eranos from October 20–24. In where each guest brings contributions of food. It was founded as an intellectual these unique and tranquil surroundings, Lionel Corbett, a Jungian analyst and discussion group in 1933 by Olga Fröebe-Kapteyn at her estate on the shore of Lake Pacifica core faculty member, will lead us on personal explorations of a depth Maggiore near Ascona, Switzerland. -
Appendix-2-Reading-List.Pdf
Joseph Campbell The Mythic Dimension Appendix 2: Reading List for Joseph Campbell’s Class on Mythology at Sarah Lawrence College This short appendix is one of the most requested media items on the Joseph Campbell Foundation website. It comprises a master reading list for Campbell’s famous Introduction to Mythology class, which he taught at Sarah Lawrence College from the late 1930s to the mid-1970s. This reading list gives a sense of the material covered in this class, but also an insight into the authors and books that most influenced Campbell in his own thinking. It has been published in The Mythic Dimension: Selected Essays 1959–1987, edited by former JCF Publishing Director Antony Van Couvering. Joseph Campbell Foundation Click here for more information on The Mythic Dimension The Foundation was created in 1990 in order to preserve, protect and perpetuate the work of one of the twentieth century’s most original, influential thinkers. www.jcf.org • 800-330-Myth © 2003 by Joseph Campbell Foundation. This article is intended solely for the education and entertainment of the reader. Reproduction, alteration, transmission or commercial use of this article in any form without written permission of the Joseph Campbell Foundation is strictly prohibited. Please contact the Foundation before reproducing or quoting extensively from this article, in part or in whole. © 2003, Joseph Campbell Foundation • All rights reserved Reading List Page 2 Appendix 2: Reading list for Joseph Campbell’s Class on Mythology at Sarah Lawrence College The following books were characteristically assigned by Joseph Campbell for his mythology course at Sarah Lawrence College. -
Strategies and Resources
Sullivan, Religions of the World (Fortress Press, 2013) Introduction Teaching Tips Approach to Teaching The subject of religion infiltrates just about every area of human life; political beliefs, culture, relationships, academia, even one’s profession, are, to some extent, shaped by religion. To introduce this course and textbook, the instructor might want to appeal to such familiarities by using various projects such as a scavenger hunts. In a scavenger hunt, students might do a tour of a certain geographical area, listing all the different religious sites or houses of worship that they discovered. This should generate much discussion on the first day of class. For this scavenger hunt students could use the web to identify religious places of worship in a given geographic region. Students might start with a general search on religions in the area, and then narrow down their search to houses of worship. Some possible online directories that might be helpful are the Pluralism Project Directory of Religion Center, American Religion Data Archive and American Church List. These can all be googled. Churches could be found from sites such as Church Angels or the common yellow pages. It would be helpful to have a spread sheet prepared with columns for churches, religions, addresses, observations and reflection. Students would fill out information as they find their targets. As an ice breaker, this class could also start with students writing a brief religious biography or time line. This can be woven into the discussions of the class. This timeline would plot the influence of religion on their lives. The goal of this assignment is to further raise student’s consciousness to the pervasive influence of religion on cultures and people. -
A Glossary of Jungian Terms
A Glossary of Jungian Terms “““The“The AAlchemistslchemists thought that thethethe OOOpusOpuspuspus demanded not only laboratory work, the reading of books, meditation, and patience, but also lovelove””””.... -- The Practice of Psychotherapy Abaissement du niveau mental: French psychologist Pierre Janet's term, elaborated by Jung, for a weakening of the ego due to an unconscious drainage of its psychological energy. A lowering of attention or consciousness. Often observed just before creative work or during those incubation periods when the unconscious prepares a new stage of growth. Absolute knowledge: the acausal foreknowledge, relatively independent of limitations of time and space, possessed by the unconscious and apparent in constellated archetypes and in synchronicity . Acausal OOrderedness:rderedness: the underlying interconnectedness of psychic and physical processes. Synchronicity is one expression. Time is a concrete continuum possessing basic qualities that can manifest simultaneously in different places, as the ancient Chinese thought. Active IImaginationmagination ::: holding an image in awareness while fantasizing and associating to it to bring it to life and discover its nuances and unconscious roots. Also focuses and unifies the four orienting functions of consciousness. Active imagination is the indispensable second part of any deep analysis and bases itself on the imaginal nature of the psyche . AffectAffect----ego:ego: the modification of the ego or "I" by an emerging strongly toned complex . With painful feelings the modification can bring about a restriction, a withdrawal of many parts of the normal ego . Aion: a lion-headed, snake-encircled Mithraic God-image of time (also called Kronos or Deus Leontocephalus) who for Jung represented death/rebirth and a psychological union of opposites like light and darkness, male and female, creation and destruction. -
Masculinity and Shell Shock in the Poetry of Siegfried Sassoon: Soldier of Trauma and Poet of Abjection
Middlesex University Research Repository An open access repository of Middlesex University research http://eprints.mdx.ac.uk McCormack, Peter (2019) Masculinity and shell shock in the poetry of Siegfried Sassoon: soldier of trauma and poet of abjection. Masters thesis, Middlesex University. [Thesis] Final accepted version (with author’s formatting) This version is available at: https://eprints.mdx.ac.uk/26781/ Copyright: Middlesex University Research Repository makes the University’s research available electronically. Copyright and moral rights to this work are retained by the author and/or other copyright owners unless otherwise stated. The work is supplied on the understanding that any use for commercial gain is strictly forbidden. A copy may be downloaded for personal, non-commercial, research or study without prior permission and without charge. Works, including theses and research projects, may not be reproduced in any format or medium, or extensive quotations taken from them, or their content changed in any way, without first obtaining permission in writing from the copyright holder(s). They may not be sold or exploited commercially in any format or medium without the prior written permission of the copyright holder(s). Full bibliographic details must be given when referring to, or quoting from full items including the author’s name, the title of the work, publication details where relevant (place, publisher, date), pag- ination, and for theses or dissertations the awarding institution, the degree type awarded, and the date of the award. If you believe that any material held in the repository infringes copyright law, please contact the Repository Team at Middlesex University via the following email address: [email protected] The item will be removed from the repository while any claim is being investigated. -
Toby Nicholas Reynolds
Starving sons and hungry daughters: A Post-Jungian Analysis of Fatherhood in Contemporary Cinema Toby Nicholas Reynolds Thesis Submitted for the Degree of Doctor of Philosophy in the School of Art, Media and American Studies University of East Anglia January 2018 © This copy of the thesis has been supplied on condition that anyone who consults it is understood to recognise that its copyright rests with the author and that use of any information derived there from must be in accordance with current UK Copyright Law. In addition, any quotation or extract must include full attribution. Abstract To date, the onscreen father is a relatively under-explored area of cinematic masculinities. Adding to the existing literature on this (e.g. Bruzzi 2005, Hamad 2014), the thesis seeks to explore and analyse the presence and importance of the filmic father. It approaches this by examining the concept of ‘father hunger’, a term popularised by the mytho-poetic men’s movement from the early 1990s that posits that fathers are considered a vital link to the masculine continuum. By using a post-Jungian methodology in analysing how two auteur directors (Sam Mendes and Paul Thomas Anderson) symbolically mediate onscreen representations of father figures and ‘father hunger’ within their films, the thesis offers a new perspective on this area of cinematic masculinities. Auteur film theory was chosen for the project as one of the functions of the auteur, as held by Staiger (2003), is to act as a conscious analyser of historical and cultural citations; in other words the auteur can present and analyse perspectives on gender, in this case, masculinities and fathers. -
Oedipus —Myth, Reality and the Distribution of Guilt
Oedipus —Myth, Reality and the Distribution of Guilt: With special consideration of Oedipus at Colonus1 by Detelina Stoykova, M.A., M.A. The myth of Oedipus the King and the eponymous Oedipus complex has ignited our imagination with its mystifying power and dramatic expression as told by the ancient poets. As the myth has been retold and has endured through ancient times, so have its interpretations. However, the Oedipus complex is rarely included in our case formulations anymore, as if it had exhausted itself and became a cliché, more readily embraced by pop-culture than by scientific circles. Some authors have challenged its universality and central importance; others have noted a whole analysis can go without the emergence of Oedipal material, suggesting that there is deficit of Oedipus complex issues (O'Shaughnessy, 1989). Still others have gone as far as to revoke the complex from its eponymous bearer (Eisner, 1987; Steiner, 1985). If the cornerstone of psychoanalysis has become clinically insignificant, theoretically, it had become its Gordian knot to be untied from many different perspectives with far-reaching inferences. Freud saw Sophocles’ drama in a way that no one had seen it before—the significance of seeing the oracle’s wish as the unconscious wish, and myth as an emanation of unconscious dynamics, established a paradigm shift in our understanding of myth in general. Even though there is no single work defining the Oedipus concept, Freud elaborated on the structure and its universality throughout his work: The Interpretation of Dreams (1965); The Ego and the Id (1960); Totem and Taboo (1950); The Future of an Illusion (1927); and, Moses and Monotheism (1939).