New User Special Price Expires in

Let's log you in.

Sign in with Facebook


Don't have a StudySoup account? Create one here!


Create a StudySoup account

Be part of our community, it's free to join!

Sign up with Facebook


Create your account
By creating an account you agree to StudySoup's terms and conditions and privacy policy

Already have a StudySoup account? Login here

Week 1 Lecture notes and selected outlines of Essays to read

by: Vivian Yang

Week 1 Lecture notes and selected outlines of Essays to read GE CLST 30A-1

Marketplace > University of California - Los Angeles > Arts and Humanities > GE CLST 30A-1 > Week 1 Lecture notes and selected outlines of Essays to read
Vivian Yang
Never-Ending Stories: Multidisciplinary Perspectives on Myth
Prof. Kendrick, Prof. Nagy, Prof. Watkins

Almost Ready


These notes were just uploaded, and will be ready to view shortly.

Purchase these notes here, or revisit this page.

Either way, we'll remind you when they're ready :)

Preview These Notes for FREE

Get a free preview of these Notes, just enter your email below.

Unlock Preview
Unlock Preview

Preview these materials now for free

Why put in your email? Get access to more of this material and other relevant free materials for your school

View Preview

About this Document

Hi guys :) these are week one notes from the lecture and some outlines I made to some of the essays we had to read. There will be more coming up, and hope this helps you!
Never-Ending Stories: Multidisciplinary Perspectives on Myth
Prof. Kendrick, Prof. Nagy, Prof. Watkins
Class Notes
25 ?




Popular in Never-Ending Stories: Multidisciplinary Perspectives on Myth

Popular in Arts and Humanities

This 13 page Class Notes was uploaded by Vivian Yang on Sunday October 4, 2015. The Class Notes belongs to GE CLST 30A-1 at University of California - Los Angeles taught by Prof. Kendrick, Prof. Nagy, Prof. Watkins in Summer 2015. Since its upload, it has received 65 views. For similar materials see Never-Ending Stories: Multidisciplinary Perspectives on Myth in Arts and Humanities at University of California - Los Angeles.

Similar to GE CLST 30A-1 at UCLA

Popular in Arts and Humanities


Reviews for Week 1 Lecture notes and selected outlines of Essays to read


Report this Material


What is Karma?


Karma is the currency of StudySoup.

You can buy or earn more Karma at anytime and redeem it for class notes, study guides, flashcards, and more!

Date Created: 10/04/15
39 39 n f 2 quot in Wm Amy 1 pm WA 7 V I r I f irljmmci II quot 513 hawk 5 M4 quot W L W f39 f I 7 Kwsz Jenaawrm waifV W AW 01 mtiw m Ax gitWWWEQM gy7awm g f 756 a Lj M WW 391 Md 31quot W WW 4 wngi gi 2 85an w p ZJ V nziwm 555 J39 Fquot F L r mm 515 Mama 39 2 5515 WW giggwa wwm b 3 W I 4535 55 j 1 7 i ijxgmv A 39 iz M M I at I l 9 WM 45 Mg m W WW I MW 656 M w QWM at4 WW 5113 p I r 7 v J Wm Z M j W dza Wr kf mu 7 if 5M EM 553 5 quot 39 quot WEL zm aimquot 60 7 W Wm Wigwam 39 Niki1143 Wm how quot y g39ffw my M 1 Vx g E E 1quot r de 1 I r 7 he Mi 5 m v T amylwa 1 a Him hill Bv liwv d Q39WFfj u md 3quot v gwa mtgWM WW um WWQMM OLUWi Tb ww v LL H39Ltvwla 7 n a l 39 ML w M fiffj 11 a I H L t LM39Uquot 8 31 if J hm vpb I ML meLEEw l L rL fquot J 34quot Iquot L 3939 a 39A 39 39 7 A I d Iquot if quot 7 Wig M Wm 1 ff 5ammcimmm Sfi d f w i w mwmmWWWm mmw g 39 Wm E i L L L i 3 quotWWWE m a Macmwd quot I gt 39 I w LY v name 5i 39 A s in 1H J awquot WW WU WM 3 tht i39 ly quotNitaquot 25 LU w k E Ufir erVFW D LU L r U39quot in WSMLthi i 1 M 39 y f gt m w WWW m 449 ma m M u w a r I I 9 villufgm NadyaEDT V H v 8M 6 EU him 3 QMW x me w M J i WWM q a mfgMalianth lm 1th w quot Afflumrah sq WW mmUArvwWLc r nigh 39 quot ii nyf dd JJJJJJd dd Jdd Jdddddddddddddddddd H 5 7 quot m g r39 F 39 H a Lidia e WWW Mix 5 V3 Mi 1 ww j garf way 1 M35121quot W 6339 e39f r rquot 41 1w axr WW 19M ame Li v r H1 5 if I E We I 57 H far I 15mmf stf www gw EM 1531 famey a 5 mm g gwt w 5 39 I a g H 7 a I quota M 4 y 543 pine we fwif armyM WM M 5 M Mi x y e e E W j a 39 a quot M A v I 1 quot i v 135E113 rr L j f 4quot ie E m V If i 54 7 if ij A quotE1 yquot quot7 a E I quota r Zl ira xr e gwztf if 39 eyquot 7 if pf v a h J r r l a 1 quota giquot 395 g39tb39 i39 Emma claw km 31 a 1 gg wcigrzrmy Li a j r quot J I u n if If rr39 J a i 6 Yo H quot39 aquot it ma am 1 were Ugjwwl A f Emfr isquot VF i 39 I a I M 941 39 39 r J f n 394 II If gr F F15 J H r it I 3 I D ngQMr a u I C r d b veMT l j 6 51 11quot W J 39 r b considered true by V 39 f A f1 g 139 f I V quot gquot I v r r Mlik dquot j 9 EILE i r kbftj Ei f t f r l mv 5376 z f39lm e 1 jgrjr39LMi audience and narrator Tip 1 j I I a I P A I A 11 FF 39 2 writ 39e mw ma rf39m 1 f rw ex L Wquot 39 Vlr L r H gt J g aquot 39 I J l L 2 HI 1 5 faref 3 yineff mm 5M Witter atr quota azrww quotiv Muir gag mm 1 I r r I 2 we Ll 393 r v1 rah r J e gr I quotIV V I ff 5 quot391 a v 39M 39i g lquot Vii L gfEr39t 39ia v 557534 5 PMquot 53 H655 1 q E f I I a g 397 quotI j I 1 If i4 tia i My U f W EHEM g w 39 ta gjiewr wigLaw f by r f 5 LiW Tr 39 ir39 i t quot5 firmg f g tii quot5quot J Magww ff les W 1 v a 39 P r M Fl 3 gig F IF 4 r w I 97L 1quot Jaw a fun a Jr 73 IMF um I 5 39 r j r x 1 l i 39l 39 aw aws 391 ATE a v52 1 J r l v r r E Eu 1 J J w 53 Ti H I d V 3 ha IV V39 v V I 5 f9 I39 a A 3quot r FJf 39 w M I Midge g ififz yieze51r1e3 w 9quot W i iaL I I39 L 139 55 J i IF u h E r I III r I I39 391 1 r l i 39 W 539 a 39 e L1 v 3quotquot 39 rr gt quot1 5 39 quot t39quot IFrlquot 39 quot n 39l39 quot wild L H39i E i i E39Mv i etykiL L3 L4 vili i i a 33m L Liw v 33 Li39 E iii 539qu quot i 131 an I i p J g r r h J u J i g a J v 3 i H quotft 4 C 4 331VF5 13quotT rri iquotHL 5 am 3321 m J1 I J TLm39L 3 Joquot at 3am Wu h I quotI 39 I quot quotr s 1 g gt 1 j j J 75 n r I JJ e 39 39 fl W I r 39 er 3 aw v 3quot 39 J giLffffL g M gaglei gyrp w L2 gm 39 wbybm g Mai0 4 3 hymn 6 Iiiquot L i If U Mr r M a quotrewa39 r 1xmi are f IiiJ F vi H W11 hy JLgjgggamgya a 315 jzximh inLi M1 r if 11 r a a L 3 quota I quotYr i a p f 49 lvh39 I a if J r I quot 3961 5 paresLIE mm 1 39 Ema r5 439 quotpm r Lizm w r 39I r quot t 3751 a 1 quot j l I gimm H J r39 9F If i 5 lv quot1 I h 399 39 J I a 139 r aquot quot 5 7 Iv quot quot a 39 Jw39 39 i A 1 39 a r quot i 39F 391 39 quot W Hawk 3 quot39 hi rqus 9 39i i 13quot L xygb ei M g i u if 5 Lu 5 ii Mquot 1311quot M digK L4 L Et PM a h 54 5quot 39 5 i J I 5343 Bu her A I A 39 39i 39 I 3913 39 39 F 1 1 j 1quot aquot g 39 r jl n i 39f u 1 quot V 2139 lequot I39M 5393 g U5 1 f a Mg Lquot x39f39if r r a gageF 1 if d L 1quot If L n r quot 41 T a J k quot r 39 h I a 39 1 I f r a r z m I r 4 inf Err I QT 4MEHUQ 39E 33911 1 E quotw 1 quotl quot Hf 39939 39L EL 5 73v 413quot aquot 394quot Li a quotgquot P E 1 it I 39 i Hg quot h l LLLLr k L it I rquot J xquot 3 V T z f iarhi mwa i ij wquot wakMt gihgfm c5131quot 39 Wm 6 mvyffm 9 H 4 quot quot 93 ifquot r 39 39 7 IV S I g 1 a r V I xquot 7quot quot quot EJH r 39 is quot115 f f fir f szwzhi j was 1m Mi gi 555quot Eff 5 g a g f f a 1 yr z 3 21 Le 334391amp39 a 7 4quot I 1 q a 53 3 I 39 V gt W M F I 1 r is 1quot I J A x ca A I mix HJI tux g mwirgf askE 39 Whit h fvnj 5 aykw a Gw k 3 L 4 735m e Email 13 mm 435 im 63 a 4 way mtg QM a mquot iquot 5 quot quot m f EWisid quotr533 f mii atr 39 frr rzg fwa g4439 556 15 ff m A mg I g m A if4 quotF Jr391 ME9 57M itLL f baw Z wj a Am 159 T i QR 4 E e 393 AM wuwvw 7 ga m fa U V 39 5 I I 1 J 7 if V K M a h m PPM ma if figHaj W lfwjj w 3 M 33 3 9 L quotfi i my 3 lmz w CWLMWQ g i WWW I y a L a yr I n a gt4 H VET 3P n m 3 H W52 5 365 J bis9391 i ggzw k1 iiiWM Ema Em K 45 if 4 Mht Li Mi CE a rquot I g I 395 f h I r j 1 quot f 39 WU M LEE W1 Mr er LL by i mg gmg g Ar ririm fjrg 1519 fa1 A f fi gm 3quot I u I 391 39i aquot I l 39 I 39 u 4 39quotF 1quot 39 39 v r r 39 39 5 5354 3Q VL5 J Mirirxmv zf ia i W W11 1 M a m m I 139 P n f L 391 f quot 1 p 39 5 A I ji 1 Wi i Mii i m tj Hm36quot Vii E39E Li m39g39f td quotf r izwi 3amp1th a Linmtam Lrhgfq 3 l3 j C j a 339 quotMi Mil 1 3M WA M v rm a II V a a39 I V g ng I v u w H I M I V 393 h g 391 a J v w 1 W T3 WW 3 5 39ymtb t at 9 133121 WW i w 39 vimiw E lu T r V gt 39 quot al39 39I quot7 t quot v T 39 halfSJ quotn a quot391 quot I I Ir Vi f 39 M 3 j in 5 5 am 5g F bj t LL 3 I M j 1 I I L W firbi Mi W sn m W12 43 f nmm 5m 5 a QM a w max I 39 a 39 quot PL 1 39 g 7 I 5 39a 39 p Hf Um Mn w 4151 mi m Lin m Maj ax m WW g 343quot x 649 a LNJM J 1 a 7 r7 a a J J a Pi wit x m 3 w v i quot 1 M hi i Wm Eymw a Em zmrf39 at wag WWW r fitt ila YB39J w quot 5 m ll 7 7 his 743 quot j39 45am 1 L mMmm mm MM WW t m mm r i MM quot3va quotr d E L L M Q L BMww ELM DWEx WM quot ELM WW 4iquot39 Q Eff 1 quotWWW f 39hi Wan w gLM39 a 4M4 xinmmixmj k a r i a A m v 3 Ii quot uv I r i 32 In L I If I I I Iquot Wiquotquot 5 5 i 49 j quot5 Wm w HW ri Swj m stdm m H mm M W MM L w39i u ch 4quot I a J i i M A in 7 I I n wile1 S a 7 r I 9 f 31 E W 3 0 C w M u QMMw 1 W 1quot Wm M1 3 fi39mrg 1wfjf ism 39 I 39 quot i 4 7 ft I I J quotJ m 5quot i39 39M i 16 m Wt w m M fi iii W H1quot Us J1 rH xi What is History Edward Carr answer depends on our own position in time and our circumstance 19th century was dominated by a need for facts 0 matched with Great Britain39s empirical theory of knowledge must have complete separation between subject and object 0 ex The Shorter Oxford English Dictionary part of the empirical school shows separation by saying fact is quota datum of experience distinct from conclusionsquot 0 called quotcommonsense viewquot of history facts are available to historians as documents inscriptions and the like but how the historian presents them depends on himself 0 empirical school calls for getting facts straight before interpreting them as quotfacts are sacredquot however according to Carr this doesn39t work not all facts about the past are treated as historical facts by historians quotcommonsense viewquot certain basic facts same for all historians and form backbone of history 0 ex Battle of Hastings was fought 1066 such basic facts however are a quotdutyquot a necessity and not part of the historians39 actual job these basic facts are based on an quota priori based on theoretical deduction from the historian 0 effect of a fact amp opinions it induces is influenced by the context and order of facts given most basic facts of history like example above is only known because it is deemed important enough by the historian but it is necessary for historians to be selective belief that historical facts exist objectively amp independently of historian fallacy 0 ex something like a mob occurs and someone is killed not yet considered historical fact gt professor cites in lecture not yet a historical fact gt if more people take it up it turns into a fact of history if not it will disappear in the line of historical events example presents how even in a basic fact of history there is already interpretation of historian mixing in History is a jigsaw of missing parts not only due to accidentally lost parts but because bits and pieces of it has been selected to survive to future generations over time the history we read is a quotseries of accepted judgements Barraclough ancientmedieval historian of this age and time only has certain amount of facts to deal with as it was selectively passed through time modern historian has overflux of facts has to chose what to preserve 19th century fetish for facts and documents if it is in documents it is quottruequot documents however only present what author of the document thought 0 ex Foreign Minister of Weimar Republic Streseman died leaving behind numerous documents which his friends esp secretary Bernhardt collected and published selective documents Bernhardt focuses on large successes with Western policy which through the books appears to be what Streseman focused on However in documents all together Streseman actually focuses a lot on Eastern policy esp with the Soviet Union Sutton translator of such German books then publishes quotcondensedquot version for English readers eliminating even more of what Bernhardt had on Streseman39s Eastern policy thus focusing history on one small part of Streseman39s policies 0 ex Looking at Streseman39s papers Streseman criticizes Soviet ambassador Chicherin But what we know of Chicherin and the meetings is only what Streseman thought of them vice versa if we had documents on Chicherin39s accounts What is history Croce history contemporary history seeing the past through eyes of the present in light of its problems historian39s main job is to evaluate what is worth recording Becker historical facts don39t exist until historians make them Collingwood history past amp what historian thinks of it past is in sense still in present but it is dead and meaningless unless historian understands thought behind it Oakeshott historyhistorian s experience only way of making historywriting it History is never a pure fact 0 ex Historian Trevelyan family of Whig tradition therefore his works present history through the eyes of one with such background to more fully understand history of a historian one must first understand his background and bias Historian must have imaginative understanding not sympathy of those he writes about try to see things from their point of view we can only view and understand the past in eyes of the present function of historian is to master and understand past as a key to understanding present but this too presents how historians are selective history between objective compilation of facts amp subject product of historian History is a continuous process of interaction between the historian and his facts an unending dialogue between the present and the past The Creation Myths of the North American lndian Rooth one of consequences of comparative method in mythology refinement of typology Classification according to general types 0 are identi able myth types cognates found in diverse cultural contexts that can be plotted on maps 0 w maps folklorists could get idea of geographic distribution of myth more diffused older it was assumed to be 0 idea that people moved from Asia to N amp S America supports similarities bw Asian amp American Indian myths comparative amp typological studies not always worldwide may be limited to language family continent studies require bibliographical expertise one must search through numerous published sources to locate versions of myths being investigated 0 emphasis of typological studies text of myth o mythritualists amp students of comparative mythology concerned w interrelationship bw myth amp other cultural elements typological scholars interested in myth amp relationship to cognates in other cultures folowing essay shows how around 300 American Indian myths only around 8 types Essay starts here around 300 versions of myths in all of North American Indian literature regarding beginning creation or formation of worldearth 0 focus on compilation of all myths of common theme creation of world 17 of compiled myths not classifiedfragmented other 83 1 of 8 types essay will not discuss detail motifs of western coastline parallels E amp N Asia or detailmotifs bw East amp West 8 types of creation myths 1 EarthDiver Myth 2 WorldParent Myth 3 Emergence Myth 4 Spider Myth 5 Fighting or Robbery Type 6 Ymir Myth 7 Two Creators and Their Contests 8 Blind Brother The Myth Types 1 The Earth Diver 0 found all over N American continent except Arizona amp New Mexico Alaska exempt for all creation myths o myth being dives to bottom of ocean only 1 existing to get sand to make earth gt only gets small amount under nailclaw gt being is underwater for long time ends up deadhalf deadgt earth is created might be mixed w seedsetcgtearthkneadedstretched amp placed on water gt grows to present day sizegtwhile earth grows creator tries to find out size through inspectiongt animal dispatched pauses to eatflap wings gt geographical formations gt creator punishes themex white raven turns black 0 sometimes myth secondarily linked to deluge severe flood o in Earth diver myth interest of audience creation 0 in deluge interest disaster saving mankindanimals repeopling world distribution Eurasia N Asia E SE Europe up to parts of Germany myth motifs N AmericaE Baltic states motic of animal running around world limited to N America distribution of ED myth shows that mythtypes related not individually developed across continents limitation of ED to mostly N Asia E amp SE Europe myth has own special distribution w geographical continuation 0 supports probability of common origins idea of primeval water ocean as original element should not have occurred in central areas of large continents indicates common origin observations of shells in mountains may have stimulated myth telling amp offered proof logical for coastalisland areas to have idea of primeval water maybe traveled from shoreside to other areas 2 The World Parents SkyFather amp Earth Mother limited to SoCal Arizona amp New Mexico same type as Japanese Chinese amp Polynesian similarities goddess of earth gives birth to all things staff with special point erection of staff talk bw god and goddess failure of firstborn birth of sun hiding of sun 0 other versions may mention children crouching bw parents WP in N America limited to narrow area w relationship of dif versions of this type WP series of detail motifs not essential to myths not seen in other types detail motifs found in Pacific Islands amp China shows genetic relationship WP limited in Eurasia to E amp SE Asia to W Mediterranean area probably travelled from Pacific Islands to MesoAmerican areas like SoCal 3 The Emergence Myth limited to N America amp SW area some offshoots to Plains area have idea of existence of different worlds 0 men animals vegetation live in cavegt earth is ready for inhabitants people instructed in ceremonies customs amp craftsgtcornmother sun twins or hero sent to lead them to sun from dark miserable cave I may climb vinetree piercing cavetop animals may be sent to dig hole etc I cave may be refuge from deluge same motifs found in Mexican myth geographical distribution up to Maya amp Quiche shows connection to MesoAmerican areas 0 Em peculiar to area in American tradition 4 The Spider as Creator Being o Socal Arizona New Mexico Spider helps with creation weaves umbrellalike foundation for earth fastens it w web amp thread 0 deluge version spider weaves scaffold to save people may present idea of dif color directions 0 idea of Spider as first being Spider praises ability to stand on water float in air as did in beginning of world SC limited to S North America may extend high north in Plains area centre of SC southern areas Mexico parallels in Eurasia special detailmotifs common to Chinese amp SoCal traditions 0 considered to have common origin idea of Pacific Islands to N America 5 The Creation or Formation of the World Through Struggle and Robbery 0 western area of N America from around alaska to CA 0 idea that creator shapes world amp gives it its character by theftrobbery of sun fire or water struggles w giants o idea that raven flies bw dark amp light earth amp water gt turning dark 0 correlation bw Asia Old Scandinavia Eurasia amp NW coastline 6 The Ymir Type world created from corpse of dead giantmanwoman parallels to Eurasia Pacific Islands Scandinavia connection to creation of Adam idea of skull is made to sky bones to stones hair to vegetation blood to water etc o opposite in creation of Adam stone water clouds for brain vegetation for material of man 7 The Two Creators c all over N America idea of Two creators o pictured as siblings dif generations godsgodlike beings testing strengths competing abilities o Eurasian parallels 8 The Blind Brother 0 only in SoCalamp Arizona 2 brothers from ocean older tricks younger to opening eyes first gt destroyed sight younger brother cannot create people as well tries to destroy them eventually returns to ocean o relation to Mexican amp MesoAmerican tradition 0 only in American continent General Conclusion 1 small number of mythtypes fixed geographical areas of types amp congruence of detailmotifs show types traditional forms w geographical boundaries like cultures 2 small number of types of global amp popular theme amp congruence of detailmotics show relationship bw Asiatic amp American creation myths 3 4 myth types limited to Southern part of N America relation to Meso America Pacific E amp 8 Asia 4 proof of relationship bw MesoAmerican tradition area amp Pacific Islands E amp 8 Asia N American continent amp E amp N Asia two channels of cultural contact bw Eurasia amp America EarthDiver Creation of the Mythopoeic Male Dundes o Jungian approach to myth not same as Freudian approach Jungian analytical psychology Freudian psychoanalysis o Jungian theory assumes existence of pre cultural panhuman archetypes manifested in mental phenomena including myth o Freudian theory shows there is relationship causal or correlational bw initial conditions of infancy amp early childhood regarding relationships amp adult projective systems include myth I childhood conditions vary culture to culture like adult projective systems I Freudian symbols of symbolism displacement condensation projection etc may be operative in all cultures particular symbols amp speci c projections culturally relative o Jungian archetypes not fully knowable Freudian isomorphism parallelism can be tested for correlation 0 studies of myth distribution show there is no myth that is universal no myth found amongst ALL peoples of Earth 0 no myth limited to single culture usually however shared amongst related peoples o if archetypesinnate amp genetic why aren t all myths everywhere But if Freudian theory is correct how can there exist myths shared bw dif cultures 0 does that mean all cultures same infantile conditioning Essay starts here one reason anthropologists may fail to make notable advances in myth studies rigid adherence to 2 fundamental principles literal reading of myth amp study of myth in monocultural context 0 insistence of literal v symbolic interpretation cultural relativism v transcultural universalism continuation of rxn against 19th c thought universal symbolism most supported amp influence of 2 dominant figures Boas amp Malinowski I both favored studying one culture at time in depth amp that mythnonsymbolic I Boas mythology reflects culture 1 1 relationship idea that purely descriptive ethnographic data can be culled from myths of particular culture I Malinowsky myth direct expression of subject matter 0 much research to demonstrate myth as cultural reflector but does not account for all data later studies showed discrepancies between usual descriptive ethnography amp ethnographical pictures of myths 0 Spencer might have to look to psychology instead of history historians not only usu not trust psychology but also don t really accept myth as symbol 0 Freud was excited to apply psychology to mythology but realized he and his students amateurs of the subject while those with training were not interested in psychoanalytic theory 0 rejection of Freud s theory large portion of mythological conception of world psychology projected to outerworld difficulty 2 ways psychoanalytic theory may be applied myth may be analyzed with knowledge of particular mythmaker or without 0 unknown whether both methods are equally valid 0 gt next question do myths reflect past present or both many anthropologists analyze as present analyzing presentday culture in terms of its myths Kardiner myths responses to current realities may have changed many times throughout the years evidence of folklore scholarshipstability in oral narratives myths and tales of different informants keep basics 0 ex cosmogonic myths have not changed materially for hundreds of years not necessarily valid to analyze presentday culture in these myths which are likely to be from prehistoric past however at certain time periods myths may have minor changes that signal definite cultural changes 0 experimentsstudies show myth variations fall on cultural lines basic problem can myth as while be analyzed meaningfully myth corresponds to culture of time it was first created but it is rare to know when these myths are first made up myths are also all over world impossible to ascertain date and place of first appearance problem students of anthropology may try to use myths shared between many cultures to analyze specific culture 0 fallacy to analyze international talewidely diffused myth as if it belonged to 1 culture but good to analyze differences that occur as myth enters another culture if only permissible to analyze differentiae distinguishing mark does this mean entire structure of widely diffused myth cannot be meaningfully analyzed 0 are human universals myths that can be analyzed not fallacy to analyze world wide myth as if it belongs to all cultures it appears in I does not preclude that there are as many meanings as there are cultural contexts I limited of human universals suggest similar meaning Kluckhohn there are givens of human life that will cross cultures these givens are present in myths one of most widespread myths myth of EarthDiver 0 creation from muddirt sim idea to the creation of man from similar substance 0 magical expansion of mud 0 why idea of cosmogonic myth so widespread Freud s theory works well with idea of emergence myth world given birth by Earth mother but seems not to apply to ED myth what could serve as model for its construction 0 hypothesis based on 2 key assumptions 0 1 existence of cloacal birth o 2 existence of pregnancy envy by males 1st assumption sexual theories of children ex child s ignorance of vagina gt assumption of birth by anus 2nd male s envy of female childbearing role parturition envy pregnancy envy 0 supported by large number of clinical cases in which men seek to have babies in form of faeces imagining excretion on world both assumptions try to explain why ED myth in Genesis woman s creative role is denied Eve made from Adam Noah male makes wombark flood waters abate after period corresponding to length of human pregnancy likely that Noah s Ark form of ED myth esp in detail of raven amp dove etc perhaps male creation myths correlated with patriarchal societal organization hard to accept ED myth as anal birth fantasy from few clinical cases only of Western civilization may be because 0 ethnographers amp folklorists traditional myths of excrement rarely printed but there is wide range of myths detailing formation of world by excretion rarely found in N America 0 process of sublimation to divert the energy of a sexual or other biological impulse from its immediate goal to one of a more acceptable socialmoral or aesthetic nature or use I idea of goldjewels mud clay etc as substitution in excrement fantasy relates to ED myth in how children like to play with things occupied with dirt under nails etc relates to Christian dualism o God amp devil contest devil dives for dirt tries to save it by putting into his mouth God s expansion of earth gt devil spitting it out gt rocks amp mountains God sends bee to spy devil calls for God to eat his excrement gt God does gt stop further growth of earth 0 God creates pure body leaves to collect soul devil defiles it God turns it inside out impurities of intestines Roheim myths amp foktales derived from dreams Schwartz dreams amp tales may have similarities not necessary to assume tales dreams Roheim ED like basic dream dreamer falls into hole diver to primeval water double vector of regression into womb amp penis into vagina parallel of pregnant woman and growing earth 0 idea that notjust one person dream amp spread multiple similar dreams 0 depends on theory of dreamorigin amp specific nature of basic dream still this does not tie ED to excremental pressure myths or dreams Kluckhohn man may not be born with idea of pregnancy envy acquired through mediation of culture necessary to remove ALL traditional blinders amp collect ALL pertinent material even if it borders on obscene


Buy Material

Are you sure you want to buy this material for

25 Karma

Buy Material

BOOM! Enjoy Your Free Notes!

We've added these Notes to your profile, click here to view them now.


You're already Subscribed!

Looks like you've already subscribed to StudySoup, you won't need to purchase another subscription to get this material. To access this material simply click 'View Full Document'

Why people love StudySoup

Jim McGreen Ohio University

"Knowing I can count on the Elite Notetaker in my class allows me to focus on what the professor is saying instead of just scribbling notes the whole time and falling behind."

Anthony Lee UC Santa Barbara

"I bought an awesome study guide, which helped me get an A in my Math 34B class this quarter!"

Steve Martinelli UC Los Angeles

"There's no way I would have passed my Organic Chemistry class this semester without the notes and study guides I got from StudySoup."

Parker Thompson 500 Startups

"It's a great way for students to improve their educational experience and it seemed like a product that everybody wants, so all the people participating are winning."

Become an Elite Notetaker and start selling your notes online!

Refund Policy


All subscriptions to StudySoup are paid in full at the time of subscribing. To change your credit card information or to cancel your subscription, go to "Edit Settings". All credit card information will be available there. If you should decide to cancel your subscription, it will continue to be valid until the next payment period, as all payments for the current period were made in advance. For special circumstances, please email


StudySoup has more than 1 million course-specific study resources to help students study smarter. If you’re having trouble finding what you’re looking for, our customer support team can help you find what you need! Feel free to contact them here:

Recurring Subscriptions: If you have canceled your recurring subscription on the day of renewal and have not downloaded any documents, you may request a refund by submitting an email to

Satisfaction Guarantee: If you’re not satisfied with your subscription, you can contact us for further help. Contact must be made within 3 business days of your subscription purchase and your refund request will be subject for review.

Please Note: Refunds can never be provided more than 30 days after the initial purchase date regardless of your activity on the site.