'John Frum Files' (Tanna, Vanuatu, 1941–1980)
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| Rites and Rituals |
Overcoming Islamophobia - Handbook for Educators CULTURAL AWARENESS | Rites and Rituals | GVi^dcVaZ/ Rites and rituals have existed at all times and in all cultures throughout human history. They are defined as rituals, or ceremonies, that surround milestone events in a person’s life such as birth, maturity, reproduction and death. Other rites of passage can celebrate transitions that are wholly cultural, marking changes in social position, occupation or affiliation. Whether they take place in a secular or religious context, such rites perform a similar function. They symbolically mark--often actually enable--an individual’s passage from one phase of life, or social status, to another. Rites of passage can be considered universal in human experience, in that all societies find ways to mark transition between one phase of life to another. The Muslim rites and customs explored in this activity may be different from a person’s own experience but nonetheless participants may be able to identify points of commonality between their own social, culture or religious identity and the rites explored in this activity. This activity is designed to help participants identify and explore the range of rituals and practices that may be part of a Muslim person’s, or families’, experience of life cycle events and rituals It is also worth pointing out that some of the rituals described may be considered as a duty within Islam. Learning Outcomes To gain knowledge of some of the rites and rituals that are part of a Muslim persons life cycle. To gain an understanding of ritual as a way to mark the passage from one stage of a persons life to another. -
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Respectable Folly Garrett, Clarke Published by Johns Hopkins University Press Garrett, Clarke. Respectable Folly: Millenarians and the French Revolution in France and England. Johns Hopkins University Press, 1975. Project MUSE. doi:10.1353/book.67841. https://muse.jhu.edu/. For additional information about this book https://muse.jhu.edu/book/67841 [ Access provided at 2 Oct 2021 03:07 GMT with no institutional affiliation ] This work is licensed under a Creative Commons Attribution 4.0 International License. HOPKINS OPEN PUBLISHING ENCORE EDITIONS Clarke Garrett Respectable Folly Millenarians and the French Revolution in France and England Open access edition supported by the National Endowment for the Humanities / Andrew W. Mellon Foundation Humanities Open Book Program. © 2019 Johns Hopkins University Press Published 2019 Johns Hopkins University Press 2715 North Charles Street Baltimore, Maryland 21218-4363 www.press.jhu.edu The text of this book is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License: https://creativecommons.org/licenses/by-nc-nd/4.0/. CC BY-NC-ND ISBN-13: 978-1-4214-3177-2 (open access) ISBN-10: 1-4214-3177-7 (open access) ISBN-13: 978-1-4214-3175-8 (pbk. : alk. paper) ISBN-10: 1-4214-3175-0 (pbk. : alk. paper) ISBN-13: 978-1-4214-3176-5 (electronic) ISBN-10: 1-4214-3176-9 (electronic) This page supersedes the copyright page included in the original publication of this work. Respectable Folly RESPECTABLE FOLLY M illenarians and the French Revolution in France and England 4- Clarke Garrett The Johns Hopkins University Press BALTIMORE & LONDON This book has been brought to publication with the generous assistance of the Andrew W. -
B.U.I.L.D. Rites of Passage/Mentoring Project
Know About Rites of Passage (ROP), But Didn’t Know To Ask: How To Implement A ROP/Mentoring Project FRANKI GIBSON, Ed.D DIRECTOR, CLINICAL SERVICES MMA PRESENTER WHY A RITE OF PASSAGE “It takes a village to raise a child” African proverb This is predicated on the premise that healthy villages and communities exist. They do, yet my experience was (and is) that in America they are the exception rather than the rule. Youth do not develop in a vacuum, they develop in unhealthy villages and communities that we as adults are responsible for allowing to exist (Some, 1993). THE BEGINNING • A personal desire to emulate the order, ritual and ceremony of traditional African Rites of Passage and in the process empower a generation • A passion to develop a program to confront the feelings of hopelessness, self-hatred, cultural confusion and moral uncertainty that plagued African-American youth in Philadelphia • Initial focus on African –American males WHAT IS A RITE OF PASSAGE? • A rite of passage is a social ritual which marks a change-transition-transformation in consciousness, character and community. During the process, a door of new awareness opens and expanded possibilities and horizons are envisioned. • It is (traditionally) an organized system designed to indicate mastery of a particular level of life. • In our culture, rites of passage fills the gap between formal education and home training. B.U.I.L.D. EXPLAINED • Birth of Unique Individuals Lessens Delinquency (B.U.I.L.D.) is a contemporary rites of passage/mentoring project. It consists of a comprehensive three-phase prevention/intervention program that utilizes a wellness foundation, designed to develop consciousness, confidence, competence, commitment and character as well as to instill a sense of self, history and community. -
Science, Religion, and Fundamentalism John Hooker Osher Course April 2013 Science and Religion
Science, Religion, and Fundamentalism John Hooker Osher Course April 2013 Science and Religion • Science makes the world explicable and predictable. • This is one of the functions of religion. • There is every reason for science to be part of religion. Science and Religion • Science makes the world explicable and predictable. • This is one of the functions of religion. • There is every reason for science to be part of religion. • Historically, it has been (until mid-19th c). • We have reinvented this history. Science and Religion • There has been dispute over interpretation of scripture. • But this is not due to science. • It is a perennial phenomenon. Science and Religion • Pythagoras (570-495 bce) • First theorem in world history. • Beginning of Western mathematics. • Reassurance that humans have immortal souls. Science and Religion • Nicolaus Copernicus (1473-1543) • Saw the universe as reflecting the glory of the Creator. • Believed that Aristotelian cosmology did not do it justice. • His heliocentric system reflected “the movements of the world machine, created for our sake by the best and most systematic Artisan of all.” • The Pope and several Catholic bishops urged him to publish his ideas. Science and Religion • Tycho Brahe (1546-1601) • Insisted that science harmonize with theology. • Rejected Copernican view partly on Biblical grounds. Science and Religion • Galileo Galilei (1564-1642) • Church was interested in science. • Pope encouraged Galileo’s research, but Galileo insulted him in Dialogue Concerning the Two Chief World Systems. Science and Religion • Johannes Kepler (1571-1630) • Devout Lutheran, saw evidence of the Trinity in the heavens. • His laws of planetary motion are inspired by desire to find divine order in the universe. -
Newly Betwixt and Between: Revising Liminality in the Context of a Teacher Preparation Program Alison Cook-Sather Bryn Mawr College, [email protected]
Bryn Mawr College Scholarship, Research, and Creative Work at Bryn Mawr College Education Program Faculty Research and Education Program Scholarship 2006 Newly Betwixt and Between: Revising Liminality in the Context of a Teacher Preparation Program Alison Cook-Sather Bryn Mawr College, [email protected] Let us know how access to this document benefits ouy . Follow this and additional works at: http://repository.brynmawr.edu/edu_pubs Part of the Education Commons Custom Citation Cook-Sather, Alison, “Newly Betwixt and Between: Revising Liminality in the Context of a Teacher Preparation Program,” Anthropology and Education Quarterly 37 (2006): 110-127. This paper is posted at Scholarship, Research, and Creative Work at Bryn Mawr College. http://repository.brynmawr.edu/edu_pubs/9 For more information, please contact [email protected]. Newly Betwixt and Between: Revising Liminality in Learning to Teach. Anthropology and Education Quarterly 37, 2 (June 2006), 110-127. Alison Cook-Sather Bryn Mawr College, [email protected] Abstract Through an analysis of a contemporary rite of passage—the final stage of teacher preparation— the author develops a new theory of liminality that both builds on and extends Victor Turner’s enduring insights. The analysis focuses on how pre-service teachers in an undergraduate education program engage in a process of identity formation within an asynchronous, non- dimensional liminal space made possible and shaped by email and with the support of experienced mentor teachers. Key Words: liminal, transition, teacher preparation, identity formation, self “Betwixt and between” is a phrase Victor Turner used to capture the essence of his theory of “liminality,” a central feature of the framework he developed in the late 1960s to analyze rites of passage within tribal, sociocultural systems. -
D:\Myfiles\JRS\Issue16
Journal of Ritual Studies 16 (2) 2002 Review Forum This Book Review Forum appeared in the Journal of Ritual Studies 16.2 (2002): pages 4-59. Book Review Forum [page 4] We are pleased to present the following Review Forum of Harvey Whitehouse’s book, Arguments and Icons: Divergent Modes of Religiosity. Oxford: Oxford University Press, 2000. 204 pages. ISBN 0-19- 823414-7 (cloth); 0-19-823415-5 (paper). We have given the contributors and the book’s author sufficient space to discuss its themes carefully and thus make a significant contribution to the further analysis of religion and ritual generally. Pamela J. Stewart and Andrew Strathern, Co-editors Journal of Ritual Studies Reviews of this book by: Brian Malley, Pascal Boyer, Fredrik Barth, Michael Houseman, Robert N. McCauley, Luther H. Martin, Tom Sjoblom, and Garry W. Trompf Reply by Harvey Whitehouse Arguments and Icons: Divergent Modes of Religiosity (Harvey Whitehouse, Oxford Univ. Press, 2000) Reviewed by Brian Malley (Department of Anthropology, University of Michigan) [pages 5-7] A friend of mine, a dedicated post-everything-ist, once wistfully remarked that she had an affinity for those old-style “big theories” of religion characteristic of late nineteenth century social thought. I knew what she meant: those “big theories” strove to account both for the form and the very existence of religious belief and practice in terms of a grand scheme of human history. A century of ethnographic and historical investigation has given us a much richer understanding of both large- and small-scale religions, and, to the degree that Mueller, Durkheim, and the like produced empirically tractable theories, they have been disconfirmed. -
Arthur Grimes**
Monetary Policy and Economic Imbalances: An Ethnographic Examination of the Arbee Rituals* Arthur Grimes** Introduction In his “Life Among the Econ” Axel Leijonhufvud (1973) took an ethnographic approach to describing the Econ tribe and, especially, two of its components: the Macro and the Micro. My purpose is to delve further into the life of the Macro, specifically examining the Arbee sub-tribe. Like Leijonhufvud, I take an ethnographic approach, having lived amongst the Arbee for two lengthy periods totalling twenty-four years. The Arbee sub-tribe that I have lived within, and will examine here, is situated in a small set of islands in the southern Pacific Ocean, that some call Aotearoa and others call New Zealand. They are related to Arbee sub-tribes elsewhere in the world through tight kinship connections.1 In ethnographic research,2 it is common to collect data through direct, first-hand observation of participants’ activities. Interviews may be used, varying from formal interviews to frequent casual small talk. Suffice to say, that no formal interviews have been adopted for this research. However there has been much first hand observation both of the Arbee people and of their relationships with other tribes and sub-tribes both in Aotearoa and beyond. The Imbalance The task of our research is to examine the nature of the Arbee reaction to claims by other tribes and sub-tribes that the Arbee rituals have caused The Imbalance in The Economy.3 Specifically, their highly formalised OC Ritual (OCR) has been blamed for creating The * I wish to thank Professor David Bettison who, in teaching me economic anthropology, taught me more about the subject of economics than did any economist before or since. -
Prophet -- a Symbol of Protest a Study of the Leaders of Cargo Cults in Papua New Guinea
Loyola University Chicago Loyola eCommons Master's Theses Theses and Dissertations 1972 Prophet -- a Symbol of Protest a Study of the Leaders of Cargo Cults in Papua New Guinea Paul Finnane Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_theses Part of the Anthropology Commons Recommended Citation Finnane, Paul, "Prophet -- a Symbol of Protest a Study of the Leaders of Cargo Cults in Papua New Guinea" (1972). Master's Theses. 2615. https://ecommons.luc.edu/luc_theses/2615 This Thesis is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Master's Theses by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1972 Paul Finnane THE PROPHET--A SYifJ30L OF PROTEST A Study of the Leaders of Cargo Cults · in Papua New Guinea by Paul Finnane OFM A Thesis Submitted to the Faculty of the Graduate School of Loyola University, Chicago, in Partial Fulfillment of the-Requirements for the Degree of r.;aster of Arts June 1972 ACKNOWLEDGEMENTS .• I wish to thank Sister I·llark Orgon OSF, Philippines, at whose urging thip study was undertaken: Rev, Francis x. Grollig SJ, Chair~an of the Department of Anthropology at Loyola University, Chicago, and the other members of the Faculty, especially Vargaret Hardin Friedrich, my thesis • ""' ..... d .. ·+· . super\!'isor.. '\¥ •• ose sugges --ion=? an pcrnpicaciouo cr~.. w1c1sm helped me through several difficult parts o~ the. -
Vanuatu) John Frum Superstar: Images of the Cargo Cult in Tanna (Vanuatu)
Journal de la Société des Océanistes 148 | 2019 Filmer (dans) le Pacifique John Frum Superstar : images du culte du cargo à Tanna (Vanuatu) John Frum Superstar: images of the cargo cult in Tanna (Vanuatu) Marc Tabani Édition électronique URL : https://journals.openedition.org/jso/10210 DOI : 10.4000/jso.10210 ISSN : 1760-7256 Éditeur Société des océanistes Édition imprimée Date de publication : 15 juillet 2019 Pagination : 113-125 ISBN : 978-2-85430-137-3 ISSN : 0300-953x Référence électronique Marc Tabani, « John Frum Superstar : images du culte du cargo à Tanna (Vanuatu) », Journal de la Société des Océanistes [En ligne], 148 | 2019, mis en ligne le 01 janvier 2021, consulté le 22 juillet 2021. URL : http://journals.openedition.org/jso/10210 ; DOI : https://doi.org/10.4000/jso.10210 Journal de la société des océanistes est mis à disposition selon les termes de la Licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Pas de Modification 4.0 International. John Frum Superstar : images du culte du cargo à Tanna (Vanuatu) par Marc TABANI* RÉSUMÉ ABSTRACT L’île de Tanna a attiré plusieurs générations de réalisateurs The island of Tanna has attracted successive generations de films. La plupart ont été immanquablement fascinés par of filmmakers. Most of them have been invariably fasci- l’histoire de John Frum, un personnage surnaturel dont les nated by the story of John Frum, a supernatural figure prophéties ont donné naissance, au cours de la Seconde Guerre whose prophecies gave rise during World War Two to a mondiale, à un vaste mouvement indigène de protestation huge indigenous movement of social protest. -
Kenelm O.L. Burridge Fonds
Kenelm O.L. Burridge fonds Compiled by Christopher Hives (1988) Revised by Michelle Curran (2007) and Erwin Wodarczak (2012) Last revised January 2012 University of British Columbia Archives Table of Contents Fonds Description o Title / Dates of Creation / Physical Description o Biographical Sketch o Scope and Content o Notes File List Catalogue entry (UBC Library catalogue) Fonds Description Kenelm O.L. Burridge fonds. – 1950-1987. 44.5 cm of textual records and published materials. 46 audio compact discs. Biographical Sketch Kenelm Burridge was born in Malta in 1922. After spending his childhood in Lucknow, India, he was educated in England, and in 1939 he joined the Royal Navy. Burridge served on the battleships HMS Ramillies and Royal Sovereign in the Mediterranean, and the Atlantic and Indian Oceans until 1942, when he transferred to the sumbarine service. He was serving aboard HMS Splendid when she was sunk off Naples in 1943 and he was captured. He escaped later that year, and eventually returned to service in the Far East, retiring as a lieutenant in 1946. Burridge entered Exeter College, Oxford, that year, and completed his B.A. in 1948, a diploma in Social Anthropology, the following year, and later his B.Litt. (1950) and M.A. (1952) in Anthropology. He then obtained a Ph.D. in that field from Australian National University in 1954. Burridge has conducted fieldwork in Papua New Guinea, Malaya (where he was a research fellow at the University of Malaya), Australia, New Hebrides, and India. He held teaching posts in anthropology and ethnology at Baghdad University and Oxford before joining UBC as professor of anthropology in 1968. -
Spiritual Leadership, Salvation, and Disillusionment in Randolph Stow's
Tourmaline and Trauma: Spiritual Leadership, Salvation, and Disillusionment in Randolph Stow’s Novel Cressida Rigney Introduction Australian Literature is, at least internationally, understudied, and far more so than Australian visual arts. A unique, dedicated academic programme within the English department has existed at the University of Sydney since 1962; nevertheless Australian Literature still feels the effect of the cultural cringe associated with colonial countries.1 Despite this, certain authors and texts inspire a relatively steady stream of scholarship. Randolph Stow is one of these. Stow’s compelling, complex, often metaphysical style allows him to use literature to explore religious and spiritual life and its intersections with community. Stow’s Tourmaline (1963) is part of the mid twentieth century post-apocalyptic movement most notably represented by Neville Shute’s 1957 novel On the Beach.2 In Tourmaline Randolph Stow mitigates the fraught relationship between perception and experiences, specifically those relating to the interplay of human responses to spirituality, social structure and character, essential forces in community construction. Stow’s vibrant prose, layered plot, philosophical thematics, and a set of characters painfully human in their lack of holistic appeal absorb his reader. Tourmaline is concerned with a potential conflict between the active and inactive experiential religion dealing with the Cressida Rigney is an Honours student within the University of Sydney in the department of Studies in Religion and an Honours Research Fellow of the Faculty of Arts in collaboration with the Sydney Environment Institute. 1 The University of Sydney, ‘Australian Literature Program: About Us’, at http://sydney.edu.au/arts/australian_literature/about/index.shtml. -
Los Angeles Harbor College Anthropology 121 Spring 2016 the Anthropology of Magic, Religion and Witchcraft Dr
Los Angeles Harbor College Anthropology 121 Spring 2016 The Anthropology of Magic, Religion and Witchcraft Dr. Sasha David [email protected] Section 0109: Tuesdays and Thursdays 9:35 - 11 AM Office Hours: Monday – Thursday 1 – 3 PM Office Phone and Location: (310) 233-4577; NEA 157 Course Description: This course considers the origins and varieties of religious beliefs and practices cross-culturally. Topics include mythology, symbolism, shamanism, altered states of consciousness, magic, divination, witchcraft, and the question of cults. Los Angeles Harbor College Mission Statement: Los Angeles Harbor College promotes access and student success through associate and transfer degrees, certificates, economic and workforce development, and basic skills instruction. Our educational programs and support services meet the needs of diverse communities as measured by campus institutional learning outcomes. Student Learning Outcomes: 1. Using a culturally relativistic and ethnographic framework, students should recognize a variety of religious experiences. 2. Define the term “culture” and explain how it impacts the lives of individuals. 3. Compare the different ways the term religion is defined and distinguish different anthropological approaches to the study of religion. 4. Identify and discuss the functions served by various religious phenomena, both for the individual and society. 5. Explain how religious phenomena, such as the nature of supernatural beings and witchcraft beliefs, reflect the culture in which they are found. 6. Identify and apply the basic concepts of the class, including mythology, symbolism, rituals, specialists, altered states, magic, divination, supernatural beings, and witchcraft. 7. Examine how and why new religious movements arise, and why others decline. 1 | P a g e Assigned readings for the course: Stein, Rebecca and Stein, Philip.