The Link between Mythology and Education
Author(s): Richard L. Sartore
Source: The Clearing House, Vol. 65, No. 1 (Sep. - Oct., 1991), pp. 35-36
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/30188650
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The Link between Mythology
and Education
RICHARD L. SARTORE
life and placing the individual psyche in contact with the
Although the classroom is an appropriate setting
for transmitting information on mythology,outside
the
world. Since the beginning of humankind, myths
teaching of how mythology affects our personal liveshave
is dealt with the basic human issues of life, death,
usually ignored in our schools. When one considersadolescence,
that
adulthood, sexuality, and marriage.
the myths people live by directly affect their behavior,
Joseph Campbell also addressed the meaning of
the topic becomes immensely important.
myths in our lives: "Certain imprints," he states, "im-
There are essentially two common forms of mytholpressed upon the nervous system in the plastic period
ogy that humans encounter throughout their lifetime.
between birth and maturity are the source of many of
The first is a cultural mythology that includes an the
indimost widely known images of myth. Necessarily the
vidual's exposure to such concepts as religion, politics,
same for all mankind, they have been variously organand community beliefs. The second is a personal mythized in the differing traditions, but everywhere function
ology that each person experiences through dreams,
as potent energy releasers and directors" (Campbell
symbols, rituals, imagination, and self-impressions
1986,
of 61).
the world he or she lives in. A broad understandingMost
of individuals know little about mythology. The
mythology leads us toward a clearer consciousness
world
of changes daily, and our concern seems to focus on
human life by addressing the unanswerable questions
the events that are current. What becomes important in
about life and death and by examining how previous
our minds is what happens at the moment. But what
civilizations over the millennia have tried to answer
about when an individual realizes that the end of life is
those questions.
near? What about when those everyday activities are no
Myths attempt to explain how nature works, how it
longer of foremost importance? That is perhaps where
evolved, why groups of people formed, and the pattern
mythology can help. Difficult questions are answered by
of cyclic events. Why must we be aware of our myths?
numerous cultural motifs and developed within each inBecause we are so strongly, often unconsciously, af- dividual. For example, looking at the world religionsfected by them. In fact, the development of an intheir beliefs, stories, and concepts regarding an
dividual's lifestyle is based on the psychological
afterlife-can be a form of consolation to a person apdevelopment provided through myths. Consider, for ex- proaching the end of life.
ample, the impact of religion on our lives. We learn
Myths routinely bombard us in life, but we seldom
religious traditions from birth, sometimes accepting identify them as such. This is why it is so crucial that
them without question. The inevitable result is that theteachers help students assess their myths. It is not difmyth becomes an embedded part of our lives. It is there- ficult to recognize a student's myth. One needs only to
fore crucial that we understand why myths occur andexamine the student's lifestyle, values, and priorities.
how they influence our decisions.
Every thought is based on a previous myth. Society, culSam Keen states that the "myth is the cultural DNA,tures, families, and experiences translate into personal
the software, the unconscious information, the program interpretation of myths. If students do not know what
that governs the way we see 'reality' and behave" (Keenmyths are all about and how they affect their lives, we
1988, 42). Myths actually propel the child into adoles- have not educated the individual. Instead, we have
cence and later adulthood by providing a road map tothoughtlessly perpetuated the same experiences.
The important thing for teachers to realize is that
myths exist and ultimately affect our actions. Moreover,
Richard L. Sartore is a grants consultant for the Cerebral Palsy Center for the Disabled, Albany, New York.
there is a personal mythology that is created internally
and influenced by cultural myths. The more strongly a
35
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36 The Clearing House September/October
person is labeled an "individualist,"
what their implications are in athe
person's life.
more
Teachers
a perso
has renounced the existing
cultural
mythology.
In an ex
should
read books about mythology,
view programs
treme case, an individual may
that stress what
become
people say about mythology,
truncated
take workand un
able to develop physically
and/or
psychologically;
t
shops and
courses on the topic,
and include mythology
cause may be an unchanging
as part of themyth
overall teaching curriculum.
or one that does n
2. Recognize
contemporary
mythologies. Many of
propel the person to any
more
constructive
develop
mental growth. Understanding
makes
us less
today's "heros"mythology
originate from the sports and
motion
bound by questionable childhood
cultural
picture sector. Certainand
stories, especially
those com- teachin
By understanding internal
monly found in movies,
feelings,
the Bible, family tales,
particularl
poems,
rituals, dreams, and assorted
a Wayne
human bei
and literature aresymbols,
replete with messages. John
begins to control his orandher
the crafty pattern
007, James Bond, can easily
of
be identified
living. This
done through comprehending
as mythological figures.
the
To help
how's
students assess
and
the
why's
mythology. Once we become
aware
our
own myth
value of a particular
mythology, of
the teacher
may introthe future is modified for
us.
Being
toarerecogniz
duce a values
clarification
method able
whereby myths
dysfunctional myth, suchplaced
asonone
that
stresses
how injur
a continuum
and discourse
ensues. Students
ing another can lead to manliness,
themselves determine what
is value
a positive
is placed on what step forward. Many negative mythologies
myth. The teacher, who
are
is knowledgeable
self-created
about the imby in
dividuals who are not provided
pact of mythology,
a mythology
is in the unique position to to
teach follow.
Feinstein and Krippner concepts
note
that
and, at
the same time, become familiar with a
student's
personal
and cultural myths.
the personal myths that are central in your life tend to be
3. Incorporate
mythology
intodrawn
the curriculum.
This live out
self-fullfilling in the sense that
you
are
to
their underlying themes. can
If
premise
of
your
personal
be a
accomplished
by teaching
mythology
through
mythology is that you are
bright,
are
likely
to use
myths,
folklore, stories,you
art, literature,
poems,
and curyour intellectual capacities more effectively than if you
rent events. Each thing that we do is in some way tied to
believe you are dull. If "disappointment in love" is a
mythology. Teachers possess the effective tool of com-
dominant motif in your mythology, you will tend to semunication that
may potentially
promoteit
learning
and
lect partners and make choices
that
bring
your
way.
psychological health.
(1988, 26)
A lack of mythology and symbols is frequently acted
out in a manner not accepted by civilized society. Few
replacement controls and symbols are provided by
Mythology speaks a universal language. By teaching
how mythology affects our lifestyle, we are providing
the basic rationale to human behavior.
society; societal rituals are all but eliminated. Consequently, young people make up myths that suit their
needs. They make up their own laws, which may not
coincide with those of our society, and become involved
in gangs, drugs, and related forms of violence.
One of the foremost objectives of education is to promote life with a minimum of trauma. Education should
SUGGESTED READINGS
Barthes, R. 1976. Mythologies. New York: Hill and Wang.
Campbell, J. 1962. The masks of God: Primitive mythology
York: Penguin Books.
S1973. The hero with the thousand faces. Princeton, N.J
also foster an appreciation of a person's culture and
Princeton University Press.
S1984. Myths to live by. New York: Bantam Books.
_ 1986. The masks of God: Creative mythology. New Yor
recognize how dreams, rituals, and perceptions affect Penguin Books.
thoughts. Mythology is essentially developing a deep re- D'aulair, I., and E. Parin. 1962. Book of Greek myths. New Y
Doubleday.
lationship with the world around us. The combination
Kirk, G. S. 1988. The nature of Greek myths. New York: Penguin
roots. Therefore, to live a mythical experience means to
of both cultural mythology and personal mythology
Books.
serves to color the individual's perspective of the world. Moyers, B., ed. 1988. The power of myth. New York: Doubleday.
Watzlawick, P. 1977. How real is real? New York: Vintage Books.
Being able to modify our endeavors based on an awareness of mythology influences our life-behavior.
How can teachers foster mythological awareness in
REFERENCES
students? Here are several suggestions that may be
helpful:
1. Learn about mythology. The classroom teacher
must be fully aware of how mythologies develop and
Campbell, J. 1986. The masks of God: Occidental mythology. Ne
York: Penguin Books.
Feinstein, D., and S. Krippner. 1988. Personal mythology. New Yor
St. Martin's Press.
Keen, S. 1988. Stories we live by. Psychology Today 22 (12): 42-47.
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