Comparative Mythology Portal

An examination of who used magic in Egypt, with an emphasis on characters within literary genres and known professions. This includes the story of Khufu, the Nubian sorcerers, the use of Shabtis, and later stories, including Lucian and the inspiration for Fantasia. This also includes priests, healers, and professional magic users. What do we know about fictional and nonfictional magic users? How and why did they practice? What areas did they work in?

Whenever we see a painting or a sculpture we might think many different things; we might wonder why we like or dislike it; what is its meaning; and why the artist created it in that way.

In this series we will explore different art periods, movements, and artists. We will discuss the context, symbolism, style, and what each of these periods/ movement/ artists tells us today.

Some of the questions we will ask during these modules are: what is art? How is art different from arts and crafts? What is the purpose of art? Why are some art pieces famous? What are some of the most prominent styles? Why are some artists, such as Vincent Van Gogh, so popular today but not during their own time? How and why do we relate to different pieces in different ways and with different emotional responses?

Each module stands on its own and no previous knowledge of Art History is required. The idea is to engage with the different topics from different lenses and to share different ideas and opinions about them.

The literature containing Norse mythology remains one of the most fascinating bodies of medieval storytelling anywhere. Participants will make sense of Norse myths by examining the structures of the tales and investigating the background in which they were written down in manuscripts. Explore Norse mythology with Old Norse expert Dr. Paul Peterson!

How can we rise through suffering to become heroic? This hybrid module takes a deep dive into the stages of the hero’s journey structure and its applicability to your story. Considering different approaches to the Joseph Campbell’s monomyth, you will have the opportunity to share and reflect upon your character’s journey in supportive workshops. Whether your hero is slaying a dragon or exploring the dark depths of their psyche, this module will help you craft an epic journey.

The module will follow an 8-lesson structure as follows:
• Lecture 1: Introduction to the Monomyth
• Workshop 1: Call to Adventure

• Lecture 2: Archetypes
• Workshop 2: Challenges and Temptations

• Lecture 3: The Heroine’s Journey
• Workshop 3: Death and Rebirth

• Lecture 4: Challenging the Monomyth
• Workshop 4: Transformation, Atonement, Return

This module would be an introduction to the Egyptian Book of the Dead without presuming a knowledge of Egyptian Hieroglyphs. We would read about and discuss the origins, transmission, context, and look closely at some different examples.

Introduction to the non-god, non-human, entities in ancient Egypt. Demons were guardians, messengers, and performed other duties, usually as intermediaries between the gods and men. We will consider the category of “demon”, their roles, descriptions, and how they changed over time in the Egyptian worldview. How were demons viewed and why were they necessary? How did they relate to other cultures? What became of Egyptian Demons in later periods?

Sudying fairy tales takes us back to a time when stories where passed from culture to culture. These stories, replicated around the world, deal with fears and axieties, but they also give us hope as it is the smallest and most vulnerable the one who usually triumphs.

In these modules, we will explore different authors and fairy tales from around the world. Students will have the opportunity to read and re-read the Grimm brothers, Hans Christian Andersen, Andrew Lang, Oscar Wilde and fairy tales from differnet cultures such as Russia, and Japan. Each month, our preceptors will survey the group using to see which text students are most interested in exploring next.

We offer the following Fairy Tales Studies modules:
• Fairy Tales: An Adventure from the Writer's Perspective
• Fairy Tales: From Apples to Bears
• Fairy Tales: Rats, Mice, and Birds
• Fairy Tales: Tricksters, Fools, and Villains
• Introduction to Hans Christian Andersen's Fairy Tales
• Introduction to Oscar Wilde's Fairy Tales: A House of Pomegranates
• Introduction to Oscar Wilde's Fairy Tales: The Happy Prince and Other Tales
• Japanese Fairy Tales and Children's Literature
• Russian Fairy Tales: Journeys, Quests, and Chicken Legs
• Yōkai and Legends: Exploring the Weird in Japanese and Latin American Cultures
• Encountering the Japanese Weird through Lafcadio Hearn's Kwaidan
• Exploring Smith of Wootton Major and Farmer Giles of Ham
• Fairy Tales: Beauty and the Beast

Note: Each module stands on its own and no previous knowledge is required. The idea is to read and discuss these stories, their themes, imagery, and see how we respond to them.

The Dark Crystal, a film directed and created by Jim Henson and Frank Oz, was released at Christmastime in 1982. An attempt at a more mature and decidedly darker direction for Henson, it performed modestly in the box office to mixed reviews. Despite its poor initial beginnings, over the next 42 years, The Dark Crystal became a cult classic. Why the appeal all these years later? In this class we will explore this multifaceted dark fantasy as a stand of world building from the better appreciated “Muppet” canon. Over the course of eight sessions we will discuss the world of Thra through the film itself, seen afresh with the new lenses of various forms of modern criticism. Please join us for a combination of short lectures and lively discussion of this visual and technical masterpiece whether you’re a long-time fan or neophyte.

In this module we examine the use of magic in the early Christian world, its relationship with contemporary magic, and related texts. We will explore the origins of this magic, how it was used, and how it evolved over time. We will look at both religious and non-religious magic through a number of examples, both verbal spells and magical items, such as Aramaic incantation bowls. Note: This module was formerly called Ancient Magic 3.

The module will follow an 8-session structure as shown below:

Outline	8-Session Structure
Week 1	Lecture 1: IIntroduction and ancient world
	Discussion 1: Christianity to circa 1000 CE
Week 2	Lecture 2: High and Late Middle Ages circa 1000-1500 CE
	Discussion 2: Medieval Condemnation of Magic circa 1000-1500 CE
Week 3	Lecture 3: Witchcraft circa 1500-1800 CE
	Discussion 3: Renaissance to Enlightenment circa 1450-1800 CE
Week 4	Lecture 4: Magic in the West circa 1800 CE
	Discussion 4: Excursus

In this module we look specifically the Greco-Roman world, magic in myth and literature, and specific spells and objects in use throughout the classical world, including their relations to Mesopotamia and Egypt. This includes the Greek magical texts. What types of magic did they use? Who practiced them and why?

Note: This module was formerly called Ancient Magic 2.

An introduction to magic in the ancient world provides a short survey of the earliest known magical texts and objects, including the Pyramid texts, Sumerian exorcism spells, and objects used in different apotropaic rituals. Divination and other forms of magic will be included as well. What was the earliest magic? What did it do and how did it work? Who practiced magic? How was magic related to religion?

Note: This module was formerly called Ancient Magic 1.

As classical mythology is often the gateway into mythological studies, so too will this course be your gateway into classical mythology. We will explore the mythology of the Greco-Roman world in broad strokes, familiarizing ourselves with gods and heroes, before ending the module by dabbling in a bit of comparative mythological study. In doing so, we'll look at excerpts from a few classical authors (in translation), as well as some artifacts and possibly even some historical sites.

The module will follow an 8-session structure as shown below:

Outline	8-Session Structure
Week 1	Session 1: Welcome to Classical Mythology Lecture
	Session 2: Discussion about the Myths of the Twelve(ish) Olympians
Week 2	Session 3: Living in a World of Humans and Gods Lecture
	Session 4: Discussion about Myths of Love & Daring
Week 3	Session 5: Heroes & Demigods Lecture
	Session 6: Discussion about Myths of Herakles
Week 4	Session 7: Comparative Mythology Lecture
	Session 8: Discussion about Mythic Forms and Archetypes

Demons have played a significant role in ancient cultures beyond just Egypt. Mesopotamia has its own set of liminal entities that reside somewhere between gods and man, with their own responsibilities and roles. This class will explore the features of these beings, including where they are first seen in literature, what roles they play, and what we know about them. Think Pazuzu from the Exorcist.

While the idea of establishing an ‘actual’ utopia has been disparaged since the first half of the twentieth century from socio-political perspectives (e.g. the failed age of ideology from 1917-1945), literary and related cultural narratives have a long history of imagining and representing utopia (also paradise, the golden age, etc.). These utopias often function to criticize the problematic social norms and climates of their times as well as providing progressive imaginings for a better future, often based on certain ideals or virtues. In this module, we go on a chronological tour of different representations of utopia, including: the paleolithic utopia of hunter-gatherers (e.g. as discussed in Harari’s Homo Sapiens) (before 10,000 BC), the Bronze Age utopia of Minoan Crete (4000-1400 BCE), Plato’s mythical island of Atlantis (ca 400 BC), the pastoral utopia of the Roman poet Virgil (ca 40 BC), the New World utopia of Sir Thomas More (1516), the Enlightened, reasoned utopia of Robinson Crusoe (1719), Tolkien’s fantasy utopia of Númenor (ca 1940), and more.

In this module, we will discuss the aspects of the Force as depicted in Star Wars films, tv, and video games. We will look at specific characters and cults (Jedi v. Sith, the Bendu, Nightsisters, etc.) to understand where they fit in the wider mythology far far away, as well as other mystical motifs and ideas (Mortis, the World Between Worlds). There are tons of different topics to choose from, so there will be plenty to discuss in this course.

When one thinks of ancient, pre-classical civilisations, one thinks of Sumerians, Egyptians, Hittites, and, not least, Minoans. The Minoan civilisation, discovered around 1900 by English archaeologist Sir Arthur Evans, has often been styled as the first major European civilisation, equally proficient in technology and the arts, with a sea empire spanning across the Eastern Aegean. But how much of what we imagine about the Minoans is truthful and how much is modern mythmaking?

In this module, we will examine the immense impact which the discovery of Minoan Crete and its integration with the classical myths of the Minotaur and the Labyrinth has had on literature, movies, the arts, and even computer games. We will examine the works of Sir Arthur Evans, Pablo Picasso, Nikos Kazantzakis, Robert Graves, Mary Renault, Poul Anderson, and Stephen King, among others. In so doing, we will explore such key 'Minoan' concepts and phenomena as: the sublime, utopianism, feminism, irrationality and the unconscious, mythmaking, and European identity.

The Egyptians had a complex view of non-Egyptians. They were both threatening enemies but also potential Egyptians. This course will look at how the Egyptians viewed and depicted the other, the role of the other, and the change in many cases, of other to countryman. This will include a survey of art, literature, and magic as it relates to depicting, describing, and affecting the other and how this reinforced the Egyptian identity. Who were the “others” in the Egyptian worldview? How were they to be interacted with? Who where the Egyptians in their own view?

Imagine a witch. Perhaps, she is a solitary crone, living in a cottage on the outskirts of the village, in equal measures reviled and grudgingly respected by the villagers for her knowledge of midwifery and healing herbs. Perhaps, she is a self-possessed attractive young woman, persecuted by an oppressive authority for her feminist outlook. Perhaps, she is sexually liberated, she conducts strange rituals tied to the land’s fertility, she speaks of the Old Faith as a secret knowledge passed on in secret alongside the official religion. This image of the witch owes much to Margaret Murray’s Witch-cult Hypothesis, an idea that people accused of witchcraft in the medieval and early modern period in the Western world, were the inheritors of a prehistoric fertility cult, which survived as a covert practice alongside Christianity for millennia. Despite being rejected as academically spurious, Murray’s work continues to be incredibly influential for practitioners of modern witchcraft and in popular culture.

In this course, we will take a close look at Murray’s claims, and place them in a historical and cultural context. We will venture outside the academic setting to read witchcraft handbooks and genre fiction, where the witch-cult hypothesis continues its fascinating afterlives.

Based on the preceptor's edited volume, Tolkien and the Classical World, this module takes students on a tour of the classical influences and ideas on the life, writings, and thought of English fantasy writer J.R.R. Tolkien, while also introducing seminal Greco-Roman texts to those without any classical background.

Paganism was most likely never a unified system of belief, and may have been much more complex and diverse than our current sources can let us know. Beyond semi-structured beliefs, we also encounter more practical forms actively trying to influence the environment – sorcery, most often referred to as seidr, a collective term to designate soothsaying, divination, healing, controlling weather, battle magic and much more.

In this module we will be critically exploring the sources for such powerful practices, the vocabulary of sorcery, as well as attempting to enter the Viking soul in search of its logic and manifestations through everyday witchcraft, while confronting the great hindrances in the study of an elusive phenomenon.

Why is Odin a god of sorcery? Who performed magic in Viking times? Was it gendered? Was sexuality involved? What did magic reveal, and how was it perceived? Put your name into the goblet of mead and let‘s get started.

The module will follow an 8-session structure as shown below:

Outline	8-Session Structure
Week 1	Lecture 1: Old Norse religion and magic - definitions, sources and challenges
	Discussion 1: Discussion about lecture 1 and extra material topics
Week 2	Lecture 2: The performers - types of magic and magicians, social status and gender issues
	Discussion 2: Discussion about lecture 2 and extra material topics
Week 3	Lecture 3: The performance - ritual places, toolkit, magic staffs
	Discussion 3: Discussion about lecture 3 and extra material topics
Week 4	Lecture 4: Spells and amulets - actual runic spells and their potential meanings
	Discussion 4: Discussion about lecture 4 and extra material topics

In this module we examine the most violent practices in Old Norse Sorcery. Beyond domestic practices, sorcerous aggression manifested e.g. through driving the enemy insane, sending spirits to attack, causing misfortune and on a much broader scale on the battlefield.

A clear projection of supernatural intervention is offered by Odin‘s servants the valkyrjur, but also shapeshifting berserkers caught by ritual frenzy, with powers stemming from Odin himself, “The Terrible” in his sorcerous role. Battle spells also seem to have been preserved as literary remnants with a chance at authenticity derived from ideas in older poems, like ideas about war-fettering, invulnerability or disguise.

Nota bene: The module can also be attended without having taken module 1. Although recommended, it is not a prerequisite. You will still have the chance to explore Norse mentalities and catch a glimpse of fascinating beliefs and sources for Iron age and early medieval Scandinavia. Topics included in this module: 1 Norse war deities 2 Supernatural agency in battle 3 Valkyrjur and berserkir 4 The afterlife in Valhöll.

In this module we will attempt to integrate the evidence from literary and archaeological sources into a broader context of shamanistic northern religions.

In the Icelandic sagas in particular, there are indications about the operative magical practices of the Sámi - one famous queen, Gunnhild (the wife of Eric Bloodaxe) is even said to have travelled to the Finns to get sorcerous instruction. In Norse myth, cosmology dwells on the world pillar, the ash tree Yggdrassil, while Odin's horse Sleipnir has the power to cross between worlds.

Shamanism as a means of accessing supernatural forces through ecstasy may have enhanced the Viking mind with challenging ideas about gender, shapeshifting, or violence that are well worth our attention.

This is the Landing Page for Prof. Irina Manea's Viking Hogwarts series exploring The World of Old Norse Sorcery.

In the first module, A Guide to Old Norse Magic, we will be critically exploring the sources for such powerful practices, the vocabulary of sorcery, as well as attempting to enter the Viking soul in search of its logic and manifestations through everyday witchcraft, while confronting the great hindrances in the study of an elusive phenomenon.

Next, in the Battle Magic and Mythology module, we will take a closer look at the most violent practices in Old Norse Sorcery. Beyond domestic practices, sorcerous aggression manifested e.g. through driving the enemy insane, sending spirits to attack, causing misfortune and on a much broader scale on the battlefield. The elements of sorcery buried deep in the often problematic sources might help us better understand the potential mindset of pre-Christian Northern peoples and illuminated the often too tightly defined warrior identity.

Finally, in the Shamanistic World Views in Norse Magic module, we will attempt to integrate the evidence from literary and archaeological sources into a broader context of shamanistic northern religions.