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♫Majyk's Musings : Teachers, GOOD & BAD
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 Message 1 of 9 in Discussion 
From: MSN NicknameLadyMajykWhisperingOwl  (Original Message)Sent: 11/27/2007 1:04 AM
 Teachers, GOOD & BAD

Author: Wren
Posted: July 16th. 2000
Times Viewed: 150,387


Many people are investigating the religions of Witchcraft, Wicca and other Neo-Pagan Paths today. There are many books and reference materials available, yet after some self study, there are some folks who would like to meet and perhaps work with a physical teacher. This can be a rewarding learning experience - or it could turn out to be your worst nightmare...

The Many Ways to Pass along the Knowedge...

There are all kinds of people out there today who may call themselves "teachers" or "experts" in Witchcraft and Wicca. Some advertise in New Age shops and publications or over the Internet. Some are well known local personalities who offer regular lectures, workshops or Wicca 101 classes. You may hear of a teacher through networking with other Pagans in your area. How can you know that these people are who they say they are? Or more importantly to you perhaps, how can you know that a teacher will be the right one for you?

There are many Paths and many different approaches to passing on the Craft. A little prior research into the various systems or Traditions in advance is almost a necessity before making the decision to take training in a particular system. We encourage everyone to do as much reading on the subjects as possible. See what interests you and then try to find a teacher that will help you further develop in these areas of interest.

There are some definitive things that you can do to help insure that you enjoy a positive experience BEFORE you spend a lot of time or money in classes or other training. We have provided a listing below that we have developed from personal experiences, the experiences of others and various reference materials that may help to know what you should be looking for and how to ask the questions that may help you decide if this is the teacher for you. Some teachers may not exhibit all of the signs listed, but most teachers will fall predominantly into one category or another.

A GOOD TEACHER... generally:

  • Has a sense of humor... Humans do silly things sometimes, and a sense of humor can help keep things in perspective. A good teacher will help you laugh at yourself (and them!), but will not hold you up to ridicule.

  • Has respect for all living things... One needn't be a vegetarian to care about the lives and welfare of animals. Environmental concerns are also important as Neo-Paganism is a "nature or earth-based" religious Path. Abuse of any living thing is pretty much a "no-no".

  • Has a healthy self image... A teacher who realizes that he or she can learn just as much from a novice as the novice may learn from the teacher is probably comfortable in what they know, yet open to new ideas and concepts.

  • Is kind and compassionate... This doesn't mean that you will not be challenged or have to work hard, but it does mean that your honest efforts will be met with encouragement and gentle guidance. A good teacher will not "look down his or her nose" at your sincere attempts; they realize that experience is necessary to gaining knowledge.

  • Tells the truth and is direct... This means that you will not be led astray either by one who is afraid to confront you when you are heading in a wrong direction or by one who seeks to manipulate you for unspoken ends. They call a spade a spade and want you to do the same. They 'walk their talk" and do not have a separate code of conduct for themselves while expecting you to follow another.

  • Is able to teach by example... The good teacher will often tell stories of the time that they really 'screwed up". They also can tell you about their successes and failures and do so-neither making excuses or being overly melodramatic about their experiences. They can offer practical examples and show applications of such examples clearly. They are not "mysterious" so much as they demonstrate the "mysteries" in simple ways to help you understand them.

  • Has a global point of view... Local "gurus' may only be interested in making a name or creating a following for themselves. A good teacher will encourage their students to reach beyond the local area and embrace the rest of the world community.

  • Is inclusive rather than exclusive in attitude... Anyone who promotes an "us vs. them" is dangerously close to becoming a cult leader. There are real forces out there to contend with, but a teacher who finds an enemy around every corner should be avoided.

  • Allows for mistakes and admits that he/she is not perfect... "We are all in this together" is a good statement to hear from a teacher that you are considering working with.

  • Is flexible, yet honors commitments... Too rigid a set of rules and regulations stifles energy flow and the learning experience. Too random a training program may also interfere in the discipline required for growth. A balance between the two is best.

  • Encourages you to do your own research and ask questions... A good teacher wants you to discover and explore new ideas. A good book list should be included in any training program. You should be able to disagree with a teacher without being censored or reprimanded.(A well thought out concept should be "thought provoking" however and not just "provoking".).

  • Gives credit where credit is due... A teacher who is using references or techniques from other sources should plainly state this fact. The use other people's work without credit is theft, plain and simple.

  • Listens more than talks... A good teacher is genuinely interested in your thoughts, feelings and opinions. Feedback is one way that a teacher can tell how you are absorbing and integrating the materials and lessons. Someone who talks all the time about his/her experiences is more interested in impressing you with their personal knowledge than helping you to acquire knowledge of your own.

  • Wants you to mature and move on... A good teacher wants his or her students to surpass them. That is the greatest compliment that a teacher can receive. Just as a good parent wants to send mature and well balanced children out into the world, so does a good spiritual teacher want their "children" to grow up and leave home.

ON THE OTHER HAND:... You Should AVOID a teacher who:

  • Possesses a superior attitude... If a teacher states or implies that they are the sole holder of some sort of "special" or "secret" knowledge disclosed only to a "chosen few", you really don't want to know what that may be...really.

  • Excludes members of any race or culture... Bigotry of any kind has no place in spiritual circles.

  • Is attacking or violent... Obviously.

  • Is either overly sensitive or too insensitive... Someone who either sees slights and attacks where there are none or ignores actual tangible problems may not be in touch with "reality". Best to leave them to their own little fantasy world.

  • Is ingratiating... Someone who is overly friendly and shares intimate details of their personal life with you almost immediately may be looking to "win you over." This is a real danger sign that is often overlooked. By "baring their soul", they encourage you to do the same in return. This "instant intimacy" can leave you vulnerable to manipulation and abuse. Go slowly when meeting someone new.

  • Is controlling... No teacher should expect you to abandon your family and friends. Isolation from the rest of society is a classic cult activity. You should not be expected to run errands or perform tasks. Sometimes you and the teacher will work out a "fair exchange of energy" in return for training. Make sure it IS fair. If you feel like you are being taken advantage of, you probably are.

  • Is continually cancelling classes... This is a classic indication that they simple have your money and no longer care about fullfilling the deal. If they are postponing classes until several months from now, you may have a real problem on your hands.

  • Belittles you or uses you as an "example"... You deserve to be treated with respect even if you are a novice. No teacher has the right to strip you of your self esteem. You should not be bullied into doing something that makes you uncomfortable or that you do not understand. On the other hand, being held up to others as the "teacher's pet" is also incorrect and this teacher may be setting you up for something that you may not want to become involved in.

  • Has few or no "elders" in their group... "Where are the people who have been trained before me?" is a good question to ask. Perhaps they DID mature and move on... or perhaps they just ran screaming from the room!!...It pays to check. Talk to anyone you can find who has trained with this teacher before.

  • Wants a lot of money up front... You should be able to get a class schedule or other outline of what the training will consist of BEFORE you sign up. Look it over carefully and ask questions. If the information seems to be no more than what you can get free from books or by talking with other Witches, it may not be a good value. Degrees and titles are earned, They are not bought...or sold.

  • Has assistants, cohorts or senior students who you are expected to obey... Some groups do have a system of 'elders" who deserve respect. However, you are not obligated to accept anyone simply based on their "rank" within a group. If the teacher has an "entourage" which follows them everywhere and seems to "cater" to this teacher's every whim, watch carefully. You may end up being the next "groupie."

  • Is overly idealistic and impractical... If this teacher has marvelous plans for the world-and especially if they tell YOU that you will be a part of this grand scheme-but he/she cannot balance their checkbook, take care of their children or hold onto a job, you want to leave now. You may end up not only shoring up these "dream castles", you may end up supporting this person financially and emotionally. Witchcraft is a Path of personal responsibility and a teacher should be able to manifest this in their own lives.

  • Exhibits any of these characteristics... lying, sexual misconduct, theft, physical violence or abuse.


"Thus the wise man residing in the Tao
sets an example for all beings.
Because he does not display himself,
people can see his light.

Because he has nothing to prove,
people can trust his words.
Because he doesn't know who he is,*
people recognize themselves in him.

Because he has no goal (secret personal agenda) in mind,
everything he does succeeds."

*(meaning he does not set him/herself above anyone.)

-Tao te Ching


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 Message 2 of 9 in Discussion 
From: MSN NicknameLadyMajykWhisperingOwlSent: 11/27/2007 1:07 AM
Minors and the Craft -- Guidelines For Teachers And Students

Author: Wren
Posted: July 16th. 2000
Times Viewed: 48,825


Many people are investigating the religions of Witchcraft, Wicca and other Neo-Pagan Paths today. There are many books and reference materials available, yet after some self study, there are some folks who would like to meet and perhaps work with a physical teacher. This can be a rewarding learning experience - or it could turn out to be your worst nightmare...

There is much concern-and rightfully so!- about the legal issues surrounding the acceptance of minor students into a Craft training or teaching program. Here are some points to ponder as aids to both teachers and the minor students who may wish to study Witchcraft.

Laws exist that protect the parent-child relationship from the undue influence of outside parties. Probably no Witch wants to have his/her child secretly taught another religious Path without their knowledge. While Witches may be more open to allowing- or even encouraging- their children to explore other religious studies than some of the practitioners of the "mainstream' religions, not all parents welcome the intrusion of an unknown outside party into an area that they may consider "family business." The legal system supports this right of parental custodianship.

None of the material presented in this section should be construed as legal advice. This article is for educational and informational purposes only. Contact a law office or the District Attorney in your state for more information.

PARENTAL PERMISSION:

For the Teacher:

  • Many teachers accept minor students with parental permission. We would suggest that you get a written permission slip and then have that permission confirmed either by telephone or with a face to face meeting with the parent. Some teachers even require that the parent be present in the classes. Some teachers will not accept minor students under any circumstances.

  • Never be alone with a minor student. Always have another adult and preferably another student in the room at all times. Unfortunately, claims of abuse have been brought against adult teachers by minor students or their parents. Some have been reported to the police. "Private" lessons or counseling with minor students should be avoided!

  • Never advise a minor student to go against a parent's expressed wishes. If there is a problem at home, a school counselor or community center is a better choice. We understand that you may wish to help, but do not place yourself between a parent and child. The legal system protects this relationship most vigorously.

    NOTE: (From a child custody case law site:)-"When a parent has sole custody, that parent has full and complete authority over all decisions regarding the welfare of the child. The parent having sole custody has the legal right to make all decisions regarding the child, including those relating to health, education, religious and disciplinary matters."

  • Get the home address, phone number and emergency contact numbers for every student. You should also have the name and number of the hospital of choice, doctor's phone number, etc. You are responsible for that minor while he/she is in your class and you should be prepared to act responsibly in case an emergency occurs. Have access to a phone. (The parent should appreciate your desire to be prepared as it demonstrates an attitude of professionalism.)

For The Minor Student:

  • Never lie about your age. If you are a minor, you may get an innocent teacher in a lot of legal trouble. If your parents will NOT give you permission to study Witchcraft, there is plenty that you can do on your own. Perhaps a parent will allow a "correspondence" type class where you can do the lessons in your own home and your parent can look over the material. If your parents are still dead-set against it, you will just have to be patient. They may change their minds later as they adjust to the idea.

  • Lying to your parents will do nothing to change their negative attitude about Witchcraft, but acting maturely and openly about your interest in it may. They are concerned about your welfare. They are really not trying to "ruin' your life, but to protect you the best way they know how.

  • Never be alone with an adult teacher. Always have another adult AND another student with you. This eliminates misunderstandings and makes everyone feel more comfortable.

  • Be open with your parents and show them the materials from the class. Encourage them to call the teacher if they have questions. Make sure your parent has the teachers' phone number and knows the address of where you are meeting. Have access to a phone.

  • Do be aware that the concerns expressed in this article may be some of the reasons that many teachers are reluctant to even consider instructing a minor student. These concerns are very real legal issues. So do not think that teachers simply are 'dissing" minor seekers or that they are "looking down" on you because of your age. They're not. Teachers may or may not agree with these laws, but they are acting as responsible adults in a society that has enacted the laws to protect children from potentially harmful situations.


ON-LINE TEACHING...

For The Teacher:

  • The same rules apply to teaching on-line as in the physical world when it comes to parental permission. You can direct a minor who is requesting information to other web sites, books selections or references. This information can be accessed by anyone surfing the web-and as long as it is not pornographic or otherwise illegal-you incur no legal responsibility in doing this. (Do be careful about book selections as some do contain nude pictures or illustrations that while are not pornographic may cause a parent some concern.)

    But as soon as you enter into a personal e-mail correspondence, you ARE potentially liable for the information that you are sending a minor. DO BE AWARE that many law enforcement officers are surfing the web posing as minors and looking for potential "abusers". Be very careful.

  • Know who you are talking to. Anyone can state any personal information that they wish while on the Internet. There is no way to verify that this information is accurate. Again, there are "traps" being set by law enforcement personnel, so being overly cautious is not a bad idea.

  • Never give out your home phone number or personal address. Get a Post Office Box if you have the need for correspondence.

  • Do not try to counsel minors on-line. Direct them to a community service or hot line in their area. Not only can you get in trouble with parents, you can be charged with operating without a medical license. In a real emergency (suicide threat or child abuse), contact a police department for further instructions on how to proceed.

  • There are often instructions made to public school students in guidelines and brochures on "What to do" if they are being abused, on drugs, etc. Often these brochures state "Tell your clergyperson or minister". Many teachers of Witchcraft are also legal clergy. But unless you have specific training in psychological counseling and the parent knows that you are counseling their child, do not try to handle these situations yourself. Again suggest other alternatives and resources.

For The Minor Student:

  • Never give out your home address or phone number. You do not have an way to verify who is requesting this information. Protect yourself. Never agree to meet alone with someone who contacts you on-line. This can be very, very dangerous.

  • If your parents do not know that you are interested in Witchcraft, tell them. If you can't tell them, do not try to "sneak around". You can access information over the Internet, but do not try to hide e-mail correspondence. If your parents find it one day, not only may you be "in trouble", but you may have caused problems for someone else as well. Some on-line teachers have received very disturbing mail from parents who have 'discovered' an email correspondence.

  • Your parent may be concerned that you have established a realtionship with someone that they do not know anything about. The subject of Witchcraft as a religion may be quite strange to them and they be will concerned about what you are "getting yourself into". News stories of internet relationships 'gone wrong" are making some parents very cautious in the area of the Internet and their children. They are trying to protect you. Cut them some slack; be reasonable and they may come to understand your position.

The Age of Majority


U.S. State, Australia, and Canadian Province Age of Majority Statutes: The following list gives the legal age of majority in the various states and provinces. This list is not complete as yet and if you have further information, please Contact us so we can include it here.

UNITED STATES:

  • Alabama - 19, No modifications.
  • Alaska - 18.
  • Arkansas - 18 or when child graduates from high school.
  • California - 18; unless child still in high school, then on graduation or 19th birthday which ever occurs first.
  • Connecticut - 18.
  • D.C. - 21 years of age, or at the point the minor is self supporting through marriage, employment, or military service.
  • Delaware - 18.
  • Florida - 18.
  • Georgia - 18.
  • Hawaii - 18.
  • Idaho - 18.
  • Illinois - 18.
  • Kansas - 18.
  • Kentucky - 18, 19 if attending high school
  • Louisiana - 18: unless emancipated earlier by notarial act, marriage or judicial determination: if child is still in high school, then age 19, or upon graduation from high school, whichever occurs first.
  • Maine - 18.
  • Maryland - 18.
  • Massachusetts - 18.
  • Michigan - 18.
  • Minnesota - 18. With a person's 18th birthday come most of the rights, privileges, responsibilities, and obligations of adulthood. These rights include the right to vote, the right to make contracts, the right to marry without permission from parents or guardians, the right to purchase a firearm, and the right to serve on a jury.
  • Mississippi - 21
  • Montana - 18; or earlier if married, in the military, or fully financially independent of custodial parent.
  • Nebraska - 19
  • New Hampshire-Age if Majority: 18 (FULL CIVIL RIGHTS)
  • New Mexico - 18; however, a 16 year old may be emancipated by having entered into valid marriage or active duty in armed services or by receiving declaration of emancipation pursuant to court petition and order showing he/she is living apart and managing his/her own affairs.
  • Nevada - 18; 19 if still in high school.
  • New York - 21; NY has no statute with respect to emancipation*; issue is decided on case-by-case basis; emancipation can take place before 21, if appropriate court so decides
  • Ohio - 18 or graduated from high school, whichever occurs later.
  • Oklahoma - 18.
  • Oregon - 18; 21 if in school half-time or more.
  • Pennsylvania - 18 and out of high school.
  • Puerto Rico - 21 years of age, or whenever minor is self-supporting through marriage.
  • Tennessee - 18; unless child is still in high school; in such cases emancipation occurs when child graduates from high school or when class child is in when he/she reaches age of majority.
  • Utah - 18, or child graduates with high school graduating class.
  • Vermont - 18.
  • Virginia - 18 or a full-time high school student, not self-supporting, and living in the home of the parent, until the child reaches the age of nineteen (19) or graduates from high school, whichever comes first.
  • Washington - 18, Except as otherwise specifically provided by law, all persons shall be deemed and taken to be of full age for all purposes at the age of eighteen years.
  • Wisconsin - 18 and graduation from high school, or 19 years of age, whichever is sooner.

CANADA-AGE OF MAJORITY BY PROVINCE:

  • Alberta: 18.
  • British Columbia: 19.
  • Manitoba: 18.
  • New Brunswick: 19.
  • Newfoundland: 19
  • Northwest Territories: 19.
  • Nova Scotia: 19.
  • Ontario: 18.
  • Prince Edward Island: 18.
  • Quebec: 18.
  • Saskatchewan: 18.
  • Yukon Territories: 19.

AUSTRALIA: 18



WHAT IS MEANT BY THE TERM "EMANCIPATION"? - In general terms, an emancipation occurs when a minor child is released from the "subjection" of his or her parents. In layman terms, this means one is on his or her own afterwards, and must support oneself thereafter, at least until the emancipation terminates.

Whether or not one is emancipated depends on the particular facts of your situation, including age, marital status, ability to support oneself, desire to live independently, etc.

In Pennsylvania, emancipation is not necessarily a permanent state, and it may change with a change of surrounding conditions. In most states, emancipation is simply a matter of fact. That is, many states allow one to become emancipated simply by declaring oneself emancipated. Other states require a court order or decree. In addition, the age of majority differs between states - some declare minors automatically emancipated at age 18 and others at age 21. You would have to check with a legal authority in the state or province in which you reside to find out more about the laws in your specific area.


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 Message 3 of 9 in Discussion 
From: MSN NicknameLadyMajykWhisperingOwlSent: 11/27/2007 1:09 AM
 Personalities-We All Got One!

Author: Wren
Posted: July 16th. 2000
Times Viewed: 31,939


Many people are investigating the religions of Witchcraft, Wicca and other Neo-Pagan Paths today. There are many books and reference materials available, yet after some self study, there are some folks who would like to meet and perhaps work with a physical teacher. This can be a rewarding learning experience - or it could turn out to be your worst nightmare...

So you have made the decision to begin teaching. My, aren't YOU the brave one! Whether it is just one or two students that you will be mentoring or a group session/workshop that you have scheduled, you will probably want to know a little about personalities and group dynamics. If you don't think that you need to be aware of such things, you certainly will wish that you HAD researched this area somewhere down the line. It happens to everyone. Why wait until a problem develops? A few hours now may save you a lot of sleepless nights later on.

Personalities: "You say Ath-a-may and I say a-THAM-may!"

People see, think and feel things differently. This makes life quite exciting! (Don't roll your eyes at me just yet!) To look at things from another person's perspective broadens your own point of view. It also can be very exasperating when you are trying to get a point across and some folks just don't ever seem to "get it". You can eat up a lot of class time trying to explain a point over and over again. Knowing a little about the other different personality types may help. Knowing your OWN is essential...

According the Keirsey evaluation method, there are four basic types of personalities: The Rational, The Artisan, The Idealist and The Guardian. "Teachers" fall into The Idealist category in this model, however a teacher may come from any of the groups.

Excerpted from The Pygmalion Project: The Idealist, by Dr. Stephen Montgomery:

"Teachers are natural facilitators in all their relationships, encouraging those around them, urging their personal growth, and taking charge of others (particularly of groups) with an extraordinary enthusiasm and confidence. Indeed, Teachers are so expressive and charismatic in their leadership-in a word, so inspiring-that they seem in some ways less coercive than the other Idealists. Keirsey says that, though Teachers are both expressive and role-directive, they manage to "command without seeming to do so,"not by means of explicit orders, nor through saintly patience, romantic longing, or mute withdrawal, but by kindling in their students and colleagues their own passion for self-exploration and development. Teachers are masters of the art of positive expectation (or "front-loading"), and they communicate their belief in the evolution of the "self" with such a glow of promise that quite often, as Keirsey tells us, their optimism "induces action" in others, and the "desire to live up to [their] expectations."

-Copyright © 1989 Stephen Montgomery.

Even if you do not actually find that you fall into this personality group (I don't!), I think that this is still a most wonderful description of what a teacher should strive to be, don't you?

Curious about which type YOU are? Take the Keirsey Personality Test at: http://keirsey.com/. You may also want to get the books listed on the site (available through Amazon.com), so that your students can take the test, too! ( For the interested, I am an "Inventor" from the Rational group. This makes both those "touchy-feely" types and the "But, I want THE answer!" folks real challenges for me in a teaching situation. But at least now I know WHY...)

In a nutshell:

  • The Rationals say, "Knowledge is power" (Francis Bacon.) They like to plan, organize and change things. They give you the outline of the course. They can't understand when you aren't as excited about it as they are. And Rationals REALLY don't know why you are not prepared to actually DO the magickal work! (Don't get me started...)

  • The Guardians say, "It's not what you are but what you don't become that hurts."(-Oscar Levant). Guardians like to supervise and protect. They also value responsibility and security. Showing up late for class will drive them MENTAL! But since they are also spontaneous, if you say that you just HAD to stop and look at the sunset...

  • The Artisans say, "Forgotten is forgiven." (F. Scott Fitzgerald). As the quote demonstrates, Artisans live in the here and now. They can demonstrate magickal techniques like no one else. They are "hands-on" folk...wanna see that "circle cast" again?...so they won't understand your hesitancy to get in there and become involved in the ritual.

  • The Idealist says, "Character is much easier kept than recovered." (Thomas Paine). Guess which teachers are the sticklers for ethical behavior? While they are compassionate (Healers are found in this group.), do NOT try to pull anything over on them. They will tell you off in the most mystical of terms!

Communication across the groups can be quite the challenge in a teacher/student scenario. Well, guess what? There's a test for that too...surf on over to : http://queendom.com/communic.html and see if what you are saying is what your students are hearing.

And if you are an Inventor type like myself, there is a whole page with links to tests from self-esteem to your jealousy quotient. It's called coincidentally enough; "Tests, Tests, Tests!"

http://www.queendom.com/tests.html

So, Teachers of the Craft, take some time to really think about how different personality types may be a factor in how you approach your workshop or teaching plan. I hope this information will be of some help to you and now you'll have to excuse me...I have a few little tests to prepare for my students.

Reply
 Message 4 of 9 in Discussion 
From: MSN NicknameLadyMajykWhisperingOwlSent: 11/27/2007 1:11 AM
Getting Organized: Develop A Lesson Plan

Author: Wren
Posted: July 16th. 2000
Times Viewed: 28,174


Many people are investigating the religions of Witchcraft, Wicca and other Neo-Pagan Paths today. There are many books and reference materials available, yet after some self study, there are some folks who would like to meet and perhaps work with a physical teacher. This can be a rewarding learning experience - or it could turn out to be your worst nightmare...

Remember your favorite teacher? The one whose class was always interesting and the time seemed to fly by? You also probably got a decent grade in this class. Why?

In contrast, if you have ever been subjected to a talk or lecture being presented by a "rambler". you know to what agonizing tortures the human mind can be subjected to without going completely mad.. I have left many a lecture hall with "jaw cramps." You know what those are. They result from two opposing forces: the overwhelming need to yawn widely and the cultural desire not to seem rude or bored. Checking your lecture notes after an experience like this will probably reveal more interesting samples of random doodling than anything of substance on the subject presented.

Chances are good that your favorite teacher, on the other hand, loved the subject and wanted you to love it, too. It became interesting to you because the teacher was so enthusiastic about it that you couldn't help but become interested.

Your favorite teacher may have used some rather unorthodox methods to get the points across: hands-on experiments, lots of visuals, explaining concepts through parables and stories, field trips (Hint: This is always a winner with the students!), acting out the part of a famous person and lots and lots of good natured humor.

Your comments were welcome (even encouraged); your questions were answered truthfully and the class seemed almost effortless.

All of that may have seemed quite spontaneous to you as the student. The teacher was very, very cool. The teacher was also very, very organized.

This kind of teaching is an art form. Some teachers have a real knack for it. It requires a great amount of familiarity with the subject matter combined with a kind of "internal gauge". The class that seems to be very loose and open-ended is actually keeping right up to date with the required course study mandated by the school. At the end of the semester, the entire course outline has been delivered right on time. There WAS a plan all along and the teacher stuck to it-by being organized.

Here is a worksheet for developing a lesson plan or course study. You can make up your own format, but this sequence seems to work very well. (Many writers use a similar form to keep story ideas and works-in-progress easy to access when the muse strikes.)

The first few times that you try this, it may seem somewhat tedious if you are the type that is usually pressed for time or too "left brained" if you are one who is comfortable "just winging it." If you stick to it though, you'll be setting up a course of study that will allow you a great deal of freedom and ease in the end. Having a plan in mind gets everybody going and keeps them going right on track. The lesson looks spontaneous and effortless only because the planning and organization part is already done way ahead of time. Developing that "inner gauge" allows you to recognize the correct time to pull the attention of the class back to the main topics and when to allow the general discussion to continue for a while. It is kind of magickal how some teachers can do this so well.

You can do it, too.

PAGAN STUDY COURSE OUTLINE:

DATE: Write down either the date of the lesson itself, the date that you first formulated the idea (Good for ideas that you may want to file for now and flesh out later.) or seasonal dates for a developing course of study. This will alert you to the fact that the lesson may need some updating or at what time of year that this lesson is most appropriate. (Lessons on the Holidays are the obvious example.)

Set up a filing system that suits your study course. Allow for an "idea" file for those courses you want to add later. Arrange the categories according to type: History, Holidays, Rituals, Tools, etc. If you develop a sequence of courses, keep these in one file and in order, but still retain a separate copy in the category topic file. (This makes research so much easier than trying to dig through a myriad of miscellaneous sections!)

Bring your lesson sheet with you and check it often. Keep to your scheduled time whenever possible. It is frustrating for both you and your students when you have to hurry through the last part of the class because too much time was taken up on side point. You want to build up to your dramatic "big finish." If your timing is good, your final points will be inspiring. If you try to make them over shifting chairs, glances at the clock or general fidgeting, they will be lost. (There is that "inner gauge" thing again.)

If your students are sorry that the class ended 'so soon", you just know that they will be looking forward to the next one!

  • TOPIC: Be as general or as specific as you need to be to find things easily. You should be able to flip through your folders and pull out what you are looking for without resorting to divination.

  • REFERENCES: This is very, very important! List all the books/resources that you use in developing the lesson right here and right away. If you have ever muttered to yourself, "Where did I read that again...?", you'll appreciate the value of following this step religiously. Then as you read more material-and that little light bulb goes off in your head that indicates that this new material relates to something in one of your old lessons-you can simply reach into that folder and add it to your reference list. (Much neater looking than a bizillion sticky notes, too!)

  • OVERVIEW/LESSON STRUCTURE: Notes to yourself on how you plan to present the lesson. List any tools, visual aids or other materials that you want to have on hand to further explain/illustrate the lesson. List your main points here or the steps in the study lesson. Insert key words, list book pages that you want to read out loud and any historical notes ( Names and dates work better than "some Roman guy once said"...)

  • INTRODUCTION/GOALS: The introduction should be brief. Avoid taking a long time here to get into the depth of the lesson. The introduction should serve to arouse interest in the subject and any expectations that you may require of your students.

  • MAJOR POINTS: The one or two things that you really want your students to understand. Mention these often and keep going back to them. This is the essence of your lesson or point of the study. These are the "If only they come away knowing one or two things from this class" things.

  • ILLUSTRATIONS/APPLICATIONS: If your lesson involves something that the student will physically repeat, demonstrate any techniques slowly please. Do it several times. Give the students time to take notes. If the lesson is a mental one, use stories/myths to illustrate the point. Tell them how this will apply to their magickal work and why it is important. Make it real and make it relevant. Let them ask questions.

  • CONCLUSION: Many times the application is the conclusion. Otherwise, it's helpful to summarize the main points of the lesson. Make it clear that the study part of the time slot is over. Avoid just trailing off. A defined transition from serious study to relaxed conversation makes it easier to keep the role of teacher separate from the role of friend or acquaintance. You can enjoy a "wind down" period, too-so break out the juice and cookies!

After the last student has gone home and you have tidied up, take a few minutes to jot down some of the questions that you were asked or comments that were made and any other impressions that you may have picked up on.

Obviously, you want to build a lesson plan or course of study that is both meaningful and interesting. YOU will learn something new with each class. Apply that knowledge to your next one. Good Luck!

Reply
 Message 5 of 9 in Discussion 
From: MSN NicknameLadyMajykWhisperingOwlSent: 11/27/2007 1:13 AM
Teachers and Magical Ethics

Author: Wren
Posted: July 16th. 2000
Times Viewed: 26,715


Many people are investigating the religions of Witchcraft, Wicca and other Neo-Pagan Paths today. There are many books and reference materials available, yet after some self study, there are some folks who would like to meet and perhaps work with a physical teacher. This can be a rewarding learning experience - or it could turn out to be your worst nightmare...

There you are. You have a class/workshop/teaching group. The students are seated and waiting for you to begin. As a responsible Teacher, you have some sort of class outline that you will follow. Hopefully, you plan to touch on the subject of ethical standards in the Craft. Here are some thoughts on how- and why- to incorporate the topic into your teaching materials.

Well...where did YOU come from?

Every student has had some experience with ethical considerations before he/she shows up in your class or workshop. Take a moment to reflect on your own upbringing. How did your childhood help to form what has become YOUR personal code of ethics?

"What the child sees is what the child does."-Old Irish Saying

Did Mom and Dad crow at the dinner table over some "deal" they put over on someone else? Did they welcome new neighbors with a plate of cookies? Did your folks tell someone that they just LOVED that gift...and then threw it away after the giver had left? Did they allow you to choose your own friends? Did your parents break promises that they had made with you? Did they choose to go without something so that you could have that spiffy new pair of sneakers? Did you see them struggle with an ethical decision? How did these or other incidents at home make you feel? Did you agree with the ethical choices that your parents made then? How do you feel about their decisions and actions now?

And remember High School? What about that unwritten law that everyone knew about? No matter what another student did, you just never ever "ratted them out"...This is typical adolescent "group think", but as most of us mature, ethical choices become more complex and less "black and white." (Unfortunately, some people never grow out of the adolescent stage!)

Think about your personal ethical values. While you probably don't really want to "preach" to your students, you DO want them to reflect about the decisions that they may face as practitioners representing the Craft.

So...There they sit. Students at many different stages of ethical thinking.-and you, the Teacher-are about to teach them Magick! ("Calm blue ocean," think "calm blue ocean"...)

Finding The Meaning Behind The Words:

Well, don't I wish that I had the definitive word on this one! The truth is that each and every person must find the answers to ethical questions within themselves. Nevertheless, we all will come to a point somewhere in our lives- and most certainly in our magickal practice-where we must make a decision on a course of action. We will face what is called an "ethical dilemma". How will we handle this? What should we, as Witches, Wiccans and Pagans, take into consideration?

As a Teacher, you will probably begin with a general discourse on the Wiccan Rede, Hermetic Laws or a similar code of ethics. This will be something that is either relevant to you personally or reflective of the code of behavior that is inherent in your group, Tradition or coven.

"Love and Courage are the wings of the spirit by which it rises to noble actions."-Goethe.

There is nothing weak or submissive, nothing dishonorable in showing decency and respect to others. On the contrary, the welfare of our society relies on it. The future of the Pagan community depends on it. What each individual decides to act upon at any given moment has ramifications that will extend far beyond him/herself. What IS our obligation to another?

In Christianity, the hard question is "Who IS my neighbor?" The question is "hard" because the injunction given is "To love your neighbor as yourself". How well Christians have answered this question, we will leave for them to address. We have our own problems...

In Wicca, the tough one is, "An it harm none, do as you will." Who are the "none" that we should not harm? Our covenmates? Our Pagan brothers and sisters from all Traditions and Paths? The whole world? Do WE have "neighbors" to think about? Are you sorry that I brought this whole thing up yet?

Perhaps the first place to look in determining what is right or wrong is society. Almost every society makes some determination of morally correct or ethical behavior. In some countries, a determination of what is right or moral is tied to religious strictures. In societies that are more secular, the influence of religious beliefs may be less obvious, but still a key factor. "Life, liberty, and the pursuit of happiness" represent some American values.

Individual relationships, families and communities-any time that you are involved with other people- all necessitate a foundation of trust and security. A similar code of ethical behavior toward one another helps to establish a bond of trust-you can depend on certain boundaries- and a sense of security-there is a level of safety within the community that enables you to go about your business relatively free from interference.

How Does One Make An Ethical Choice?

It is never easy, nor should it be. What we do ultimately reflects on who we are. We owe it to ourselves-and those around us- to think long and hard on these "tough" choices. That person in the mirror is always YOU.

"The heights by great men reached and kept
Were not attained by sudden flight,
But they while their companions slept
Were toiling upward in the night.
"
--Henry Wadsworth Longfellow

1. Look at the situation--Gather as much information as possible and do not jump to conclusions. Never base your decision on what someone else has told you. Find out for yourself. In an "emergency", you may have to just "go with what you have". But make sure the source is a reliable one. ( Sometimes if someone is trying to "hurry" you into a decision, it is because they do NOT want you to get all the information. They want you on their side...now...just like high school...)

TEACHERS: Ask your students if another person has ever "rushed" them into making a decision only to find out later that the situation was "Not As Described". How did they feel about the choices that they made? While in school, did they ever know about an incident but 'didn't tell"? Would they make a different decision today?

"Good maxims are the germs of all truth. When firmly fixed in the memory, they mold the will."-Foubert.


2. Think about alternatives.--Run different scenarios through your mind. What may happen if I do this? What about.....?? What outcome are you looking for? What are the ways to approach this decision that may best achieve this result? Who ELSE is involved? Will they support this decision? Will this help-or hinder- finding a solution to the problem?

TEACHERS: Give your students a magickal "ethical" dilemma (spellwork or interpersonal conflicts immediately come to mind!) and see if they can come up with at least five alternatives. Discuss them in class. Is there a "best" choice"?

"Tell me whom you admire and I will tell you what you are, at least as regards to your talents, tastes and character."-Sainte-Beuve.


3. What are the guidelines?--What principles do you hold dear? What about self-respect? Would this decision affect another's free will? Would they have consented to this decision? Would they be harmed? What do I owe in terms of respect to another human being? Would I be preventing harm? Is this the best choice for all concerned? Is it fair? What if the situation was reversed? Would I be happy with the results of the decision if this was ME that was on the other end of things? What has happened in the past that may affect the decision making process?

TEACHERS: Have students answer the above questions. Then ask them what they think a person such as Ghandi, Lincoln or King would have done in this situation? (Now ,I'm not saying any of these folks actually was a Witch...but then again, that Lincoln guy....) What about a God or Goddess? What do Their myths say about something similar to this? Did this exercise change the students' original decision?

"Every action is measured by the depth of the sentiment from which it proceeds." --Spiritual Laws, Ralph Waldo Emerson


4. Test your limits.--If the situation changed, would my decision still be valid? Am I setting a good example? (Teachers, are you?) Those great men cited above held to their ethical standards and paid the price for it. Am I sure enough of my own ethical decisions that I would be willing to do the same? Will this decision change how I feel about myself? If everyone acted this way, would the world be better or worse? Does it just seem like the right thing to do? Don't discount that inner voice! (Check your solar plexus..."Am I just hungry or is my body trying to tell me something"?)

TEACHERS: Ask your students" "What IF everyone acted this way?" What kind of future would such actions bring into being? Is that future the one that we really want?

"If we are ever in doubt what to do, it is a good rule to ask ourselves what we shall wish on the morrow that we had done."-Sir John Lubbock.


5. O.K.--Make your choice. You will have to live with it. You will certainly learn from it. This means accepting responsibility for your choice. It also means accepting the possibility that you might be wrong or that you will make a less than "ideal" decision. The object is to make as good a choice as possible with the information available.

TEACHERS: Do your students feel a little better equipped to handle ethical decisions now? Have they perhaps been able to "walk a mile in another's shoes"? Have they discovered that rational thought on issues tends to diffuse conflicting desires and make some choices easier?


6. You can't make someone else's choices. No one can make yours for you.--'Nuff said? Teachers can guide students in techniques, but ultimately your ethical decisions-like your Magick-comes from within. Who you are- and who you will become- is something that only you determine. It really is YOUR choice...

"The greatest thing a human mind does in this world is to 'see". Hundreds of people can talk for one that can think, but thousands can think for one who can see. To see clearly is poetry, prophecy and religion-all in one."-Ruskin.


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 Message 6 of 9 in Discussion 
From: MSN NicknameLadyMajykWhisperingOwlSent: 11/27/2007 1:14 AM
Lecturing Do's and Don'ts

Author: Wren
Posted: July 16th. 2000
Times Viewed: 23,940


Many people are investigating the religions of Witchcraft, Wicca and other Neo-Pagan Paths today. There are many books and reference materials available, yet after some self study, there are some folks who would like to meet and perhaps work with a physical teacher. This can be a rewarding learning experience - or it could turn out to be your worst nightmare...

You've Been Asked To Present A Lecture Or Talk On Paganism:

Yes, You CAN Do It!

The key is to be prepared. You can use the teacher's lesson plan outline to help you to organize your thoughts and materials. Do this at least one week before the event. Make all revisions and additions in the next few days and spend the remaining time practicing your talk.

Unless this is a lecture on the successful application of telepathy, practice out loud. Try to work out the "uhs' and the "ums", but make room for some planned pauses in the talk right after you have made an important point. (Hint: Pause and count to three.) You may want to consider taping your practice sessions with a video camera. This is especially helpful when it comes to checking out your hand gestures and use of facial expressions. You can always erase it later, or if you really want to save the taxpayers some money, you can just mail it to Ken Starr yourself.

Lecturing Do's and Don'ts

DO:

In every lecture, you should speak as an average person, but also as one who has experience in the subject. You want people to identify with you, but you also want them to respect that you know your stuff.. It's a delicate balance.

The use of personal pronouns is important in achieving this balance. "We" and "I" are usually appropriate in speaking among other Pagans or friendly interfaith meetings. (Perhaps WE could look at it from another angle?") "You" is often most appropriate in speaking as the authority/ teacher/expert. (YOU, as concerned parents, have a right to know.")

Be sensitive to who your audience represents. Don't use Pagan jargon in a mixed or general audience. Realize that words such as "coven", "ritual" or "sabbat" may arouse a negative response in those who may connect these words with strange or bizarre behaviors. You may decide to use neutral words like "holiday", "meeting" and "religious service" which everyone can identify with.

Anticipate the points where the audience may be formulating some question in their minds. Answer that unspoken question-or if you are saving the answer for your "big finish"- you can say something like, "At this point, you are probably wondering what this may mean to you. Don't worry, we'll be coming back to this point later." Otherwise, the audience may continue to mull over that question in their minds and miss the other points that you want to make.

If you lose your train of thought during a lecture or talk, it is usually better to simply go on to the next point in your lesson plan notes.

Make use of your personal stories and experiences. This projects warmth and draws people in. But don't overdo it. You want to project experience and the human element, not come across as self-centered and egotistical.

If you do use Pagan terms, define them immediately.

Be yourself! Use your own sense of humor, and style. But if you are naturally soft-spoken , you may need to practice talking in what you personally would consider a "shouting" voice. (Have a friend listen to make sure you really aren't shouting!.) If you tend to speak rapidly, concentrate on slowing down your speech. And watch those hand movements! Unless this is a talk on the fine points of belly dancing, excessive hand waving makes you look a bit out of control. (Think televangelist. Is that the look you really want to go for?)

Build a point by point progression up to the main point that you want to get across. (Lesson plan! Lesson plan! Did you remember to bring it with you?) The best transitions are brief and tie the next point back to the main theme.

Other Points To Remember:

Smile, use humor, and warm up to your audience. This helps them relax and relate to you. If you see smiles and heads bobbing up and down in agreement, you'll be more relaxed as well.

Explain the subject of your lecture/talk right away. Why are you here? Why is the audience here? If you aren't sure, they are going to start wondering, too.

Use words that invoke imagery and graphic description. Listen to politicians and how they use certain words to paint a vivid picture of an issue ...or the members of the opposing party!

. Ask yourself, "What one thing do I want people to understand or do as a result of this presentation?" Tell the audience what that idea or action is.

DON'T:

Don't redo your main format the day of the lecture. If you are already nervous, this will only make you feel even less confident. Plan to have your outline completed at least three days before the event. Practice your presentation-out loud- with your cats. You know that you already have THEIR support! Don't worry if the cats doze off. It's just a little tactic that they use to keep you humble.

Don't try to give all the details on every plan or solution that you can think of while you are making your points. Give a couple of examples and then say, "There are, of course, many other ways to work on this issue." and leave it at that. You can answer questions or ask for other suggestions from the audience later.

Don't have too much material and keep to the scheduled time.

Don't trail off at the end of the talk. Emphasize your main point again. Wrap it up cleanly and plan for a big finish. Then take a bow. You've earned it!


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 Message 7 of 9 in Discussion 
From: MSN NicknameLadyMajykWhisperingOwlSent: 11/27/2007 1:16 AM
 Neo-Pagans and Self Actualization

Author: Wren
Posted: July 16th. 2000
Times Viewed: 26,116


College students and business managers are familiar with the works of Abraham Harold Maslow. Psychology professors often include Maslow in their classroom course of study for the same reason that corporate trainers may implant some of his material buried within their orientation or management skills workshops. Maslow had an interesting theory.

A
be Maslow earned his Ph.D. in psychology from the University of Wisconsin in 1934. Early in his career, he conducted extensive research into the behavior of monkeys-more specifically into the needs of monkeys and which of those needs was fulfilled in what order. From this research came his now famous "hierarchy of needs" theory. This "need scale' is often shown as a visual graph in the shape of a pyramid. From the bottom to the top, the basic needs are:

  1. The physiological needs. These are the basics of maintaining life and good health: Water, food, certain vitamins and minerals, temperature, oxygen, etc. Also included in this category are the needs to be active, to rest, to reproduce, to avoid pain and to sleep. (If you have ever had that 'need' for chocolate, then you know how REALLY important these needs can be!)

  2. The safety and security needs. After people have satisfied the needs in the first set -and devoured that chocolate bar-the next need that they turn to is the establishment of a safe and secure environment. Shelter, structure, order and some limitations to the influence of outside forces manifest in the search for that "safe neighborhood", a good job, a little nest egg for emergencies and some good hiding places for those chocolate bars. A system of law and justice becomes an important factor for consideration on this level. If someone steals your candy bar, dammit, you want to know that they are either going to buy you a new one or pay the consequences...

  3. The love and belonging needs. After people are fed and secure, a third factor begins to emerge: the need to establish relationships through friends, lovers and family. In time, this need to be with others of our own kind will extend outward into a community setting. We date, marry, have families, go on trips, join clubs, and celebrate all the highs and lows of life within these circles. We want our friends and families to share our joys and be with us in our sorrows. Some of our favorite folks become our favorite folks when they offer to share their chocolate bar with us.

  4. The esteem needs. Maslow splits the esteem needs into two groups-the higher and the lower. The lower one is the need for the respect of others, the need for status and glory, recognition, fame, attention and even dominance. Lower esteem needs may come and go with the outside forces and people who are providing them.

    The higher esteem needs are met within ourselves and so, while they are harder to establish perhaps, they also harder to lose once attained. You don't have to please "mommy' in order to get that chocolate bar anymore. You've earned your own money and now you can buy your own candy whenever you want to. Maybe even start your own candy bar company...

Obviously, this is a very simplistic version of the first four hierarchies. But even in this short description, we can see where some of these needs would overlap and shift depending on our circumstances. If we get fired from our jobs or get a failing grade in a class (level 4 needs), then our needs move back a bit and we may compensate by seeking more love and acceptance (level 3 needs) from our family and friends until we regain our emotional footing. We may even go to our rooms, shut the door and not come out for a while (level 2). Please slip the chocolate bar under the door.

Your life experiences may also color how you view these basic needs. If you were always hungry as a child, food may be important to you throughout your life. If you were rejected or abused, you'll focus on love and acceptance needs. If your parents were "overachievers", then you may always feel that you have to measure up to the same standard or be considered a failure.

O.K. Wren , this is all very interesting stuff, but what does it have to do with Neo-paganism?

Maybe nothing. Maybe a lot. Maybe a look at the top of the pyramid is in order.

The Top Of The Pyramid

    5. The growth -or self actualization -needs. These needs are what drives people-motivates people-to keep seeking, keep trying, keep looking for something more. If all the needs of humanity could be truly satisfied with simply meeting the needs in the first four categories, the world would have long since fallen into decay and stagnation. Something else drives some people to look for...well, something else.

Maslow, as he formulated his theory, expressed his opinion that only 2% of people were what he called, 'self-actualizing' personalities. That is a very small number indeed. But when you consider that most of the world's populations are still struggling with famines, droughts, wars, poverty, economic unease and ethnic unrest, this is not really that surprising. The first four needs have not been met there.

Who are the self actualizers? Maslow took a group of people that he considered to be self actualizing personalities and studied their lives, their writings and their achievements. From this study, he came up with certain traits that may identify such personalities. In this group, he included people like Abraham Lincoln, Thomas Jefferson, Mahatma Gandhi, Albert Einstein, William James, Eleanor Roosevelt and others. To Maslow, these self actualizing people had much in common.

Self actualizers are reality centered. They can tell what is fake and what is real, what is dishonest from what is genuine. They are problem-solvers-which means that they approach life's difficulties as problems demanding solutions, not as personal disasters to be avoided or blamed on someone or something else. They also do not believe the ends justify the means, but rather that the means could actually be ends in themselves. In other words, they held the maxim that "the journey is its own reward".

Here is where you may begin to recognize yourself or some other pagans that you may know. Here is where many of the tenets-or even goals- of Neo-paganism can be seen. Perhaps here too is where you will find a description of who you -without even knowing anything about Maslow or his theories-may be striving to become.

Neo-Paganism May Be A Good Breeding Place For Self Actualizers

Self actualizers relate to others in ways that other personality types do not. They are very private people and are quite comfortable being alone. Talking to a few people that I consider to be self actualizers, they all stress that they have a very strong NEED (emphasis theirs) to be alone sometimes. They simply have to have this private interlude in order to be happy.

Self actualizers are fairly independent of current cultural trends. They pick what they want to adopt -only for those reasons important to themselves- and disregard the rest. They tend to rely on their own experiences and make their own judgments. They do not bow to public pressure or change their core beliefs and values when the rest of society decides that this or that is the latest cool fad. They are non-conformists, but in a totally positive way. They don't try to change other people's views, but are simply comfortable with their own and don't really care if other people are not.

Self actualizers believe in democracy. (Thomas Jefferson, you could say, would be the prime example of this type of belief.) They are open to the diversity and variety of independent thinkers to the point of celebration. They find different points of view to be challenging rather than threatening, stimulating rather than crushing, to be encouraged rather than to be avoided.

They also tend to develop very close friendships with only a few select people-often other self actualizers-who may hold different views on subjects, but similarly embrace the love of diversity. They find relationships with many other people outside this group to be both shallow and somewhat exhausting.

Other traits of self actualizers include:

A sense of humor that is most often directed at themselves and at the foibles of society rather than used as a weapon against others.

A readiness to accept people as they find them rather than try to change them. (They themselves change only to suit themselves, so in fact here they are just returning the favor.) Self actualizers tend to have some traits that they consider "quirks" and accept that same "quirkiness" in others as a unique and interesting twist. Yet for all this, they are often very conventional in speech and appearance as they have no "need' to draw attention to themselves. (as in level 4).

Self actualizers can look at old things in the same way that a child looks at a kitten for the first time. Every day is new and fresh and exciting. This also explains their ability to come up with innovative ideas seemingly from "out of the blue."

They have their faults, of course. They can suffer anxiety over the state of the world, over evil, over those who just don't seem to "get it." They can be absent-minded as they muse away. lost in their own thoughts. And if their need for privacy is not met, they can become cold, withdrawn, humorless and be quite scathing and cynical.

Sure sounds like a lot of pagans that I know...

The Road To Self Actualization Is Not A Free Ride!

Looking back at the traits of self actualizers, we also can see many of these traits reflected in the basic beliefs of many Neo-pagan practitioners. Maybe even in ourselves.

Neo-paganism is, if nothing else, a spiritual journey, a search as it were both for self and for...that something else.

Let's take a look at some of things that self actualizers and many Neo-pagan belief systems and their practitioners have in common. While your mileage may vary, and not all groups or individuals may believe or strive toward all of these traits, at least to me, some of these traits look an awful lot like what we believe in-or profess to believe in- and strive to emulate.

These are the "must haves" for self actualizers. These are the things that they say that they need in order to be happy.

  1. Truth. Neo-paganism is not a fantasy world of made-up characters. It is not a role-playing game. It is a real and growing group of diverse individuals on a spiritual search to both recapture and rekindle lost earth-based religious practices and beliefs and to develop new theological paradigms. Where this will ultimately take us, we are not sure. There may never be an ultimate truth. But for us, the "journey is the reward." Neo-paganism is not escapism from the "real world", but a desire to return to earth-based religions in order to understand, embrace and appreciate real life at it fullest. In order to do that, Neo-pagans realize-as do self actualizers-that they are comfortable only when they are truly being themselves.

    Anyone who feels the need to put on a false face is not yet self actualized. Such can be found within the Neo-pagan community, of course, as in all walks of life and society. These people are probably still working on level 3 or 4 needs. In time, tiring of the energy expended in maintaining such a facade, they may find ways to meet these lower needs in more constructive ways and eventually come to self actualization.

  2. Beauty. The glory of the sunset, the gentle glow of the moon, the softness of a child's cheek and the crashing of coming thunder-all these things have meaning and beauty to us. This is not a denial that life has its ugly moments, that people can act in selfish ways (What needs have not been met there?) or that vulgarity is often a part of mainstream humor. It is simply that when we meditate, we tend to choose those symbols that radiate beauty of some kind. Why? Because beauty raises us up to a higher level. We'll examine this experience of the 'higher level" a bit later.

  3. Goodness. Yes, I know that we "all have our dark side." But self actualizers have already met this part of themselves. struggled with it, embraced it, integrated it and still believe that not only are they themselves basically "good", but that almost everyone else is as well. That "humans are sinful creatures by nature" thing is a concept that most Neo-pagans reject.

    Another trait of self actualized personalities is that they have developed their own sense of morality. This would be scary in a less developed personality-and we have seen the effects of such certainly within the pagan community-yet because of the spiritual balance and equilibrium that has been achieved, self actualizers rarely do anything that hurts another--not because of fear of punishment or the breaking of an outside moral code (to some, their mores may actually seem amoral), but because they feel it would be an affront to beauty, to vitality, to truth.

  4. Unity. Not as in "we must all believe exactly the same thing in the same way". In fact, as we have seen, the love of diversity and variety is one of the strongest traits in self actualized people. (This trait which runs so very strongly throughout Neo-pagan thought was actually what got me interested in writing this article.) No, what is meant here by unity is "wholeness". Self actualizers need to feel whole within themselves and integrated within their spirit. While some Neo-pagans have done this-and many others are striving to do so-it is also already very much part of what we both believe in and embrace. One of the basics of pagan belief systems has always been a desire to reconnect- reintegrate- with the earth and the Old Ways. We are seeking wholeness.

  5. Vitality. Repeating lessons or rituals by rote is not enough for self actualizers. They were probably bored to the verge of tears and doodling pentacles in their notebooks. The history lesson must be more than names and dates. The ritual must be more than atmosphere and gestures. Dead religious forms, non-viable religious tenets, have no appeal to self actualizers. They don't appeal to most pagans either. The religion-by-rote model is what many discarded on the road to Neo-paganism and they won't settle for it here either.

  6. Self-sufficiency. Self actualizers find meaningfulness in their own way and realize that each person must do the same. The work is personal. It can never be anything else. You have to want it and you have to want it bad. So badly, that nothing will deter you from the quest for very long. You keep coming back to it. You can't explain what it is that you are looking for any better than self actualizers can tell you how they themselves found it. (note 1)

Each person-led on by the need to attain self actualization-finds his or her own way there. It cannot be transferred by a touch or learned from books. In fact, if you ask self actualizers how they got there, they have a difficult time trying to explain it. Words cannot convey anything more than hints as to where to look and what may be helpful.

Which in fact brings us now to that trait that I believe to be the most compelling evidence that, within the scope of Neo-paganism, self actualization may be taking place on a large scale.

Peak Experiences

I talk with a lot of pagans every day. I have probably talked with thousands over the last three years. There is no doubt in my mind that many, many of these people have experienced what Maslow called "peak experiences." Self actualizers, he found, tend to have more peak experiences than the average person.

A peak experience is one that takes you out of yourself, beyond yourself. It can make you feel very large or very small. It gives you the feeling of being a part of the eternal, the whole, the infinite. During these episodes, things become very clear. Mystics call this a state of "illumination" for that reason. A large pattern or plan becomes evident and your part in it comes into focus.

This is where you walk with the Gods as an equal. Where every separate thing finds its place in the whole. This is the place from whence you leave as having been changed forever.

"Feelings of limitless horizons opening up to the vision, the feeling of being simultaneously more powerful and also more helpless than one ever was before, the feeling of ecstasy and wonder and awe, the loss of placement in time and space with, finally, the conviction that something extremely important and valuable had happened, so that the subject was to some extent transformed and strengthened even in his daily life by such experiences."--Abraham Maslow.

These states can come at any time and at any stage of life. In fact, many people who still have a long way to go toward self actualization have peak experiences too. The artist, the musician, the poet, the writer, the diver, the skier, the engineer, the saint, the prisoner, the inventor and many other types have experienced this as a fleeting moment which occurs while they are pursuing their work or in deep thought. The difference with actual self actualizers is that they tend to have these peak experiences more often and that the experiences may last for a longer time when they do.

This would indicate that self actualization itself is more a matter of degree, or familiarity of the process if you will, than an ultimate one time, one-shot goal. It is not something that is sought out for the experience itself. Some Buddhist masters teach that psychic gifts and certain powers are not to be sought as gifts and powers in themselves. They will develop as the individual develops. At that point, they are accepted without egotism. When they no longer are sought in an attempt to fulfill a level 3 or 4 need, they simply are there.

Self actualized people have more peak experiences- and they have more peak experiences because they are self actualized. Like in the Buddhist philosophy, a peak experience can not be achieved as the result of a wish fulfillment for a lower hierarchy need. There are no shortcuts and, as a general rule, none of the other need levels can be circumvented to reach this one. (note 2)

Are Neo-Pagans REALLY More Self Actualized?

Some days, I really wonder. There are the flame wars, the Witch wars and the backstabbing. There are self appointed gurus, power seekers, money grabbers and abusers of all kinds.

But then, there are also all those people that I have talked with. They have told me their stories in the halting and uncertain words that leads me to believe that they truly are attempting to describe a very real experience that goes beyond what words have the capacity to contain. They know that they have been changed by this experience.

Is there something-some formula- within paganism that may offer a springboard toward self actualization? (note 3)

I doubt that we shall ever find a set formula-in fact, we cannot because as we have seen, peak experiences are not achieved through the practice of a mere technique. It may actually be dangerous to do so because unless the other lower needs have been met and those experiences integrated into the personality, mental or emotional unbalance or even illness may occur.

But there are some practices that regularly take place within paganism that may help to meet the lower needs, integrate personality imbalances and bring about the changes that allow for self actualization to occur. They are:

  1. Connection to the divine within and the divine-by whatever name-without. With this comes the realization of integration of the parts into a whole. This is exceptionally good therapy for fragmented personalities. It also builds self esteem. (level 4).

  2. Acceptance. Many pagans have that "coming home" feeling when they first begin their journey on a pagan path (level three) and because they may have fears of being discriminated against because of their beliefs, they also find safety and security in interacting with other pagans, (level 2).

  3. Respect. Most pagans are quite tolerant of alternative viewpoints. (level 3 and 4) Of course, this depends on the other individual's higher needs at level 4 being met. If a person is still working out his/her own esteem needs by utilizing the lower level 4 version- through seeking glory, attention, fame or status-it is less likely that they will be able to give to anyone else what they themselves feel that they do not have yet. Happily, the pagan community seems to have sufficient numbers of pagans who are confident in who they are and are free to engage in debates and discussions without the need (lower level 4) to win at another's expense or at any cost. That's respect.(higher level 4)

  4. Shamanic journeying. meditations, guided imagery, altered states of consciousness. Many pagan paths embrace some or all of these practices. While caution is advised when undertaking any of these practices under the guidance of someone that you may not know well enough to have formed an opinion of his/her motivations, these techniques offer many therapeutic benefits. Under the loving care of a truly gifted, knowledgeable and sincere guide, these practices can heal broken emotions and offer insights into deep-seated problems that the conscious mind often blocks out to the detriment of further growth. Many therapists use some form of imagery work in their practice.(level 2,3, 4)

    "This ability of healthier people to dip into the unconscious and preconscious, to use and value their primary processes instead of fearing them, to accept their impulses instead of always controlling them, to be able to regress voluntarily without fear, turns out to be one of the main conditions of creativity." --Maslow.

  5. Neo-pagans tend to embrace and value the same traits that self actualized people possess: truth and personal authenticity, beauty, goodness, unity or wholeness, self-sufficiency and vitality. These 'values' provide support and encouragement for those who are seeking to develop these traits within themselves. This may eventually lead to meeting those lower level needs and to providing a background from which peak experiences are more likely to occur.

Many of us may have already met pagans who have had peak experiences or who are self actualizers. You may be one yourself. There seems to be a large number of them throughout the Neo-pagan community. They tend to be rather private about personal matters-a trait of self actualizers, as we know- but since other self actualizers are probably the only ones who can understand what this experience is all about, they do tend to find one another. A few words and a nod usually says it all. They understand. They've been there. They may not have a tangible t-shirt, but they do have "something." And yet as they will quite freely admit, they too have only just begun the journey.

Neo-paganism has been on its own journey to rediscover its past. What needs have already been met along the way?

Then comes the even bigger question: What needs still have to be met in order to move Neo-paganism on up to the next level? Will the need for self actualization continue to be- if not actually promised-at least very possible within the perimeters of Neo-paganism? Or will we remain at some lower level-struggling with self esteem needs and with safety needs- for a long time to come yet?

Maslow listed some of what he considered to be the effects that self actualizing personalities report from peak experiences:

  • The removal of neurotic symptoms
  • A tendency to view oneself in a more healthy way
  • Change in one's view of other people and of one's relations with them
  • Change in one's view of the world
  • The release of creativity, spontaneity and expressiveness
  • A tendency to remember the experience and to try to duplicate it
  • A tendency to view life in general as more worthwhile.

Our society suffers from disengagement, disillusionment and disassociation disorders. Contrary to what some religious doomsayers would have us believe, society is not so much 'un-holy' as it is "un-whole-ly." Paganism addresses this fragmented sense of self in unique and innovative ways.

In my more cynical moments, I have sometimes been heard to say that the Neo-pagan community needs therapy. As I write this article, it occurred to me that perhaps the Neo-pagan community IS the therapy. Perhaps that is one reason why Neo-paganism is on the rise and that so many self actualizers can be found within its ranks. (note 4) The world needs to experience wholeness and, at least here in the Neo-pagan community, people seem to be finding it at some level.

In the decades ahead, this formation of a new pathway into wholeness may be written into the annals of psychology journals and religious history as our ultimate gift to humanity.

Walk in Light and Love,


February 21st, 1999

The Witches' Voice
Clearwater, Florida



Footnotes:
  • Note 1: I have selected only a few of the traits that Maslow attributed to self actualizers. A full list may be found in the references listed below.

  • Note 2: I mention that this is usually the case because there are reported instances of peak experiences from people who seem not to have had level one needs met. Rembrandt was poor most of his life, vanGogh was probably psychotic and imprisoned men and women-some suffering under extremely cruel conditions-have written soaring poetry, painted masterpieces or developed inventions. Perhaps the development of personal ingenuity in meeting the other need levels in some way compensated for lack in the basics.

  • Note 3: Maslow himself realized that this theory was not a final answer, but perhaps could be viewed as just the first step in a new way of thinking about motivation. Critics have pointed out that communication seems to be lacking from the list. I would also point out that while communication may indeed be important on the lower levels of the pyramid, words fail when it comes to the self actualization experience itself. Transpersonal psychology is an outgrowth of Maslow's work.

    Others accuse Maslow of being "too good"-of having too much faith in the inherent goodness of mankind. Some days, I tend to agree with them.

  • Note 4: The old 'wise ones' were the original therapists. They realized that hostile feelings could not-should not for mental health reasons- be repressed, but that the murdering of an 'enemy' was not really good for the community. Sticking pins in a image could offer a place to release these negative feelings without the shedding of blood. I can think of many other examples of how the old 'wise ones' used what have become modern day psychological therapies. Therapists still use similar 'acting out' techniques with their clients. As far as I know, they don't call it witchcraft.


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 Message 8 of 9 in Discussion 
From: MSN NicknameLadyMajykWhisperingOwlSent: 11/27/2007 1:17 AM
Neo-Pagans and Self Actualization - Part II

Author: Wren
Posted: July 16th. 2000
Times Viewed: 15,348


The Road To Self Actualization Is Not A Free Ride!

A.H. Maslow began his work entitled, "Religions, Values and Peak Experiences," with-of all things-his thoughts on the Supreme Court ruling that eliminated mandatory prayers in the public schools. His was not a treatise on the Constitution nor specifically on the idea of the separation of church and state. Maslow, as a psychologist, was more interested in the reactions of people and how they viewed this particular event. Vocal opponents of the school prayer decision decried the 'removal' of God from the classrooms and what they saw as the beginning of the second fall of Mankind into some sort of 'anything goes' immorality or 'valueless' society.

Maslow's alternative view-and one that I agree with-is that spirituality resides within the person, is not restricted by time or location, and hence goes wherever the person goes. Mandatory prayers-recited by rote-do nothing to instill spiritual values in a person who does not already experience some spiritual connection. Instead, they often alienate those who may pray to a different divine presence or to no deity at all.

Much Ado About Religion:

The furor that surrounded the Supreme Court case on required school prayers still rages on. What fuels this almost hysterical battle to bring "God" back into classrooms?

The wood in this fire is 'organized religion'. I will go on to say that I believe that organized religion has almost nothing to do with spirituality anymore-if indeed it ever did. Maslow points out that organized religions have co-opted words like 'sacred', 'holy', 'divine', 'worship' and 'reverence' in a way that has linked these concepts with organized churches, temples and other established institutions of the same ilk. These, as Maslow labels them, "intellectual primitives" have "captured a good word and put their peculiar meaning to it." Maslow then declares his intention to "take them back" because these words belong to all of Man/Womankind and are not the exclusive property of the organized religions. Way to go, Abe!

How dangerous does organized religion view the idea that they may not have an exclusive right to define spirituality?? Very dangerous indeed, it would seem. Every day some organized religious figure-and of late, some politician courting the organized religious vote-chimes in with the rhetoric that without organized religion in the classroom, in the halls of law, in the government, America is lost. However, it is probably more true that without organized religion managing to gain the legal upper hand in government, organized religions themselves will soon be on the way out.

Spirituality belongs to all of Man/Womankind, as do the words that describe the experience. To infer that a person who is 'unchurched', does not belong to an organized religion or does not choose to pray a particular type of prayer (usually chosen by an organized religionist) in the classroom is less than holy, less than moral or less of a spiritual person is an insult to all of humankind. Yet, this is indeed the label that the organized religionist pins upon the backs of all those who do not follow the acceptable religious venues of the day.

As we read before in part one of the self-actualization series, the people who Maslow described as 'peakers' (those who have had 'peak experiences') often do not join churches or organized religions because these peak transformational experiences produce a different way, a holistic way, of viewing the Universe and their place in it.

So if not the peakers, then just who is steering the organized religions?

The Roots of Organized Religions:

Most of the religions that we recognize as being 'organized' today were started by a lone prophet 'crying in the wilderness.' His/her personal revelation was almost undoubtedly a 'peak experience.' When this prophet began to try to explain his/her vision to others, to share the message and revelation, some of the listeners would interpret the message one way and some another. Soon they were all off gathering up other 'believers' of their particular school of thought.

Unfortunately, these new 'ministers' were merely retelling the original revelation as they had interpreted it. In other words, we now had what can be termed as 'non-peakers' telling other people about someone else's peak experiences. Loyalty to that organizational doctrine soon began to replace the initial peak experience and eventually any new peak experiences, further mystical revelations and personal communications with the divine by individuals became enemies of the established dogma of the organization. The only good saint becomes the dead (and thankfully no longer embarrassing ) saint. The agreed upon ceremonies and rituals take the place of direct revelation and in fact establish an idolatry of 'doing' rather than a celebration of 'being.' And so it went --and so it goes. Peakers need not apply.

As Maslow states, "The evidence from the peak-experiences, permits us to talk about the essential, the intrinsic, the basic, the most fundamental religious or transcendent experience as a totally private and personal one which can hardly be shared (except with other peakers). As a consequence, all the paraphernalia of organized religion-buildings and specialized personnel, rituals, dogmas, ceremonials, and the like-are to the peaker secondary, peripheral and of doubtful value in relation to the intrinsic and essential religious or transcendent experience. Each person has his/her own private religion, which he/she develops out of his/her own private revelations in which are revealed to him/her his/her own private myths and symbols, rituals and ceremonials.."

In short, Maslow decides that there are really only two religions in all of the world-that of the peakers-who have private, personal and transcendent core religious experiences regularly- and that of the non-peakers-who have never had a peak experience or who repress them or supress them, and in fact, who also distrust those who do happen to have them.

Paganism Teetering On The Fence:

With the tremendous growth of interest in the various pagan religions today, we have come to a crossroads of sorts. On one hand, we face a crowd of people who are in need of training and support as they begin their journey into earth-based religious territory and on the other hand, we have a serious shortage of 'peak' teachers available to guide them.

As a result, many people have turned to books and seminars and workshops from which to learn the basics of the Craft. As good as some of these resources may be (and as bad as some of them are), there is only so much that they can impart of the real essence of what it is to be pagan. Spells and rituals and 'tools' are not what make up a pagan religion. It is the peak experience of being with and of the gods that most people seek. If they do not find it within books or rituals or workshops, they will not only be disappointed, they will feel cheated.

Indeed, there is growing number of people who have read the books and done the workshops and are now venturing forth teaching what they have learned from them. The skills may be there, the rituals may be perfected and the spells may be flowery, but if the experience behind it is merely academic and not based upon their own peak experience, then they are dangerously close to preaching just another 'organized religion."

The authors that write for pagans and the teachers of the old ways do everyone a great disservice if they do not make their platform clear from the outset. If they are teaching witchcraft as a 'craft' without religious tenets, then they should say so and omit all references to Gods and Goddesses and the rituals dedicated to Them.

If they are instructing budding earth-religionists in religious rites, rituals and ceremonies or promoting Witchcraft as a religion, then they should also make clear that these same 'tools' are secondary to the spiritual 'peak experience' that the individual should seek for him/herself. Handing someone a book of spells and incantations and letting them infer that this is all that makes the religion is much the same as handing someone a hymnal and saying that this is all there is to being a Lutheran.

Do We Get To Choose Which Side Of The Fence?

I believe that the pagan communities are made up by a very large number of peakers. Some were peakers already who, dissatisfied with their organized religion's premises, found paganism to be a venue in which continuing revelation and experience were valued and welcomed. Others come into paganism looking for such experiences. Hopefully both will find what they seek. Hopefully pagan religions can strike a balance between ongoing revelation and established practice. Hopefully new prophets will be welcomed and spiritual individuality will continue to find acceptance.

Pagan religions will continue to be alive and vibrant only if we remain vigilant against the encroachment of dogmatism. Transcendent spiritual experiences are personal and cannot be evoked by formulas. They cannot be taught. They can however be encouraged. Simply knowing that peak experiences are natural, desirable and available to humankind can stimulate others to be open to the possibility and to seek their own peak experiences.

Pagan religions will either continue to be systems where peakers are free to experience their personal revelations, where new forms are welcomed and individual spiritual freedom is encouraged or they will eventually become just another in a long line of dead or dying organized religions. The balance between establishing common ground and retaining individuality must be found or we will inevitably come tumbling off the fence onto one side or the other.

We can recall again from part one of this series some of the benefits of peak experiences- a love for truth and beauty, a feeling of wholeness and health, uniqueness, and completion, a feel for justice and a love of simplicity, a richness and savor for all of Life, playfulness and self-sufficiency, a tolerance for others and the knowledge that each individual is sacred, holy and divine. It is an on-going experience unique to each person.

And yet as Maslow says in one of his footnotes, some sort of organizational structure is required to keep the systems up and running even while facing the danger that the organization will stifle further growth. He adds hopefully that 'while we cannot do without organizations, perhaps one day we shall invent organizations that do not 'freeze'."

That is indeed something to think upon and I hope that this is the Path that we will choose.

Walk in Light and Love,

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 Message 9 of 9 in Discussion 
From: MSN NicknameLadyMajykWhisperingOwlSent: 11/27/2007 1:20 AM
Sample Permission Slip

Author: Wren
Posted: July 16th. 2000
Times Viewed: 10,183

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