Evoking the Sacred: the Artist As Shaman
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The Darkening Spirit: Jung, Spirituality, Religion, by David Tacey, London and New York, Routledge, 2013, 192 Pp., £28.99/US$47.95 (Paperback), ISBN 978-0415527033
168 Book reviews The darkening spirit: Jung, spirituality, religion, by David Tacey, London and New York, Routledge, 2013, 192 pp., £28.99/US$47.95 (paperback), ISBN 978-0415527033 The Darkening Spirit is one panel of a diptych by David Tacey on contemporary spirituality. Where his other book, Gods and Diseases (Routledge, 2013) explores medical and clinical manifestations of repressed spirit, The Darkening Spirit is an analysis of today’s social and cultural spiritual landscape. Tacey contends that Jungian psychology, and in particular Jung’s approach to spirituality, is uniquely well placed among psychological theories to respond to the current spiritual condition. Indeed, he goes so far as to claim that ‘[t]he twenty-first century could well be Jung’s century, just as the twentieth was Freud’s’ (p. 2). In evidence of this, he indicates how many postmodern scientific disciplines such as physics, biology and ecology today radically depart from past linear and reductive perspectives, and even in Freudian psychoanalysis interest is now turning to those areas that had previously led to Jung’s ostracism from the psychoanalytic movement. Tacey’s main thesis is that ‘[t]he spirit of the holy has fallen into the unconscious, and we can no longer find this light by the official means, but only by arduous and difficult dialogue with the unconscious’ (p. 4). This thesis accounts for the book’s title, inspired by Heidegger’s observation that a darkening of the world implies a darkening of spirit. According to Tacey, the light of the spirit can now only be discovered in the dark, having become more faint and diffuse through its association with darkness. -
Spirituality in the 20TH
Learning Outcomes Upon completion of this unit, it is expected that participants will be able to: WESTERN • identify the major figures, ideas, images and movements that have shaped Western spirituality in the twentieth and twenty-first centuries; spirituality IN THE 20TH • reflect on the differences between spirituality and religion and why these have AND 21ST CENTURIES intensified; • identify the variety of spiritualities in the contemporary era; with Emeritus Prof. David Tacey • reflect on recent attempts within Christian spiritualities to draw on the wisdom WellSpringWellSpring July to October 2020 and practices of Eastern traditions; CENTRE WellSpring Centre, 10 Y Street Ashburton • demonstrate an understanding of mysticism, its relationship to spirituality, and explore the ‘mystical turn’ in recent times. Bookings for 2020 series Cost: $500 for the series Book and pay at www.wellspringcentre.org.au/bookings Alternatively, this unit may be taken as a credited Supervised Reading Unit in an award of the University of Divinity. Fees are then payable through FEEHelp. Dorothy Morgan Registrar, Whitley College Email: [email protected] Phone: (03) 9340 8100 If you already a student within the University of Divinity, contact the registrar at your own Home College to arrange enrolment as a Supervised Reading Unit. WellSpring CENTRE WellSpring Centre 10 Y Street Ashburton VIC 3147 w: www.wellspringcentre.org.au e: [email protected] p: (03) 9885 0277 Introduction Reading List This series adopts an historical approach to the emergence of contemporary Essential Reading: spiritualities. It begins with the rise of critical-prophetic spiritualities in [set texts recommended for purchase, paperback copies (new or used) or eBooks] Evelyn Underhill, Simone Weil and Thomas Merton. -
Of Mainstream Religion in Australia
Is 'green' religion the solution to the ecological crisis? A case study of mainstream religion in Australia by Steven Murray Douglas Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy of the Australian National University March 2008 ii Candidate's Declaration This thesis contains no material that has been accepted for the award of any other degree or diploma in any university. To the best of the author’s knowledge, it contains no material previously published or written by another person, except where due reference is made in the text. Steven Murray Douglas Date: iii Acknowledgements “All actions take place in time by the interweaving of the forces of nature; but the man lost in selfish delusion thinks he himself is the actor.” (Bhagavad Gita 3:27). ‘Religion’ remains a somewhat taboo subject in Australia. When combined with environmentalism, notions of spirituality, the practice of criticality, and the concept of self- actualisation, it becomes even harder to ‘pigeonhole’ as a topic, and does not fit comfortably into the realms of academia. In addition to the numerous personal challenges faced during the preparation of this thesis, its very nature challenged the academic environment in which it took place. I consider that I was fortunate to be able to undertake this research with the aid of a scholarship provided by the Fenner School of Environment & Society and the College of Science. I acknowledge David Dumaresq for supporting my scholarship application and candidature, and for being my supervisor for my first year at ANU. Emeritus Professor Valerie Brown took on the role of my supervisor in David’s absence during my second year. -
(Title of the Thesis)*
Dionysian Semiotics: Myco-Dendrolatry and Other Shamanic Motifs in the Myths and Rituals of the Phrygian Mother by Daniel Attrell A thesis presented to the University of Waterloo in fulfillment of the thesis requirement for the degree of Master of Arts in Ancient Mediterranean Cultures Waterloo, Ontario, Canada, 2013 © Daniel Attrell 2013 Author’s Declaration I hereby declare that I am the sole author of this thesis. This is a true copy of the thesis, including any required final revisions, as accepted by my examiners. I understand that my thesis may be made electronically available to the public. ii Abstract The administration of initiation rites by an ecstatic specialist, now known to western scholarship by the general designation of ‗shaman‘, has proven to be one of humanity‘s oldest, most widespread, and continuous magico-religious traditions. At the heart of their initiatory rituals lay an ordeal – a metaphysical journey - almost ubiquitously brought on by the effects of a life-changing hallucinogenic drug experience. To guide their initiates, these shaman worked with a repertoire of locally acquired instruments, costumes, dances, and ecstasy-inducing substances. Among past Mediterranean cultures, Semitic and Indo-European, these sorts of initiation rites were vital to society‘s spiritual well-being. It was, however, the mystery schools of antiquity – organizations founded upon conserving the secrets of plant-lore, astrology, theurgy and mystical philosophy – which satisfied the role of the shaman in Greco-Roman society. The rites they delivered to the common individual were a form of ritualized ecstasy and they provided an orderly context for religiously-oriented intoxication. -
Spirituality 2020 3
Learning Outcomes Upon successful completion of this unit, it is expected that students will be able to: 1. Demonstrate an understanding of the nature and role of spirituality in Australian AUSTRALIAN society; 2. Identify and analyse the role and nature of spirituality in Indigenous Australian cultures; spirituality 2020 3. Critically reflect on the tension between indigenous cultures and non-indigenous cultures, based on sacred and secular assumptions and values; with Emeritus Prof. David Tacey 4. Critically consider the process and history of secularisation in Australia and its WellSpringWellSpring February to June 2020 CENTRE impact on Christianity and other religions; WellSpring Centre, 10 Y Street Ashburton 5. Demonstrate a critical understanding of the inter-relationship between emerging spiritualities and the multicultural and multi-faith complexity of Australian society. 2020 Costs This unit will be offered for under-graduate (Unit code: DS3035W) or post-graduate (Unit code: DS9035W) credit. Enrolment for Academic Credit: Per University of Divinity schedule (single unit). If students enrol through University of Divinity, FEE-Help may be available to cover tuition fees. All enrolment fees for academic credit are payable to University of Divinity through your RTI (Recognised Teaching Institution). Auditing: Cost $500. No FEE-Help is available for auditing students. Entrance for 2020 course To enrol for this unit as a new student, either for academic credit or as an auditing student, please contact Dorothy Morgan, Registrar at Whitley College at registrar@ whitley.edu.au or on (03) 9340 8100. If you already a student within the University of Divinity, contact the registrar at your own Home College to arrange enrolment. -
Newsletter Volume 78 - Term 3, 2015
The Centre for Ethics Newsletter Volume 78 - Term 3, 2015 Richard Holloway, former Bishop of Breaking open the myth Edinburgh, who wrote in How to Read Where might this approach take the Bible, ‘Unimaginative literalists those who would follow the lead have destroyed the reputation of the of David Tacey? He says the first Bible by insisting on its factual truth task is to break open the myth. This rather than encouraging us to read breaking open is a necessary it metaphorically’. beginning. But what happens then? Tacey encourages the reader Mesmerised by images to be open to the myth’s interior Tacey has said he wants this book meaning. Simply to break open to cause discussion. In this, I do the myth without engaging in the not think he will be disappointed. hard work of looking for its inner He sees Australia as a theological meaning is, according to Tacey, an backwater, where the question of act of vandalism. It discounts any how we read the Bible has been sense that traditions matter and it ignored or denied. He acknowledges has no educational value. He enlists David Tacey that some theologians in this country the philosopher Karl Jaspers to David Tacey is Emeritus Professor have hinted at metaphorical content back him up, ‘Only he or she has of Literature at La Trobe University, but not been able to discuss it in the right to demythologise who Melbourne and Research Professor plain language. He says too many retains the truth contained in the at the Australian Centre for theologians are trapped in literalism; symbolic expression.’ But what is Christianity and Culture, Canberra. -
The Complete System of Thelemic Magick
Thelemic Qabalah Volume I Publication in Class C by Frater Apollonius 4°=7□ ATAT Fable Once upon a time there was a Great Wild Beast whose mighty roar could be heard all over a sleepy kingdom. In this kingdom there were many lovely maidens. Each Maiden lived in a wonderful cottage by a lake or a stream or by the ocean or by an echoing valley. The Children of this kingdom knew no mother or father but rather sought sustenance and comfort in the house of one of the many Maidens. Each Maiden gathered about herself all of the beautiful Children that she came in contact with and taught them by the L.V.X. of Her Soul. Each Maiden could hear the roar of the Great Wild Beast and knew that with each roar, new Children would come seeking sustenance and shelter and knowledge. The maidens would leave on porch lights to guide the children to them for the Kingdom was enveloped in eternal darkness save in the presence of a Maiden. If a Child learned well, they became a Maiden and left the cottage, with a light of their own to build and light a cottage of their own. At intervals, a Great Wild Beast would be born and roar for a time. Each Great Wild Beast, nearing the time of His passing, would teach a Maiden how to roar like them and instruct them to pass the roar on until they heard another Great Wild Beast. One day, the Great Wild Beast died and his roar was not heard in the Kingdom for many a year. -
Teaching Jung in the University
14/10/2007 1 Teaching Jung in the University Perhaps it would not be too much to say that the most crucial problems of the individual and society turn upon the way the psyche functions in regard to spirit and matter. (1947/1954 CW 8: 251) David Tacey, La Trobe University, Melbourne A. Jung in the Academy 1. intellectual knowledge and intuitive experience As a university student in the early 1970s, I was exposed to Jung’s thought as it were ‘off-campus’, in various books and journals that were not on the curriculum, and in conversations with non-academic individuals. I found his work fascinating and wondered why it was not on any of my university courses, and certainly not in psychology, philosophy or literature, my three selected disciplines. When I tried to explore the exclusion of Jung from the university I was told by a couple of Jungian analysts who lived in Perth and Sydney that Jung did not belong in the university and is best not taught there. One of the strongest advocates of this view was Marie-Louise von Franz, who wrote to me from Zurich that Jung in the university might degenerate into a ‘head trip’ (1976). That is, he might become an object of purely intellectual study, and the emotional and psychological process that makes Jung’s work meaningful – namely, one’s own personal encounter with unconscious contents – would be missing. Effectively, this view maintained that analytical psychology in its clinical practice owned Jung, and universities could not participate in this ownership, since they could only view Jung externally and superficially, and not from the inside. -
Exegesis of the Greek Scriptures
6 | Exegesis of the Greek Scriptures The principles required for responsible interpretation of the New Testament principles required for responsible interpretation of the New Testament Enrichment Version The Enrichment Version is designed for those who wish to explore principles that lead to healthy procedures for comprehending and applying the New Testament without the intention of pursuing either a certificate or a degree. This syllabus is identical to the one used by credit and degree-track students, except it is void of Internet articles, videos, listings of secondary resources, exams, and writing assignments. There is nothing to submit for professorial review or grading. Therefore, the Enrichment syllabus is available for downloading without cost. Interested parties may glean substantial knowledge, comprehension, and understanding of New Testament exegesis through this guide. Other courses deal with the people, places, and events of the Greek Scriptures and their meaning. This course in exegesis is concerned with the student's own ability to interpret New Testament texts. The need to do personal interpretation presupposes that spiritual maturity rests upon good exegesis. The course assumes the student has a good understanding of the nature and content of the New Testament. The task here is to select samples of biblical texts and consider how they should be studied and what application can be made for the present day. The course is organized in four modules: (1) Interpreting the New Testament, (2) Matthew and Mark, (3) Acts and the Modern Church, and (4) The Book of Revelation. Objectives • Recognize the nature of New Testament compositions • Identify rules, vocabulary, and principles for interpreting New Testament genres • Apply New Testament texts to contemporary situations Course Learning Outcomes At the end of the course, the student will be able to 1. -
Analogical Evidence and Shamanism in Archaeological Interpretation: South African and European Palaeolithic Rock Art
Analogical Evidence and Shamanism in Archaeological Interpretation: South African and European Palaeolithic Rock Art MARÍA CRUZ BERROCAL Rock art studies have been strongly reliant on ethnography in recent decades. Since the 1970s, the (re)turn to ethnography has been considered short of a paradigmatic change, and it has indeed stirred a lot of theoretical discussion in the very under-theorized field of rock art research. The ethnographic turn has been mainly built around shamanism, very loosely defined here as the causal association that researchers establish between shamanic practices and rock art, and from which explanations have been sought. The application of this approach has changed through time, depending on 1) the archaeological context in which it was to be applied, 2) the use of additional sources of evi- dence (namely, neuropsychology), 3) the role of shamanism as a hypothesis or as an established fact. As a hypothesis it has been built on the basis of three dif- ferent kinds of analogies: ethnographic, formal and uniformitarian. This paper addresses the shifting character of shamanism in South African and European Palaeolithic rock art studies, seeking to contribute at least in part to a broader reflection on the nature of analogical reasoning and its implications. INTRODUCTION This paper highlights the role that anal- ogy plays in shamanism, and its changing This paper is a historiographic revision of nature through time. The term shamanism the application of a shamanistic hypothesis, hides not only different analogies, but also henceforth ‘shamanism’, to rock art stud- different theoretical approaches to the social ies, especially in the South African and significance of rock art. -
David Tacey's New Animism Seminar[1]
1 Dear Colleagues, The Executive Committee is pleased to launch the first seminar in the Issues in Jungian Psychology Series with David Tacey’s paper, ‘Toward A New Animism: Jung, Hillman and Analytical Psychology.’ From David some points to consider: The ecological crisis of the contemporary world has urged upon us anew kind of animism, in which the things of the world are alive, animated, spirited, mainly because the body of the world is experiencing pain, pathological symptoms and suffering; the psyche of the world or anima mundi is being discovered in the same way in which psyche was first discovered in suffering individuals. Hillman’s work draws out contradictions in Jung’s theorizing, and privileges Jung’s post‐Cartesian vision and its affirmation of an new kind of animism, which is easily mistaken as pre‐modern animism, and hence as regressive. Hillman’s ‘archetypal psychology’ is an attempt to re‐appropriate what had been left out of ‘Jungian’ or ‘analytical psychology’, but what he re‐appropriates seems so foreign to established views that it is treated as alien and disruptive. This paper raises several issues that may be found at the end of the paper after references. Best wishes, Maryann Dear Colleagues, We have had some thought provoking and inspiring discussions of late from many contributors under the headings of TERMS and ANTIMONY. The spectrum of perception the IAJS membership hold collectively on Jung and what comprises Jungian Studies continues to demonstrate ongoing frontiers on both these topics. I suspect some of these debates will find a new frame in the first seminar of the Issues In Jungian Psychology Series that commences on October 1st. -
Exegesis, Religious Coping, and Spiritual Growth by Michael R
How Do You Read It?: Exegesis, Religious Coping, and Spiritual Growth By Michael R. O’Shea Date: April 12, 2021 Approved: _____________________ First Reader _____________________ D.Min. Director Thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Ministry in the Divinity School of Duke University 2021 How Do You Read It?: Exegesis, Religious Coping, and Spiritual Growth By Michael R. O’Shea Date: April 12, 2021 Approved: _____________________ First Reader _____________________ D.Min. Director An abstract of a thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Ministry in the Divinity School of Duke University 2021 copyright Abstract This thesis analyzes critical and non-critical approaches to the interpretation of scripture against the four psychological features of religious coping identified by Ken Pargament—differentiation, integration, flexibility, and security—to argue that an ecclesial-critical approach to biblical interpretation is best suited to nurture the psychological resources necessary to successfully navigate spiritual crisis and produce ongoing spiritual growth. iv Dedication To all those who have contributed to my spiritual growth. v Table of Contents Abstract ..................................................................................................................................... iv Dedication ................................................................................................................................... v Table of Contents