Human Development and Values in Mythos and Logos Cultures WF-PS-ZAGORSKA
The aim of the course is to acquaint students with a concept that whilst a process of secularization proceeds nevertheless the human being remains homo mythicus. Homo mythicus is a being which still needs the mythos, as the 'mythos' type cognitive processes are proper to the mind of man and can be observed in forcible existential narratives and rituals. The soundness of M. Eliade's thesis that the living myth nowadays endures in a degraded form as a model of human behaviour that does not lose its psychic actuality will be explored. The course will also focus on supplying students with a broader view on the dychotomy of human thinking, behaving and refering to reality: logos-mythos. As the contemporary domain of mythos is the ludic sphere of culture and can be observed in phenomena aimed at psychic transference into a culturally created reality, a model of contemporary quasi-mythical ludic activities will be presented.
Content:
1. The idea of bimodality of human cognition and functioning in different sciences.
The concept of logos and mythos.
2. Lateral model of the human mind. The postformal integration of cognition and emotion according to G. Labouvie-Vief.
4. Archaic and contemporary mythical thinking.
5. Mythos as a living myth (M. Eliade, B. Malinowski et al.). The domain of logos and the domain of mythos.
6. Myth, archetype, hierophany in the thought of M. Eliade.
7. Mythos and logos in the thought of C. G. Jung.
8. Symbols from psychological and anthropological perspective.
9. Living myth as an extended narrative symbol.
10. The existential character of the living myth. The psychology of myth.
11. Rites and rituals. Maturity initiation (A. van Gennep, V. Turner, M. Eliade).
12. Realms of mythos in archaic and contemporary cultures.
13. Logos and mythos cultures. Self and culture. African’s cultures as mythos cultures.
14.Theoretical model of contemporary quasi-mythical behaviours. Examples of contemporary quasi-mythical phenomena in popular culture.
15. The specificity of man's ludic activity in adulthood. Quasi-mythical behaviours in the ludic sphere as a contemporary substitute for religion.
(in Polish) E-Learning
Subject level
Learning outcome code/codes
Course coordinators
Assessment criteria
The oral or written exam finishes the course (it depends on number of participants).
The final grade is composed of:
- activity during the course and presentation (60%)
- presence on classes (20%)
- evaluation of the exam (20%)
Bibliography
Eliade, M. (1959). The sacred and the profane. The nature of religion. NY: Harcourt, Brace & World.
Eliade, M. (1968). Myths, dreams & mysteries. London-Glasgow: Fontana Library Press.
Labouvie-Vief, G. (1990). Modes of knowledge and the organization of development. W: M.L. Commons, Ch. Armon, L. Kohlberg, F.A. Richards, T.A. Grotzer (red.), Adult development, vol. 2 (43-62). NY: Praeger.
Lipska A., Zagórska, W. (in press). Crossing the threshold of adulthood: J.J. Arnett's emerging adulthood as an elaborate liminal phase of the rite of passage.
Marcus H.R., Kitayama S. (1991). Culture and the self: Implication for cognition, emotion, and motivation. Psychological Review, 98(2), 224-253.
Zagórska, W. (2001). Symbolic transfer and adult participation in a culture-created reality. Studia Iagellonica Humani Cultus Progressus, 5(1), 19-32.
Zagórska, W. (2007). Searching for mythos. A new approach to ludic activity in adulthood. Polish Psychological Bulletin, 38(3), 156-165.
Zagórska, W. (2010). Integration of logos and mythos as a developmental necessity. W: E. Rydz, D. Musiał (red.), The psychology of human development – selected issues (13-26). Lublin: TN KUL.
Additional information
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