Experiential Shamanism in the College Classroom: Rewards and Challenges
Anthropology of Consciousness March 1, 1996 Peer reviewed DOI: 10.1525/ac.1996.7.1.39
Summary
Teaching shamanism through experiential methods in public universities offers pedagogical benefits but also presents significant challenges. These include addressing the concerns of ethnic minority students, navigating questions about what constitutes teaching religion, managing pedagogical issues, and ensuring instructors have adequate training. A cautionary tale illustrates the difficulties that can arise in this educational context.
Study at a glance
| Design | theoretical or philosophical paper |
|---|---|
| Key finding | Experiential teaching of shamanism in public universities can be rewarding but raises challenges related to ethnic minority concerns, definitions of religion, pedagogy, and teacher training. |
Abstract
A brief description of an experiential approach to teaching shamanism and its pedagogical rewards is followed by a cautionary tale, detailing some challenges inherent in such experiential teaching in the public university environment. Issues addressed include the concerns of ethnic minorities, questions concerning the teaching of "religion,” pegagogical concerns, and issues of sufficient teacher training.