- A boy's best friend is his mother.
PSYCHO
1960 - A census taker once tried to test me. I ate his liver with some fava beans and a nice Chianti.
SILENCE OF THE LAMBS
1991 - After all, tomorrow is another day.
GONE WITH THE WIND
1939 - As G-d is my witness, I'll never be hungry again.
GONE WITH THE WIND
1939 - Badges? We ain't got no badges. We don't need no badges. I don't have to show you any stinking badges.
THE TREASURE OF THE SIERRA MADRE
1948
(spoken by Alfonso Bedoya, famous Mexican actor) - Bond. James Bond.
DR. NO, 1962 - By the authority vested in me by the German Reich, I pronounce you husband and wife. Proceed with the execution.
THE AFRICAN QUEEN, 1951 - Captain, it is I, Ensign Pulver, and I just threw your stinkin' palm tree overboard! Now what's all this crud about no movie tonight?
MR. ROBERTS, 1955 - Carpe diem. Seize the day, boys. Make your lives extraordinary.
DEAD POETS SOCIETY, 1989 - Did you ever have the feeling that you wanted to go, and still have the feeling that you wanted to stay?
MAN WHO CAME TO DINNER, 1942 - Elementary, my dear Watson.
THE ADVENTURES OF SHERLOCK HOLMES, 1939 - Fasten your seatbelts. It's going to be a bumpy night.
ALL ABOUT EVE, 1950 - Fat, drunk, and stupid is no way to go through life, son.
ANIMAL HOUSE, 1978 - Find a truly original idea. It is the only way I will ever distinguish myself. It is the only way I will ever matter.
A BEAUTIFUL MIND, 2001 - For god's sake, Mrs. Robinson. Here we are. You got me into your house. You give me a drink. You... put on music. Now you start opening up your personal life to me and tell me your husband won't be home for hours. ... Mrs. Robinson, you're trying to seduce me; aren't you.
THE GRADUATE, 1967 - Forget it, Jake. It's
- Frankly, my dear, I don't give a damn.
GONE WITH THE WIND, 1939 - Gentlemen, you can't fight in here. This is the War Room.
DR. STRANGELOVE, 1964 - Get your stinking paws off me, you damned dirty ape.
PLANET OF THE APES, 1968 - Go ahead; make my day.
SUDDEN IMPACT, 1983 - Greed, for lack of a better word, is good.
WALL STREET, 1987 - Hasta la vista, baby.
TERMINATOR 2, 1991 - Here's Johnny. THE SHINING, 1980
- Here's looking at you, kid.,
APOLLO 13, 1995- I am big. It's the pictures that got small.
SUNSET BLVD., 1950 - I believe in two things: discipline and the Bible. Here you'll receive both. Put your trust in the L-rd; your ass belongs to me. Welcome to Shawshank.
SHAWSHANK REDEMPTION, 1994 - I can't take it anymore, Felix, I'm cracking up. Everything you do irritates me. And when you're not here, the things I know you're gonna do when you come in irritate me. You leave me little notes on my pillow. Told you 158 times I can't stand little notes on my pillow. "We're all out of cornflakes. F.U." Took me three hours to figure out F.U. was Felix Unger.
ODD COUPLE, 1968 - I feel the need - the need for speed.
TOP GUN, 1986 - I got the motive which is money and the body which is dead.
IN THE HEAT OF THE NIGHT, 1967 - I have always depended on the kindness of strangers.
A STREETCAR NAMED DESIRE, 1951 - I have to remind myself that some birds aren't meant to be caged. Their feathers are just too bright. And when they fly away, the part of you that knows it was a sin to lock them up DOES rejoice. Still, the place you live in is that much more drab and empty that they're gone. I guess I just miss my friend.
SHAWSHANK REDEMPTION
1994
Thursday, May 2, 2013
Tuesday, March 26, 2013
Thursday, March 21, 2013
Wednesday, March 20, 2013
Identities and their Dark Side
Identity Develops in three, and since Hall did his writing four distinct stages.
When you are a young child or infant you slowly become aware of your humanity, or personhood. You learn that you are different from the dog or cat.
This could be labeled the Personal Stage. In it you most often exercise pre-conventional morality to make decisions, (I, Me, Mine! kind of thinking).
Soon, children develop a Relational Identity. I'm the child/They're the parents. You play different roles and take on different identities based on the relationship you maintain with others. So, Doctor/Patient, Teacher/Student, Father/Son, Friend/Friend*.
Later in life, but not much later, we adopt what Hall refers to as the Communal Identity (in the Samovar text!). This identity is easily marked by the demographic classifications into which you may fall. Male, Asian, Christian, Thai, College student, Athlete are some examples. The degree to which you identify with this classifications is determined by your parents early in life, but, later on, by the degree to which they please you or feel right.
*Friendships are not as rigid as the other relational pairings. How you behave and what is expected of you is ever-changing and in constant flux. We may be closer to some friends this week and more distant from others next week. Some acquaintances may become friends, some friends may become partners. What is right is usually what is pleasing to the identity you maintain and the other's "fit" into your identity.
A fourth stage, unmentioned by Hall, is a Cyber Identity. Hall didn't have access to internet. This identity is completely based on who you want to be and may bear no resemblance to your 'real' self. This freedom, afforded by technology, is new. How often do cyber-identities vary from reality and to what degree? Why is this so?
*Much like friendships, cyber-ships can be modified based on the degree of disclosure you wish to maintain with the other. Think of the Manti Te'o situation or Catfishing in general. There is GREAT flexibility in who you become in cyberspaces.
Identity as a concept can become stressed, if not over-stressed, in a multi-cultural nation such as ours.
When you are a young child or infant you slowly become aware of your humanity, or personhood. You learn that you are different from the dog or cat.
This could be labeled the Personal Stage. In it you most often exercise pre-conventional morality to make decisions, (I, Me, Mine! kind of thinking).
Soon, children develop a Relational Identity. I'm the child/They're the parents. You play different roles and take on different identities based on the relationship you maintain with others. So, Doctor/Patient, Teacher/Student, Father/Son, Friend/Friend*.
Later in life, but not much later, we adopt what Hall refers to as the Communal Identity (in the Samovar text!). This identity is easily marked by the demographic classifications into which you may fall. Male, Asian, Christian, Thai, College student, Athlete are some examples. The degree to which you identify with this classifications is determined by your parents early in life, but, later on, by the degree to which they please you or feel right.
*Friendships are not as rigid as the other relational pairings. How you behave and what is expected of you is ever-changing and in constant flux. We may be closer to some friends this week and more distant from others next week. Some acquaintances may become friends, some friends may become partners. What is right is usually what is pleasing to the identity you maintain and the other's "fit" into your identity.
A fourth stage, unmentioned by Hall, is a Cyber Identity. Hall didn't have access to internet. This identity is completely based on who you want to be and may bear no resemblance to your 'real' self. This freedom, afforded by technology, is new. How often do cyber-identities vary from reality and to what degree? Why is this so?
*Much like friendships, cyber-ships can be modified based on the degree of disclosure you wish to maintain with the other. Think of the Manti Te'o situation or Catfishing in general. There is GREAT flexibility in who you become in cyberspaces.
Identity as a concept can become stressed, if not over-stressed, in a multi-cultural nation such as ours.
Identity is a highly abstract, dynamic, multifaceted concept that defines who you are. Turner places the development of an identity into three broad categories, much as Hall does, but with different labels.
Stereotyping occurs when persons categorize experiences about another group of people and let those categorizations guide their behavior. Stereotypes refer to the behavioral norm of the whole group of people, not individual persons.
A prejudice is a strong feeling or attitude toward a particular social group or thing.
Racist persons believe that their race is superior to another race of people.
Ethnocentrism occurs when persons believe their culture is superior to other cultures.
Friday, March 15, 2013
WORLD RELIGIONS: Confucianism
Confucianism:
I. Background Information
A. Confucianism has played a significant role in shaping the culture and history of millions of people. It influences the behavior in most Asian cultures as well as that of Asians living in non-Asian cultures. Its greatest influence has been seen in China. Even during the anti-religious period of communism, Confucian ideals were used to control the masses.
II. Defined
A. Confucianism is the ethical system of Confucius, emphasizing moral order, the humanity and virtue of China's ancient rulers, and gentlemanly education.[1]
B. Confucianism seeks to address issues such as chaos and lack of social order by means of virtue, ethics, ritual, etiquette, and through individuals being kind to one another.
C. Confucianism is much more a way of life than it is a form of religion. Therefore, it is permissible to follow Confucianism and other belief systems simultaneously. For example, contemporary followers of Confucianism hold beliefs and engage in rituals akin to Taoism and Buddhism.
III. Origin
A. The Man
1. Confucius (551-478 B.C.E), or “Master Kong”, was arguably the most influential individual in Asian history.
2. Born in the small feudal state of Lu, now the Shandong province in eastern China, Confucius followed several career paths during his early life, and held many government positions, but dedicated his life to teaching around the age of thirty.
3. His teachings were products of his observation of the political disintegration of the feudal order in China, which could be characterized by the dominance of various states over others, and by constant warfare. His observations prompted his assertion that government must be founded on virtue, and that all citizens must be attentive to the duties of their position. Taught his students to read the great Chinese classics. Confucius believed that society could not be held together when individuals haven’t read their classic texts, and don’t understand their culture’s history or traditions
4. Three thousand people studied under him, and over 70 became well-established scholars.
IV. Core Assumptions
A. People are basically good, and need only learn, by example, how to behave correctly. Confucius believed that this goodness is best realized through education, self-reflection, self-cultivation, and by behavior in agreement with one’s cultural norms.
B. Emphasizes a deep commitment to social harmony. Harmony meant fulfilling the familial and secular obligations needed to live and work together. Confucian ideology provides the framework in which both live in a benevolent relationship, emphasizing that people perceive themselves according to their social relationships and responsibilities as opposed to their individual beings.
Note: In Confucianism, one isn’t considered human as a result of one’s free will, but rather by socializing and through one’s social relationships.
V. Documentation of Teachings
A. The Analects
1. Confucius did not write down his philosophy, rather details of his teachings came down through his disciples.
2. The Analects, literally “discussion over Confucius’ words”, is the most influential of these collections.
3. The Analects were written over a period of fifty years and are comprised of twenty books. They teach basic Confucian values in the form of aphorisms, sayings, stories, and proverbs, which continue to significantly influence China and East Asian values, today.
VI. The Five Relationships and Reciprocity[2]
A. Ruler and subject (Benevolence in rulers, loyalty in ministers and subjects)
B. Father and son (Kindness in the father, filial piety in the son)
C. Husband and wife (Righteous behavior in the husband, obedience in the wife)
D. Oldest son and younger brothers (Gentility in the oldest son, humility and respect in the younger siblings)
E. Elders and juniors (Humane consideration in elders, deference in juniors)
VII. Considering Social Relationships in Culture (Ideals regarding Five Relationships)
A. Jen (humanism) – is related to the concept of reciprocity. It is the ideal relationship that should exist between individuals. Defines a basic relationship between individuals in a way that respects the moral integrity of the individual and his or her relations with others. People should strive for harmony in their interactions with others and avoid conflict, regardless of one’s status or personality.
B. Li (rites, properties, conventions) – Outward expression of good manners; doing the right thing at the right time. Has to do with “rules” of harmony that a person follows “in the home, the society, and the empire.”
C. Te (power) – Power employed for the betterment of all. Leaders must be persons of character, genuinely devoted to the common good and in possession of character that commands respect.
D. Wen (the arts) – Confucius saw the arts as a means of peace and as an instrument of moral education.
VIII. Confucianism and Communication
A. Confucianism teaches, both directly and indirectly, the notion of empathy. For example, Jen is often thought of as “the capacity to measure the feelings of other by one’s own.” [Interaction]
B. Status and Role Relationships – Confucius emphasized that social relationships should work without strife, and part of what allows social relationships to work is are defined status and role relationships. Such relationships influence language, for example, in the form of words conveying respect and rank. [Association]
C. Ritual and Protocol - Attentive performance of social ritual and everyday etiquette shapes human behavior in accordance with archetypal patterns. Ex. In Business, the Chinese have a preference for form and correct manners, which, the Chinese believe, will preserve harmony among the participants. [Interaction]
D. Use of Indirect (not direct) Language is Encouraged – Indirect communication is believed to help prevent the embarrassment of rejection by the other or disagreement among parties. This understanding stems from the Confucian legacy of concern for others and for proper social relationships. [Interaction]
IX. Notions About Death
A. Confucius was not interested in death or an afterlife. He presumably once asked, “If we are not yet able to serve man, how can we serve spiritual beings? If we do know about life, how can we know about death?” Confucius believed death came with dignity if persons had fulfilled their responsibilities to their family and society.
X. Is There A God?A. Recall that Confucianism is traditionally more a way of life than a religion. In Contemporary Confucianism, however, much is borrowed from Taoism and Buddhism, and Confucius has been given a god-like status
[1] Source: http://www.thefreedictionary.com/Confucianism
[2] Source: http://faithresource.org/showcase/Confucianism/confucianismoverview.htm
I. Background Information
A. Confucianism has played a significant role in shaping the culture and history of millions of people. It influences the behavior in most Asian cultures as well as that of Asians living in non-Asian cultures. Its greatest influence has been seen in China. Even during the anti-religious period of communism, Confucian ideals were used to control the masses.
II. Defined
A. Confucianism is the ethical system of Confucius, emphasizing moral order, the humanity and virtue of China's ancient rulers, and gentlemanly education.[1]
B. Confucianism seeks to address issues such as chaos and lack of social order by means of virtue, ethics, ritual, etiquette, and through individuals being kind to one another.
C. Confucianism is much more a way of life than it is a form of religion. Therefore, it is permissible to follow Confucianism and other belief systems simultaneously. For example, contemporary followers of Confucianism hold beliefs and engage in rituals akin to Taoism and Buddhism.
III. Origin
A. The Man
1. Confucius (551-478 B.C.E), or “Master Kong”, was arguably the most influential individual in Asian history.
2. Born in the small feudal state of Lu, now the Shandong province in eastern China, Confucius followed several career paths during his early life, and held many government positions, but dedicated his life to teaching around the age of thirty.
3. His teachings were products of his observation of the political disintegration of the feudal order in China, which could be characterized by the dominance of various states over others, and by constant warfare. His observations prompted his assertion that government must be founded on virtue, and that all citizens must be attentive to the duties of their position. Taught his students to read the great Chinese classics. Confucius believed that society could not be held together when individuals haven’t read their classic texts, and don’t understand their culture’s history or traditions
4. Three thousand people studied under him, and over 70 became well-established scholars.
IV. Core Assumptions
A. People are basically good, and need only learn, by example, how to behave correctly. Confucius believed that this goodness is best realized through education, self-reflection, self-cultivation, and by behavior in agreement with one’s cultural norms.
B. Emphasizes a deep commitment to social harmony. Harmony meant fulfilling the familial and secular obligations needed to live and work together. Confucian ideology provides the framework in which both live in a benevolent relationship, emphasizing that people perceive themselves according to their social relationships and responsibilities as opposed to their individual beings.
Note: In Confucianism, one isn’t considered human as a result of one’s free will, but rather by socializing and through one’s social relationships.
V. Documentation of Teachings
A. The Analects
1. Confucius did not write down his philosophy, rather details of his teachings came down through his disciples.
2. The Analects, literally “discussion over Confucius’ words”, is the most influential of these collections.
3. The Analects were written over a period of fifty years and are comprised of twenty books. They teach basic Confucian values in the form of aphorisms, sayings, stories, and proverbs, which continue to significantly influence China and East Asian values, today.
VI. The Five Relationships and Reciprocity[2]
A. Ruler and subject (Benevolence in rulers, loyalty in ministers and subjects)
B. Father and son (Kindness in the father, filial piety in the son)
C. Husband and wife (Righteous behavior in the husband, obedience in the wife)
D. Oldest son and younger brothers (Gentility in the oldest son, humility and respect in the younger siblings)
E. Elders and juniors (Humane consideration in elders, deference in juniors)
VII. Considering Social Relationships in Culture (Ideals regarding Five Relationships)
A. Jen (humanism) – is related to the concept of reciprocity. It is the ideal relationship that should exist between individuals. Defines a basic relationship between individuals in a way that respects the moral integrity of the individual and his or her relations with others. People should strive for harmony in their interactions with others and avoid conflict, regardless of one’s status or personality.
B. Li (rites, properties, conventions) – Outward expression of good manners; doing the right thing at the right time. Has to do with “rules” of harmony that a person follows “in the home, the society, and the empire.”
C. Te (power) – Power employed for the betterment of all. Leaders must be persons of character, genuinely devoted to the common good and in possession of character that commands respect.
D. Wen (the arts) – Confucius saw the arts as a means of peace and as an instrument of moral education.
VIII. Confucianism and Communication
A. Confucianism teaches, both directly and indirectly, the notion of empathy. For example, Jen is often thought of as “the capacity to measure the feelings of other by one’s own.” [Interaction]
B. Status and Role Relationships – Confucius emphasized that social relationships should work without strife, and part of what allows social relationships to work is are defined status and role relationships. Such relationships influence language, for example, in the form of words conveying respect and rank. [Association]
C. Ritual and Protocol - Attentive performance of social ritual and everyday etiquette shapes human behavior in accordance with archetypal patterns. Ex. In Business, the Chinese have a preference for form and correct manners, which, the Chinese believe, will preserve harmony among the participants. [Interaction]
D. Use of Indirect (not direct) Language is Encouraged – Indirect communication is believed to help prevent the embarrassment of rejection by the other or disagreement among parties. This understanding stems from the Confucian legacy of concern for others and for proper social relationships. [Interaction]
IX. Notions About Death
A. Confucius was not interested in death or an afterlife. He presumably once asked, “If we are not yet able to serve man, how can we serve spiritual beings? If we do know about life, how can we know about death?” Confucius believed death came with dignity if persons had fulfilled their responsibilities to their family and society.
X. Is There A God?A. Recall that Confucianism is traditionally more a way of life than a religion. In Contemporary Confucianism, however, much is borrowed from Taoism and Buddhism, and Confucius has been given a god-like status
[1] Source: http://www.thefreedictionary.com/Confucianism
[2] Source: http://faithresource.org/showcase/Confucianism/confucianismoverview.htm
WORLD RELIGIONS: Native American Spirituality
Native American religions are widely diverse due to being isolated from each other.
Most include:
1. An omnipresent force
2. An emphasis on the three life crises of birth, puberty, and death
3. Spirits
4. Visions
5. A shaman
6. Communal Ceremonies
A form of Panetheism - God is in everything; not an exact being separated from his subjects, but within every part of nature, life, and the universe itself. He is everywhere and in everything, not just watching from above.
Their God is often known as the "Great Spirit"
Strong emphasis on personal spirituality and one's inter-connectedness with the life around them.
Is not very "organized" or institutionalized, but is more personal and locally based. It's similar to Buddhism with a Creator. It is more the progression of a relationship between the Creator and the created; the "Great Spirit" and the peoples worshipping.
Religion is ever-present but never present in their lives. It is not something constantly discussed, there are no buildings to represent it, and there are no reserved days for worship.
They are constantly observing their religion and it is represented in every piece of nature from a rock to a single blade of grass to humans and animals. An excellent, generalized, example would be the Disney song "Colors of the Wind". Within the song, Pocahantas sings about how everything in life has a spirit and how John Smith needs to connect with nature. These are common beliefs of Native peoples.
There is no distinction between "God's realm", life, death,past, present, earth, the supernatural and the living. Everything exists on the same plane together in constant balance. However, there is the "spirit world" which can be interpreted as seeing the invisible that co-exists with the living.
Europeans attempted to squash Native American Spirituality upon their arrival and today many Native American traditions are blended versions of the traditions and Christianity.
Some of the religions managed to "rebirth" their culture, even while taking some aspects of Christianity.
One example is the "Dreamer Faith" or Waashat Religion, which came after the prophet Smohalla visited the spirit world and was sent back to urge his people to return to the old ways. The belief was that by casting off violence, materialism, white-American culture, and to stop disrespecting the earth would lead to the return of a pre-European environment where White-man was no longer present. The religion is based on the belief of dancing and worshipping. The Waashat Dance involves seven drummers, a salmon feast, eagle and swan feathers, and a sacred song sung every seventh day. The importance of the 7th day is a reflection of the Christian influence, though largely this religion made it difficult for the US government to assimilate the
Natives as they once again longed to be proper Indians and nothing else. This dancing was not the same as the ghost dances.
Similar was the Drum Religion of the Santee Sioux who played sacred drums as an important part of the rituals.
Ghost dances were an important part of several religions before they became a religion on their own. They were a way to honor the dead and predict their resurrections. It was a ritual that was part of religions such as the Earth Lodge, which used the dances as a means of prediction.
The Ghost Dance Religion came about from another "spirit world" visit, this time by Wovoka, who claimed he saw the world rid of the white man and restored to a pure state with the presence of the messiah. The influence by the Christian-Judaic tradition is obvious there. The dancing was seen as a way to connect with the dead and prepare for their resurrection upon the world's rebirth.
PMS:
1. Interaction: Probably the most important aspect of their religion is in fact a PMS. They interact respectfully with all things in nature as part of their culture. Hall said "to interact with the environment is to be alive, and to fail to do so is to be dead" which reflects the overarching belief that the Great Spirit is in everything and everything is to be respected as such.
2. Association: There are prophets and shamans who are religious leaders, but there is no real sense of "hierarchy" within the religion, anyone can connect with the Great Spirit, which is actually encouraged.
3. Subsistence: They respect the Earth and don't take advantage of what's given to them, taking only what they need and making sure to replenish what they can. They survive on the bare essentials.
4. Bisexuality: Originally, woman had equal power as men. In modernization and Western-influence, they've lost almost all of their previous respect and prestige.
5. Territoriality: They don't believe in owning the Earth, it is a gift from the Great Spirit and part of the Great Spirit himself. They were, traditionally, nomadic people, and never truly settled in one specific place, but always on the move. Territory is irrelevant to them, though many of their peoples were slaughter over it.
6. Temporality: They experience life in three stages, birth, puberty, and death. Day to day isn't so important as the stages of their lives.
7. Learning: Many of the religions that exist today are revitalizations of the old ways, to teach their peoples what it meant to be "Indians" again. Their traditions were passed on by mouth, dance, song, and other similar traditions.
8. Play: Their form of worship can be seen as a type of play. They would dance, play drums, and sing are their way of honoring and connecting to their spirits and the Great Spirit.
9. Defense: They didn't believe in owning territory so there isn't much for them to defend. They defended their ways of life by revitalizing their old ways, incorporated in their culture which is also their religion. Ghost dancing can be seen as a means of defense as it was a way for them to predict what would happen; they believed that the Great Spirit would rid the world of white man as long the Natives were deserving.
10. Exploitation: They take only what they need. They adapted to a hunter-gather life style in their roots because they believed in not taking advantage of the earth and ruining it. They took what they needed and left the rest for the other animals.
Most include:
1. An omnipresent force
2. An emphasis on the three life crises of birth, puberty, and death
3. Spirits
4. Visions
5. A shaman
6. Communal Ceremonies
A form of Panetheism - God is in everything; not an exact being separated from his subjects, but within every part of nature, life, and the universe itself. He is everywhere and in everything, not just watching from above.
Their God is often known as the "Great Spirit"
Strong emphasis on personal spirituality and one's inter-connectedness with the life around them.
Is not very "organized" or institutionalized, but is more personal and locally based. It's similar to Buddhism with a Creator. It is more the progression of a relationship between the Creator and the created; the "Great Spirit" and the peoples worshipping.
Religion is ever-present but never present in their lives. It is not something constantly discussed, there are no buildings to represent it, and there are no reserved days for worship.
They are constantly observing their religion and it is represented in every piece of nature from a rock to a single blade of grass to humans and animals. An excellent, generalized, example would be the Disney song "Colors of the Wind". Within the song, Pocahantas sings about how everything in life has a spirit and how John Smith needs to connect with nature. These are common beliefs of Native peoples.
There is no distinction between "God's realm", life, death,past, present, earth, the supernatural and the living. Everything exists on the same plane together in constant balance. However, there is the "spirit world" which can be interpreted as seeing the invisible that co-exists with the living.
Europeans attempted to squash Native American Spirituality upon their arrival and today many Native American traditions are blended versions of the traditions and Christianity.
Some of the religions managed to "rebirth" their culture, even while taking some aspects of Christianity.
One example is the "Dreamer Faith" or Waashat Religion, which came after the prophet Smohalla visited the spirit world and was sent back to urge his people to return to the old ways. The belief was that by casting off violence, materialism, white-American culture, and to stop disrespecting the earth would lead to the return of a pre-European environment where White-man was no longer present. The religion is based on the belief of dancing and worshipping. The Waashat Dance involves seven drummers, a salmon feast, eagle and swan feathers, and a sacred song sung every seventh day. The importance of the 7th day is a reflection of the Christian influence, though largely this religion made it difficult for the US government to assimilate the
Natives as they once again longed to be proper Indians and nothing else. This dancing was not the same as the ghost dances.
Similar was the Drum Religion of the Santee Sioux who played sacred drums as an important part of the rituals.
Ghost dances were an important part of several religions before they became a religion on their own. They were a way to honor the dead and predict their resurrections. It was a ritual that was part of religions such as the Earth Lodge, which used the dances as a means of prediction.
The Ghost Dance Religion came about from another "spirit world" visit, this time by Wovoka, who claimed he saw the world rid of the white man and restored to a pure state with the presence of the messiah. The influence by the Christian-Judaic tradition is obvious there. The dancing was seen as a way to connect with the dead and prepare for their resurrection upon the world's rebirth.
PMS:
1. Interaction: Probably the most important aspect of their religion is in fact a PMS. They interact respectfully with all things in nature as part of their culture. Hall said "to interact with the environment is to be alive, and to fail to do so is to be dead" which reflects the overarching belief that the Great Spirit is in everything and everything is to be respected as such.
2. Association: There are prophets and shamans who are religious leaders, but there is no real sense of "hierarchy" within the religion, anyone can connect with the Great Spirit, which is actually encouraged.
3. Subsistence: They respect the Earth and don't take advantage of what's given to them, taking only what they need and making sure to replenish what they can. They survive on the bare essentials.
4. Bisexuality: Originally, woman had equal power as men. In modernization and Western-influence, they've lost almost all of their previous respect and prestige.
5. Territoriality: They don't believe in owning the Earth, it is a gift from the Great Spirit and part of the Great Spirit himself. They were, traditionally, nomadic people, and never truly settled in one specific place, but always on the move. Territory is irrelevant to them, though many of their peoples were slaughter over it.
6. Temporality: They experience life in three stages, birth, puberty, and death. Day to day isn't so important as the stages of their lives.
7. Learning: Many of the religions that exist today are revitalizations of the old ways, to teach their peoples what it meant to be "Indians" again. Their traditions were passed on by mouth, dance, song, and other similar traditions.
8. Play: Their form of worship can be seen as a type of play. They would dance, play drums, and sing are their way of honoring and connecting to their spirits and the Great Spirit.
9. Defense: They didn't believe in owning territory so there isn't much for them to defend. They defended their ways of life by revitalizing their old ways, incorporated in their culture which is also their religion. Ghost dancing can be seen as a means of defense as it was a way for them to predict what would happen; they believed that the Great Spirit would rid the world of white man as long the Natives were deserving.
10. Exploitation: They take only what they need. They adapted to a hunter-gather life style in their roots because they believed in not taking advantage of the earth and ruining it. They took what they needed and left the rest for the other animals.
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