Anthropology and anthropological literature have had an irreversible effect on the practice of contemporary shamanism. In this small-scale study, I look at the complex ways the literature has been recorded, initiated interest, revived and verified the shamanic practices. Over the years, anthropologists have also caused distortions in revived practices as they have left some things unrecorded. On the basis of written responses and interviews from shamanic practitioners and active drumming-group members, I demonstrate that the argument of neo-shamanism as the only form of shamanism still alive is not completely true. Attention is drawn also to the claim about the cycle of learning in contemporary shamanism. My argument is that the main part of learning in the deeper levels of shamanic practices still happens in face-to-face situations.
A Cultural Ecological Framework and Its Implications for Education Systems
Phil Bayliss and Patrick Dillon
This essay critiques the majoritarian, post-Enlightenment, scientific worldview, the assumptions it makes about human cosmologies and lifestyles and how, in turn, these assumptions influence the nature of education systems. The critique focuses on how the experiences of minority cultures, particularly those cultures that are nomadic or pastoralist, challenge some of the fundamental premises of majoritarian education. There follows a cultural ecological framing which compares the ways in which Western (majoritarian) cultures and minoritarian cultures contextualise education. In Western educational situations, structures, contexts and schemata are substantially pre-defined, and we talk about things as 'context-dependent', since context is something that can be described as the backdrop to behaviour. In minoritarian cultures both meaning and context emerge from people's interactions with their environments and may subsequently be described. These are respectively relational and co-constitutional manifestations of situations. We present a cultural ecological framework in an attempt simultaneously to embrace both interpretations.
Pathways towards Another Aesthetic in Anthropology
The emergence of modern scientific thought has been characterised by a separation from the realm of art. Among others, German anthropologist Ina-Maria Greverus since the 1970s, in the context of the worldwide critique of the discipline’s formats, pioneered new approaches to articulate anthropological work and findings with and through artistic practices.
Cosmopolitan Learning through Hospitality in Siberia
This article focuses on the process of cosmopolitan learning among hosts in a hospitality couchsurfing network in Siberia. The data making up the empirical basis for the study were collected during fieldwork in Siberia: between 2007 and 2011 in Krasnoiarsk and Novosibirsk and from 2010 to 2012 in Irkutsk and Vladivostok. The article argues that the interactional dynamics between hosts and guests in cosmopolitan learning are determined by the combination of emotive and cognitive rewards. The primary emotional charge occurs as a result of the first interaction with the visitor, while a cognitive “bonus“ is represented by the opportunity to practice a foreign language in the home environment. In addition, hosts reflect on such aspects as the exchange of lifestyle ideas, the exposure to everyday habitual practices, and the realization of commonality and difference. These reflections leading to self-discovery in the comfort of one's own home constitute an important element in the process of cosmopolitan learning.
The role-playing games community as a challenge to mainstream culture
Tat'iana Barchunova and Natal'ia Beletskaia
The article describes one of the most developed networks of intellectual youth in post-Soviet Russia. This network originated in science-fiction clubs and the 'Zarnitsa game' of the 1960s to 1980s. Yet unlike Zarnitsa games, which have been used at Soviet schools as an instrument of political mainstreaming, the current role-playing games community is opposing itself to mainstream politics and popular culture. The article approaches this network as a community of practice, which is constituted by three basic elements: learning, doing, and justification of meaning. Both leaders and rank-and-file members of the community justify their agency within the community through the concept of rule. It is the rule-governed community, which according to them, helps them to feel secure and fearless in a society that they see as devoid of any strict regulations. The article closes with an analysis of the inner and outer conflicts of the role-playing games community.
Negotiating the Modern and the Traditional in Educational Settings
of the wider society. The Russian Federation Educational Standard of General Education ( Minobrnauki of Russia 2012 ) defines requirements for learning outcomes, the structure of curricula, and conditions of their implementation in educational
the pronoun “you,” the use of questions, and the use of direct speech were his means to point at a dialogical character. They reveal that the dialogues represent forms of human relations based on learning from each other and respecting each other
Kendall House, Alexander King, and Karl Mertens
have lost our hunting rifles? … Though [we] cannot persist without [our] own stubborn vitality, outside support is also vital to [our] survival.” Kendall House Boise State University Sustaining Indigenous Knowledge: Learning Tools and Community
Components of Vocational Training for University Tutors
Nikolai Neustroev, Anna Neustroeva, Tuyaara Shergina, and Jenanne K. Ferguson
method to divide the students into different age classes or groups by uniting the first grade with the third, the second grade with the fourth, and so on. This classical method in the context of the traditional paradigm of learning dates back to the
Demographic Decline and the Public Response in the Late Soviet Period
dangerous on their face, but the high accident numbers hit when men were just entering and learning these occupations and therefore more likely to make a deadly mistake. While men were endangered by their employment, Zharko argues that forcing men to change