Experiential Shamanism in the College Classroom: Rewards and Challenges
Leslie Conton
Anthropology of Consciousness March 1, 1996 DOI: 10.1525/ac.1996.7.1.39 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Theoretical or philosophical paper Peer reviewed |
|---|---|
| Topics | Shamanism |
| Citations | 1 |
| Key points | Argues that experiential teaching of shamanism in public universities presents both rewards and challenges, including concerns from ethnic minorities, questions about teaching religion, pedagogical issues, and the need for sufficient 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.
Comparable studies
Other theoretical and historical papers on shamanism, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| Ayahuasca Shamanism in the Amazon and Beyond | 2014 | Theoretical or philosophical paper | |
| Shamanism as the Original Neurotheology | 2004 | Theoretical or philosophical paper | |
| Cognitive Neuroscience, Shamanism and the Rock Art of Native California | 1998 | Theoretical or philosophical paper | |
| From Culture to Experience: Shamanism in the Pages of the Soviet Anti-Religious Press | 2020 | Historical analysis | |
| Anthropology, Shamanism, and Alternate Ways of Knowing–Being in the World: One Anthropologist's Journey of Discovery and Transformation | 2010 | Reflective essay or personal narrative |