Experiential Shamanism in the College Classroom: Rewards and Challenges
Anthropology of Consciousness March 1, 1996 DOI: 10.1525/ac.1996.7.1.39
Summary
AI-generated from the abstractTeaching shamanism through direct experience 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 "religion" in a secular academic setting, ensuring proper pedagogical methods, and requiring adequate teacher training. A cautionary tale illustrates the difficulties that can arise when these issues are not carefully managed.
Study at a glance
| Characteristics | Theoretical or philosophical paper Peer reviewed |
|---|---|
| Citations | 1 |
| Key finding | Experiential teaching of shamanism in public universities faces 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.