Human development and values in mythos and logos cultures

intermediate

PS_W02

PS_W03

PS_K03

The lecture is interdisciplinary. Its purpose is to show the specificity of shaping human identity, stages of its development, rituals (including rituals of passage) and fundamental values and religious beliefs in mythos cultures (traditional, tribal) - in contrast to highly technicized cultures. The context of the analyzed phenomena is the dichotomy of human thinking, behavior and attitude to reality: mythos-logos. Contemporary mythos will be shown on the example of African cultures, with the participation of guests from Ethiopia and other countries of the African continent.

The aim of the lecture is to show in a broader, intercultural perspective phenomena such as human development, proces of shaping identity, the specificity of life stages and related rituals, fundamental values ​​and religious beliefs in mythos cultures (traditional, tribal), in contrast to logos, highly technologized cultures. Despite the progressing secularization, man of Western culture does not cease to be homo mythicus - a being with the inalienable need for mythos. During the lectures, the truthfulness of Mircea Eliade's thesis that the living myth never loses its mental relevance, only changes the form and "camouflages" its functions is proven. The broader context of the content of the lecture is the dichotomy of human thinking, behavior and attitude to reality: mythos-logos. Since modern mythos is mainly located in the ludic sphere of culture and is visible in phenomena directed at psychic transfer into the culturally created reality, a model of contemporary ludic behavior of a quasi-mythical nature is presented.

Course contents:

1. The idea of ​​bimodality of human cognition. The concept of logos and mythos. Lateral model of the human mind. Post-formal integration of cognition and emotions in the view of G. Labouvie-Vief

2. Mythos culture vs logos culture. The development of human identity in these cultures.

3. Rituals, customs, religious beliefs, values ​​in mythos cultures on the example of African countries.

4. Archaic and contemporary mythical thinking. Mythos as a living myth (M. Eliade, B. Malinowski et al.). The existential character of the myth

5. The role of symbols. Symbolic thinking Living myth as an elaborate narrative symbol.

6. Areas of mythos in archaic and contemporary cultures. Contemporary phenomena of popular culture of a quasi-mythical character.

7. Quasi-mythical behavior in the ludic sphere of culture as a contemporary substitute for religion

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.

Knowledge:

- Student understands the specifics of human development in different cultural environments, understands the differences between traditional and highly technical cultures.

- Student has knowledge about the mythos-logos dichotomy in relation to human thinking, his behavior and attitude to the world.

- Student is familiar with the processes of human identity development and defines basic concepts.

- Student knows the model of contemporary quasi-mythical behavior and is able to identify them in contemporary popular culture.

Skills:

- Student classifies regularities inscribed in human development in mythos and logos cultures.

- Student is able to describe the development of human identity in collectivist and individualistic cultures.

- Student independently indicates contemporary areas of mythos and quasi-mythical behavior in these areas.

Ccompetences:

- Student is aware of the need to take into account the specificity of the social and cultural environment in getting to know man and providing him with psychological help.

- Student is aware of the differences in the approach to man, life and his protection, to the role of the family, the importance of subjective relationship that exist between Western culture and African cultures.

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%)