Subverting a Mythology: Examining Joseph Campbell's Monomyth in the Fiction of H. P. Lovecraft
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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. -
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. -
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. -
The Heroic Pattern in Life of Pi ◆ 95 ◆
Hui-Fen Hsu The Heroic Pattern in Life of Pi ◆ 95 ◆ The Heroic Pattern in Life of Pi Hui-Fen Hsu Applied English Department National Taichung University of Science and Technology Lecturer Abstract This paper examines the universal structure of a mythological hero’s adventure in Life of Pi. The theory is based on Joseph Campbell’s The Hero with a Thousand Faces, which illustrated and distilled heroic patterns from various cultures. The hero’s journey has three stages: separation, initiation, and return. Answering a call to adventure, the hero departs from his familiar world and ventures into a region of supernatural wonder. Miraculous forces are encountered there and a decisive victory is won. He then returns from this mysterious land, bringing an elixir to benefit his fellow men. Through this journey of trials, the hero transforms his former self and achieves spiritual growth. Such heroes range from monster slayers to spiritual leaders such as the Buddha and Christ. Life of Pi is a fantasy adventure novel about an Indian boy who survives a shipwreck by drifting on a lifeboat with a tiger. His adventure fits Joseph Campbell’s hero archetype. Similar to the mythological hero, Pi departs from his familiar land of India, answering the call for adventure to a new country. Protected by the supernatural powers of Hinduism, Catholicism, and Islam, he penetrates the dangerous and mysterious realm of the Pacific Ocean. After experiencing harsh ordeals, he returns to the human world with a life-enhancing boon to share. In this study, Campbell’s insights on the heroic pattern are appropriated as an analytical tool to deepen the meaning of the novel and reveal the common mode of the heroic quest. -
In the Kingdom Ofthe Blind: the Deconstruction of the Hero with a Thousand Faces
Articulāte Volume 1 Article 11 1996 In the Kingdom ofthe lindB : the Deconstruction of The Hero With A Thousand Faces Kent Huffman Denison University Follow this and additional works at: http://digitalcommons.denison.edu/articulate Part of the English Language and Literature Commons Recommended Citation Huffman, Kent (1996) "In the Kingdom ofthe lB ind: the Deconstruction of The Hero With A Thousand Faces," Articulāte: Vol. 1 , Article 11. Available at: http://digitalcommons.denison.edu/articulate/vol1/iss1/11 This Article is brought to you for free and open access by Denison Digital Commons. It has been accepted for inclusion in Articulāte by an authorized editor of Denison Digital Commons. symbols [in myth], and as a key to this mystery, I know of no better modem tool than psychoanalysis" (Preface). In presenting his theories in this way, a nicely self-perpetuating cycle is established, one · In the Kingdom ofthe Blind: the Deconstruction theory presented as "proof' of the other and vice-versa, and the multiple examples and stories Campbell of The Hero With A Thousand Faces fills the book with distract the reader from ever questioning either. by Kent Huffinan, '96 Campbell's usage of these examples in Hero With A Thousand Faces serves a second function as The structuralist view of the heroic/epic form would have us believe that all heroes, whether in well: in trying to outline a uniform structure to all myth, the author sometimes overreaches himself and literature or in myth, conform to a basic cycle. According to Joseph Campbell, that basic structure is the fails to explain how certain aspects of specific stories flt into his overall design. -
Hero and Villain: a Study of Joseph Campbell's Monomyth in Neil Gaiman's the Graveyard Book Fadhillah Fatihatullaily Nim. 11
HERO AND VILLAIN: A STUDY OF JOSEPH CAMPBELL’S MONOMYTH IN NEIL GAIMAN’S THE GRAVEYARD BOOK A Bachelor Degree Thesis Submitted to Letters and Humanities Faculty In Partial Fulfilment of the Requirements for the Degree of Strata One By: FADHILLAH FATIHATULLAILY NIM. 1112026000024 DEPARTMENT OF ENGLISH LANGUAGE & LITERATURE FACULTY OF LETTER & HUMANITIES STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH JAKARTA 2017 ABSTRACT Fadhillah Fatihatullaily, Hero and Villain: A Study of Joseph Campbell’s Monomyth in Neil Gaiman’s The Graveyard Book. Thesis: English Letters Department, Letters and Humanity Faculty, State Islamic University of Syarif Hidayatullah Jakarta, 2017. Ever since Joseph Campbell's Monomyth is founded, the live journey of a hero in many literary works has long been studied by many researchers; however, far less attention has been devoted to analyzing the journey of the villain. Whereas, the villain is the essential part of the story and the presence of villains and the obstacles posed by them is the one who determines the hero's journey. According to Faria, a researcher that study the villain journey, the concept of Monomyth proposed by Joseph Campbell can work for the villain. Based on Faria's statement the writer wants to ascertain whether or not Joseph Campbell's Monomyth that is used to analyze the hero's journey, can also work for the journey of the villain. The writer chose a novel titled The Graveyard Book (2008) written by Neil Gaiman as a research corpus. The method used in this research is qualitative method and the result of the research is written in descriptive analysis technique. -
August 2021 CURRICULUM VITAE Dennis Patrick Slattery, Ph.D. Email: [email protected] [email protected] Website
August 2021 CURRICULUM VITAE Dennis Patrick Slattery, Ph.D. Email: [email protected] [email protected] Website: www.Dennispatrickslattery.com Current Position Distinguished Professor Emeritus, Mythological Studies and Depth Psychology Programs, Pacifica GraDuate Institute, Carpinteria, California. 1995-Present Current AdDress: New Braunfels, Texas 78132 Cell Phone: 830-708-1106 Education Cuyahoga Community College l963-65 ClevelanD State University l965-67 Kent State University l967-68 BA/English/Psychology Kent State University l968-72 MA/Comparative Literature University of Dallas l972-76 MA/Literature/Phenomenology University of Dallas Ph.D. Literature/Phenomenology Academic Positions Instructor in Special EDucation, Palmyra Elementary School, Ravenna, Ohio, l968-70. Instructor in English anD Psychology, Lorain Catholic High School, Lorain, Ohio, l970-72. Instructor of English anD Composition, Mountain View College, Dallas, Texas, l976-80. Part time appointments. Instructor of English, University of Dallas, Rome, Italy campus, l976-78. Assistant Professor of English, University of Dallas, Irving, Texas campus, l978-79. Faculty, The Dallas Teachers Summer Institute, The Dallas Institute of Humanities anD Culture, l983-86. 1 Instructor of Freshman Composition, Texas Christian University, Fort Worth, Texas l980-8l. Instructor of Rhetoric, Southern Methodist University, Dallas, Texas l981-87. 1984-86: Part of a six-member faculty in an NEH-sponsored Summer Institute in Literature for area high school teachers of English, Dallas, Texas. The Institute is held During the month of July of each summer. Focus of the program is on the Epic, Comedy, Tragedy, as modes of knowledge. The NEH grant, valueD at $400,000, is the largest given in the state of Texas. -
A Mythical and Ritualistic Approach to Audiovisual Scoring, from Documentary to Multimedia
A Mythical and Ritualistic Approach to Audiovisual Scoring, from Documentary to Multimedia Alfons Conde Submitted in partial fulfilment of the requirements for the degree of PhD in Composition Royal Holloway, University of London 2019 Declaration of Authorship I, Alfons Conde del Campo, hereby declare that this thesis and the work presented in it is entirely my own. Where I have consulted the work of others, this is always clearly stated. Signed: Date: March 2, 2019 1 Abstract This research examines the multidisciplinary approaches to the matter of narrative and emotion in music for visual media, focusing on the mythical and ritualistic aspects that stand at the core of every audiovisual composition. Myth, ritual, and symbol, have a strong interconnection with narrative and consequently are frequently analysed in the context of the media arts. However, music is typically omitted from such analysis, or just tangentially mentioned. I aim to determine the validity of this approach in different audiovisual genres, from film to multimedia projects, through the presentation of the methodology I apply both to my academic teaching and in my compositional output. First, I will look at the existing debates about the narrativization of music, and the known methodologies in composing for audiovisuals. Then, I will perform an in- depth analysis of narrative theory: classifying the different theories by chronologically introducing the theorists who formulated them, and showing how they are interrelated. Myth is a central concept in some of these theories, so I will explain the term and its relationship with narrative. I will then go one step further and explore myth-ritual theory, and analyse how myth and ritual can be applied to storytelling in audiovisual media.