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Modern Witchcraft in Suburban Australia: How and What Witches Learn

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Modern Witchcraft in Suburban Australia: How and What Witches Learn Department of Social Sciences Modern Witchcraft in Suburban Australia: How and What Witches Learn Zena Diane Smith This thesis is presented for the Degree of Doctor of Philosophy of Curtin University of Technology April 2010 DECLARATION To the best of my knowledge and belief this thesis contains no material previously published by any other person except where due acknowledgment has been made. This thesis contains no material which has been accepted for the award of any other degree or diploma in any university. Signature: …………………………………………. Date: ………………………... ABSTRACT Existing anthropological research and discussion related to contemporary Wiccan and Witchcraft practice is growing and indeed has been explored by anthropologists and other writers from the northern and southern hemispheres. However, there has been limited discourse on how and what Western Australian Wiccans and Witches learn. This ethnographic research fills that gap by exploring, in two separate sections, how Wiccans and Witches have developed relevant skills in a social learning structure and what ritual practice they have learnt as a result. The thesis proposes that the current theories of learning and ritual fail to adequately describe the social processes and outcomes observed. In the first section, focusing on how the participants learn, I argue that cognitive, behavioural and humanist learning theories as well as the most relevant social learning theory, Communities of Practice, fail to explain adequately the holistic learning processes with which the Wiccans and Witches are engaged. Instead I propose a new and complementary theory of learning that I identify as 'Whole Person’ theory that more effectively describes the holistic and intuitive nature of learning the research participants undertook. In the second section I go further to show that the existing theories of ritual fail to explore and consider ritual as a product or outcome of learning and instead focus heavily on ritual either as a process contributing to and reflecting the social order in which it takes place or they describe the structure of ritual. This research shows that ritual can be both a process of a social group as well as a product and an end result of learning and social interaction. The ethnographic materials presented extend our understanding of both learning and ritual. iii iv ACKNOWLEDGEMENTS Having transferred from one discipline to another within the social sciences, the process of up-skilling to ethnographic practice was a steep learning curve for me. I would not have succeeded past first base, let alone to the end result without the constant support, encouragement and validation of my ever patient supervisor, Dr. Philip Moore. His expertise not only in the subject matter and research modality but also his unfailing enthusiasm and extensive supervisory skills were foundational factors in the successes of this thesis. Thanks Philip, you are my anthropological hero! To the amazing, thought provoking people who allowed me into their homes to interview and learn from them, I offer each and every one of you my heartfelt thanks for your generosity of spirit. Each one of you has taught me more than I ever dreamed was possible. A vitally important clan of folk, my family, have much to be proud of. How they put up with my constant battle to juggle my work, my research and the myriad of other life activities I subject myself to is beyond my comprehension. Thank you Sian for feeding our zoo of cats, thank you Ketzia for your smiles and finally thank you Les for inspiring me with your panacea for all ills, “Anyways but, it’s all good”. The most important thanks though must go to my spiritual family who have taught me so much about divine connection with our planet. To each member of ‘The Grove’, please know that I am eternally grateful for allowing me to observe you, to talk with you but above all learn from you. This has been one of my greatest life journeys and this thesis is as much yours as it is mine. v TABLE OF CONTENTS Declaration ................................................................................................ i Abstract .................................................................................................... iii Acknowledgements .................................................................................... v List of figures ........................................................................................ viii Glossary ................................................................................................... ix Chapter 1 ....................................................................................................... 1 Once Upon a Time: The Research Context, Methodology and Background .............................................................................................. 1 Introduction ............................................................................................................... 1 Contemporary Learning Theories Explored .............................................................. 5 The Anthropology of Ritual .................................................................................... 10 Gathering and Analysing the Evidence ................................................................... 14 Establishing my Position ......................................................................................... 18 The Changing Discipline of Ethnography ............................................................... 25 Significance of the Study ........................................................................................ 51 Overview of the Thesis ........................................................................................... 54 Section 1 – How Witches learn .................................................................. 56 Chapter 2 ..................................................................................................... 56 Witch School of Thought? Contemporary Learning Theories ............ 56 The Mechanics of Learning – Behavioural, Cognitive and Humanist .................... 57 Context of Learning - Social Learning Theories ..................................................... 70 Conflicts with Social Learning Theories and the Role of Habitus .......................... 90 Learning, Knowledge and Knowing ..................................................................... 105 Conclusion ............................................................................................................ 120 Section 1 - How Witches Learn ................................................................ 124 Chapter 3 ................................................................................................... 124 The Wiccan Witches of the West: Witchcraft and Wicca in Perth, Western Australia ................................................................................. 124 Wicca and Witchcraft ........................................................................................... 124 The Beliefs of Wicca ............................................................................................ 129 The Organisation of the Coven ............................................................................. 138 Entering a Coven and Initiation ............................................................................ 150 The Dynamic Wiccan Community ....................................................................... 157 Section 1 - How Witches Learn ................................................................ 168 Chapter 4 ................................................................................................... 168 If at First you don’t Succeed, Fly, Fly Again: How Witches Learn Their Craft ............................................................................................ 168 An Introduction to the Whole Person Approach ................................................... 168 Whole Person Learning Model Explained ............................................................ 173 The Thinking Element .......................................................................................... 179 The Feeling Element ............................................................................................. 187 The Acceptance Element ...................................................................................... 198 The Whole Person in Micro .................................................................................. 206 vi Whole Person vs. Communities of Practice .......................................................... 210 Whole Person as Practice and Theory .................................................................. 220 Conclusion ............................................................................................................ 225 Section 2 - What Witches Learn ...............................................................229 Chapter 5 ....................................................................................................229 Witchful Thinking: The Theories of Ritual and Magic Making ........229 The Theoretical Definition and Context of Ritual ................................................ 229 Ritual Process Contrasted to Ritual Product ......................................................... 238 Ritual Structure Contrasted to Ritual Product ....................................................... 245 Section 2 - What Witches Learn ...............................................................272
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