Chapter 3 Quiz What Lead to Joseph Campbell's Interest in Comparative
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Universal Mythology: Stories
Universal Mythology: Stories That Circle The World Lydia L. This installation is about mythology and the commonalities that occur between cultures across the world. According to folklorist Alan Dundes, myths are sacred narratives that explain the evolution of the world and humanity. He defines the sacred narratives as “a story that serves to define the fundamental worldview of a culture by explaining aspects of the natural world, and delineating the psychological and social practices and ideals of a society.” Stories explain how and why the world works and I want to understand the connections in these distant mythologies by exploring their existence and theories that surround them. This painting illustrates the connection between separate cultures through their polytheistic mythologies. It features twelve deities, each from a different mythology/religion. By including these gods, I have allowed for a diversified group of cultures while highlighting characters whose traits consistently appear in many mythologies. It has the Celtic supreme god, Dagda; the Norse trickster god, Loki; the Japanese moon god, Tsukuyomi; the Aztec sun god, Huitzilopochtli; the Incan nature goddess, Pachamama; the Egyptian water goddess, Tefnut; the Polynesian fire goddess, Mahuika; the Inuit hunting goddess, Arnakuagsak; the Greek fate goddesses, the Moirai: Clotho, Lachesis, and Atropos; the Yoruba love goddess, Oshun; the Chinese war god, Chiyou; and the Hindu death god, Yama. The painting was made with acrylic paint on mirror. Connection is an important element in my art, and I incorporate this by using the mirror to bring the audience into the piece, allowing them to see their reflection within the parting of the clouds, whilst viewing the piece. -
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. -
ON the GODS of GREECE, ITALY, and INDIA Phiroze Vasunia a New Form of Cultural Cosmopolitanism
NATIONALISM AND COSMOPOLITANISM: ON THE GODS OF GREECE, ITALY, AND INDIA Phiroze Vasunia A new form of cultural cosmopolitanism arose in Europe, in the second half of the eighteenth century, partly as a consequence of the Enlightenment and partly as the result of an increased colonial presence in Asia. One of its most illustrious and influential exponents was William Jones, the linguist, translator, and judge for the East India Company in Calcutta. His lecture ‘On the Gods of Greece, Italy, and India’, written in 1784 and subsequently revised, offers a perspective on myth that is supple, flexible, and wide-ranging. It appeared some time before his famous statement about the kinship of languages, in the Third Anniversary Discourse of February 1786, and anticipates some of the conclusions at which he arrived later still. In fact, Jones’ writings in the months and years before the celebrated discourse of 1786, are already pointing to connections and syntheses across cultures; they offer a conception of mythological and religious contact that is startling in its openness and far removed from the parochialism of numerous contemporaries. Jones’ work demonstrates that a cosmopolitan and transnational recuperation of the ancient narratives exists alongside national or nationalist readings of myth. The emergence of the nation state in the eighteenth century gave a new urgency to the idea and the actuality of the nation and, thus, also an important new context to the relationship between nation and myth. The Founding Fathers and other colonial Americans argued vehemently about the meaning of the story of Aeneas and the establishment of Rome. -
On Program and Abstracts
INTERNATIONAL ASSOCIATION FOR COMPARATIVE MYTHOLOGY & MASARYK UNIVERSITY, BRNO, CZECH REPUBLIC TENTH ANNUAL INTERNATIONAL CONFERENCE ON COMPARATIVE MYTHOLOGY TIME AND MYTH: THE TEMPORAL AND THE ETERNAL PROGRAM AND ABSTRACTS May 26-28, 2016 Masaryk University Brno, Czech Republic Conference Venue: Filozofická Fakulta Masarykovy University Arne Nováka 1, 60200 Brno PROGRAM THURSDAY, MAY 26 08:30 – 09:00 PARTICIPANTS REGISTRATION 09:00 – 09:30 OPENING ADDRESSES VÁCLAV BLAŽEK Masaryk University, Brno, Czech Republic MICHAEL WITZEL Harvard University, USA; IACM THURSDAY MORNING SESSION: MYTHOLOGY OF TIME AND CALENDAR CHAIR: VÁCLAV BLAŽEK 09:30 –10:00 YURI BEREZKIN Museum of Anthropology and Ethnography & European University, St. Petersburg, Russia OLD WOMAN OF THE WINTER AND OTHER STORIES: NEOLITHIC SURVIVALS? 10:00 – 10:30 WIM VAN BINSBERGEN African Studies Centre, Leiden, the Netherlands 'FORTUNATELY HE HAD STEPPED ASIDE JUST IN TIME' 10:30 – 11:00 LOUISE MILNE University of Edinburgh, UK THE TIME OF THE DREAM IN MYTHIC THOUGHT AND CULTURE 11:00 – 11:30 Coffee Break 11:30 – 12:00 GÖSTA GABRIEL Georg-August-Universität Göttingen, Germany THE RHYTHM OF HISTORY – APPROACHING THE TEMPORAL CONCEPT OF THE MYTHO-HISTORIOGRAPHIC SUMERIAN KING LIST 2 12:00 – 12:30 VLADIMIR V. EMELIANOV St. Petersburg State University, Russia CULTIC CALENDAR AND PSYCHOLOGY OF TIME: ELEMENTS OF COMMON SEMANTICS IN EXPLANATORY AND ASTROLOGICAL TEXTS OF ANCIENT MESOPOTAMIA 12:30 – 13:00 ATTILA MÁTÉFFY Hacettepe University, Ankara, Turkey & Georg-August-Universität Göttingen, -
Sources of Mythology: National and International
INTERNATIONAL ASSOCIATION FOR COMPARATIVE MYTHOLOGY & EBERHARD KARLS UNIVERSITY, TÜBINGEN SEVENTH ANNUAL INTERNATIONAL CONFERENCE ON COMPARATIVE MYTHOLOGY SOURCES OF MYTHOLOGY: NATIONAL AND INTERNATIONAL MYTHS PROGRAM AND ABSTRACTS May 15-17, 2013 Eberhard Karls University, Tübingen, Germany Conference Venue: Alte Aula Münzgasse 30 72070, Tübingen PROGRAM WEDNESDAY, MAY 15 08:45 – 09:20 PARTICIPANTS REGISTRATION 09:20 – 09:40 OPENING ADDRESSES KLAUS ANTONI Eberhard Karls University, Tübingen, Germany JÜRGEN LEONHARDT Dean, Faculty of Humanities, Eberhard Karls University, Tübingen, Germany 09:40 – 10:30 KEYNOTE LECTURE MICHAEL WITZEL Harvard University, USA MARCHING EAST, WITH A DETOUR: THE CASES OF JIMMU, VIDEGHA MATHAVA, AND MOSES WEDNESDAY MORNING SESSION CHAIR: BORIS OGUIBÉNINE GENERAL COMPARATIVE MYTHOLOGY AND METHODOLOGY 10:30 – 11:00 YURI BEREZKIN Museum of Anthropology and Ethnography, Saint Petersburg, Russia UNNOTICED EURASIAN BORROWINGS IN PERUVIAN FOLKLORE 11:00 – 11:30 EMILY LYLE University of Edinburgh, UK THE CORRESPONDENCES BETWEEN INDO-EUROPEAN AND CHINESE COSMOLOGIES WHEN THE INDO-EUROPEAN SCHEME (UNLIKE THE CHINESE ONE) IS SEEN AS PRIVILEGING DARKNESS OVER LIGHT 11:30 – 12:00 Coffee Break 12:00 – 12:30 PÁDRAIG MAC CARRON RALPH KENNA Coventry University, UK SOCIAL-NETWORK ANALYSIS OF MYTHOLOGICAL NARRATIVES 2 NATIONAL MYTHS: NEAR EAST 12:30 – 13:00 VLADIMIR V. EMELIANOV St. Petersburg State University, Russia FOUR STORIES OF THE FLOOD IN SUMERIAN LITERARY TRADITION 13:00 – 14:30 Lunch Break WEDNESDAY AFTERNOON SESSION CHAIR: YURI BEREZKIN NATIONAL MYTHS: HUNGARY AND ROMANIA 14:30 – 15:00 ANA R. CHELARIU New Jersey, USA METAPHORS AND THE DEVELOPMENT OF MYTHICAL LANGUAGE - WITH EXAMPLES FROM ROMANIAN MYTHOLOGY 15:00 – 15:30 SAROLTA TATÁR Peter Pazmany Catholic University of Hungary A PECHENEG LEGEND FROM HUNGARY 15:30 – 16:00 MARIA MAGDOLNA TATÁR Oslo, Norway THE MAGIC COACHMAN IN HUNGARIAN TRADITION 16:00 – 16:30 Coffee Break NATIONAL MYTHS: AUSTRONESIA 16:30 – 17:00 MARIA V. -
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. -
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. -
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. -
Mythology Grades 9-12 Ewing Public Schools 2099
MYTHOLOGY GRADES 9-12 EWING PUBLIC SCHOOLS 2099 Pennington Road Ewing, NJ 08618 Board Approval Date: TBD Michael Nitti Produced by: Kelly Kawalek, Supervisor Superintendent In accordance with The Ewing Public Schools’ Policy 2230, Course Guides, this curriculum has been reviewed and found to be in compliance with all policies and all affirmative action criteria. Table of Contents Page Unit 1: Mythic Meaning, Structure and Creation 1 Unit 2: The Classical Tradition as a Reflection of Society 5 Unit 3: The Hero’s Journey 9 Unit 4: Epic Literature 13 Unit 5: Comparative Mythology 17 Unit 6: Mythology Applied: The Art of Allusion 22 1 Unit 1: Mythic Meaning, Structure and Creation (Pacing – 8 Days) Why Is This Unit Important? This unit will introduce students to the structure and purpose of myths in society. As students become familiar with the enduring patterns and motifs found in mythology, they will gain a greater appreciation for the continuity and tradition of our literary heritage as a reflection of the collective experiences of humankind to make meaning and explain the world around us. In essence, mythologies are stories told to explain things that people have questioned. For instance, every culture has a myth that explains the creation of the earth and the universe. Myths help people to understand the things that they may not be able to explain. In modern society, many scientific explanations of natural phenomena are tried and tested. However, the myths of the past still ring true for many of the cultures who believe in them, especially those myths which tell of the universe and function still as a basis for religion. -
CS Lewis and the True Myth: a Reconciliation of Theology
LIBERTY UNIVERSITY SCHOOL OF DIVINITY C.S. Lewis and the True Myth: A Reconciliation of Theology, Philosophy, and Mythology A Thesis Submitted to the Faculty of the School of Divinity in Candidacy for the Degree of Master of Divinity School of Divinity By Courage Lowrance August 21, 2018 Abstract C.S. Lewis was both a student of pagan philosophy and mythology and a Christian. He never was divided between these two pursuits in his life, though he gave the latter its proper priority. What allowed Lewis to keep this balance was his idea of the gospel as the True Myth, an idea that helped lead to his conversion and remained at the core of his thinking throughout his life. By this idea of True Myth, Lewis was able to not only unite the pagan myths to Christian truth, but also the rest of human thought as well. Thus, in order to understand the nature of this key idea in Lewis’s thinking, this paper outlines what Lewis thought of mythology in general as a human phenomenon that bears explaining. The way in which Lewis saw mythology is analyzed in the first chapter according to the categories of the nature, the origin, and the function of mythology. In the second chapter, Lewis’s thoughts concerning the idea of the True Myth itself are considered. That various dichotomies of thought were united in Lewis’s mind by receiving this new idea is demonstrated. After this, the third chapter shows how Lewis’s thought fits in with historic and Evangelical orthodox Christian theology. -
Joseph Campbell- the Hero's Journey
JOSEPH CAMPBELL- THE HERO'S JOURNEY By Ryan Robertson • Was born in 1904, New York • He released books on his • Died in 1987, Hawaii unifying concepts of mythology such as: • He Inspired many with his - The Hero With a Thousand Faces work on the comparisons on - The Power of Myth mythology and religion - The Masks of God JOSEPH CAMPBELL 1. The Hero begins in their ORDINARY WORLD 2. They then receive a CALL TO ADVENTURE 3. The Hero may be RELUCTANT or REFUSE THE CALL 4. Then they meet their MENTOR, whom helps guide them 5. Enters a new world, CROSSING THE FIRST THRESHOLD 6. Where they face TEST, ALLIES & ENEMIES 7. The Hero cross a second threshold as they APPROACH THE INMOST CAVE 8. Experiences the ORDEAL, of their most difficult challenge 9. Receive a REWARD 10. Finally are on route to THE ROAD BACK to the Ordinary World 11. Cross their third and finally threshold, experiencing RESURRECTION 12. They RETURN TO ELIXIR THE 12 STAGES OF THE JOURNEY 1. THE HERO’S ORDINARY WORLD Maximus thinks and dreams about his ordinary world with his family but has not been for sometime 2. CALL TO ADVENTURE Maximus is leading the Roman army to battle 3. REFUSES THE CALL The Emperor offers Maximus to take his place once he dies but he turns it down 4. MEETING THE MENTOR Promximo bought Maximus as Slave, trained him to become a magnificent Gladiator 5. CROSSING THE THRESHOLD Maximus is captured as slave and introduced into the slave world as a Gladiator TESTS ALLIES ENEMY 7.