20172- 0 18 - Schumacher College · Tel: +44 (0)1803 847212 20172- 0 18 Programme Quality Handbook...

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2017 - 2018Programme Quality Handbook

If you require any part of this Student Handbook in larger print, or an alternative format, please contact: Postgraduate AdministratorTel: 01803 847212E-mail: [email protected]

MA/PG DIPMYTH AND ECOLOGY

2 www.schumachercollege.org.uk

This Programme Quality handbook contains important information including:• The approved programme document• Module records

PLEASE NOTE: The Programme document below is a definitive document which is created when a programme is approved and, therefore, does not require updating each year; only when approved changes to the programme are made. The Programme Document may therefore contain dates or information that are historic. If you have any queries about this document, please speak to the Programme Leader for your course.

Note: the information in this handbook should be read in conjunction with the current edition of the Schumacher College General Handbook, and your Programme of Study Handbook. You will receive a hard copy of all handbooks; They will also be made available on your programme Virtual Learning Environment (VLE).

PROGRAMME DOCUMENT

MA Myth and EcologyFaculty of Humanities and Performing Arts

Validated May 2017

Welcome

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MYTH AND ECOLOGY

Contents

SECTION A - The Main Programme 4

1.0 Introduction 41.1 Overview of the proposal 4

2.0 Rationale 62.1 Market Research 72.2 Target Student Group 72.3 Employment Roles and Employability 82.4 Links with Other Organisations 82.5 Student engagement and the design of the curriculum 8

3.0 Programme Details 93.1 Programme Overview 93.2 Programme Aims 103.3 Programme Learning Outcomes 103.4 Programme Structure 133.5 Curriculum Map 153.6 Learning, Teaching and Assessment Strategy 163.7 Mode of Delivery 183.8 Work-based Learning 193.9 Flexible and Distributed Learning programmes 193.10 Student Support offered 193.11 Sustainability Statement and the Well-being of Future Generations (Wales) Act 2015 193.12 Equality and Diversity 213.13 Admissions 213.14 Exit Points and Awards 213.15 Teaching staff 21

SECTION B - Related Programmes 224.0 Joint Honours / Major / Minor / Combined Programmes 22

SECTION C - All Programmes 225.0 Module Details 22

APPENDIX PV2c 32


SECTION A - The Main Programme

1.0 Introduction

1.1 Overview of the proposalAwarding Institution/Body: University of Wales Trinity Saint David

Teaching Institution: Schumacher College

Final Award: MA Myth and EcologyIntermediate Awards: PG Diploma Myth and Ecology; PG Cert Myth and Ecology

Exit Awards: PG Diploma Myth and Ecology; PG Cert Myth and EcologyName of Route, Pathway or Field: MA Myth and Ecology

Programme JACS Code: V620

Length of programme and mode of attendance (full-time, part-time, sandwich, other):

Usual Period of Study MA: 1 Year Full-time The MA may be taken over a 2 year period as follows:

• Year 1 (120 credits) 8 months Full-time. • Year 2 (60 credits – Dissertation only) 4 months Full-time.

Maximum Period of Study MA: 3 Years Full-time

Usual Period of Study PGDip: 1 Years Full-time Maximum Period of Study PGDip: 2 Years Full-time

Usual Period of Study PGCert: 6 months Full-time however the PG Myth and Ecology programme the usual period of study will be 4 months, Full time.

Modes of Attendance: Full Time onlyDue to the immersive nature of the programmes offered by Schumacher, we are unable to offer a traditional part-time route of study

Location of delivery: Schumacher CollegeLanguage of delivery: English

Anticipated Student Numbers (headcount):

17

Anticipated Student Numbers (FTE): 17

Programme Specification

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MYTH AND ECOLOGY

QAA Subject Benchmarking Statement(s):

**There are no directly applicable QAA subject benchmarks for this programme.

Anthropology http://www.qaa.ac.uk/en/Publications/Documents/SBS-anthropology-15.pdf

Englishhttp://www.qaa.ac.uk/en/Publications/Documents/SBS-English-15.pdf

Earth Sciences, Environmental Sciences and Environmental Studieshttp://www.qaa.ac.uk/en/Publications/Documents/SBS-earth-sciences-14.pdf

Philosophy http://www.qaa.ac.uk/en/Publications/Documents/Subject-benchmark-statement-Philosophy.pdf

Theology and Religious Studieshttp://www.qaa.ac.uk/en/Publications/Documents/SBS-theology-religious-studies.pdf

Education Studies http://www.qaa.ac.uk/en/Publications/Documents/SBS-education-studies-15.pdf UK Quality Code for Higher Education: The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies (November 2014)

Master’s Degree Characteristics Statement (September 2015).

Other external benchmarks:

Accelerated Mode of StudyThis will entail the completion of Part I taught modules in the normal two semester model. The commencement of Part II Research Methods workshops and Dissertation will overlap with Part I, and will continue through the summer months, using the calendar year rather than the academic year. Should any students wish to return to their home or elsewhere during Part II without having completed their Dissertation, Dissertation supervision would be by email/Skype as appropriate.

http://www.qaa.ac.uk/en/Publications/Documents/SBS-anthropology-15.pdf

http://www.qaa.ac.uk/en/Publications/Documents/SBS-anthropology-15.pdf

http://www.qaa.ac.uk/en/Publications/Documents/SBS-English-15.pdf

http://www.qaa.ac.uk/en/Publications/Documents/SBS-English-15.pdf

http://www.qaa.ac.uk/en/Publications/Documents/SBS-earth-sciences-14.pdf

http://www.qaa.ac.uk/en/Publications/Documents/SBS-earth-sciences-14.pdf

http://www.qaa.ac.uk/en/Publications/Documents/Subject-benchmark-statement-Philosophy.pdf

http://www.qaa.ac.uk/en/Publications/Documents/Subject-benchmark-statement-Philosophy.pdf

http://www.qaa.ac.uk/en/Publications/Documents/SBS-theology-religious-studies.pdf

http://www.qaa.ac.uk/en/Publications/Documents/SBS-theology-religious-studies.pdf

http://www.qaa.ac.uk/en/Publications/Documents/SBS-education-studies-15.pdf

http://www.qaa.ac.uk/en/Publications/Documents/SBS-education-studies-15.pdf


2.0 Rationale

Partnership:The development of the partnership between University of Wales Trinity Saint David and Schumacher College evolved out of collaborations between Jane Davidson, Pro Vice-Chancellor for External Stakeholder Engagement & Development and Director of INSPIRE, and Satish Kumar, founder of Schumacher College. It was noted that both institutions have a commitment to environmental sustainability.

Schumacher College has 25 years of experience in delivering cutting-edge teaching in the field of ecology and sustainable living. The college brings together a number of internationally renowned leading thinkers, activists and practitioners, to deliver a unique brand of small group learning experiences. It focuses on interactive, experiential and participatory learning, and offers the practical skills and strategic thinking required to face the ecological, economic and social challenges of the 21st Century.

UWTSD and Schumacher College are currently delivering the programme MA Ecology and Spirituality in partnership. This programme is wholly owned by the University of Wales Trinity Saint David, but the residential element of the course is delivered by Schumacher College. The current nature of the partnership between the University of Wales Trinity Saint David and Schumacher College is defined by two documents: The Memorandum of Understanding and the Collaborative Academic Agreement.

The proposed programme, MA Myth and Ecology, will be based on a Collaborative Partnership arrangement, as defined in Chapter 9 of the Academic Quality Handbook. The type of Collaborative Partnership will be a ‘Programme Partnership’, as defined by section 9.2.1 of the Academic Quality Handbook. The mode of this partnership will be a ‘Validation Provision’, as specified by section 9.2.2 of the Academic Quality Handbook, as the programme will be developed and delivered by Schumacher College, in partnership with staff from the University of Wales Trinity Saint David . The University of Wales Trinity Saint David will maintain central oversight of the programme to ensure the quality and academic standard of the award.

Programme:We live in extraordinary times of great danger and great opportunity. Some would argue that our collective human project is leading us towards chaos in the social, economic and ecological systems on which our very livelihoods depend. And yet we do not seem to be able to choose another way – even though we have the technological, economic and social know-how. Knowledge and expertise are not enough to make the transformative changes that are needed to shift towards resilient, creative and healthy communities.

Imagination is, as Albert Einstein said, more important than knowledge; this proposed Master’s programme takes imagination seriously. It is a year in which we will walk in and out of other centuries. It will be a deep and exacting study of image, thought, cosmology, storytelling and myth that reaches out to an earth that is profoundly more than human. From Amazonia to Siberia, from the Hermetic, Troubadour, Sufi and Romantic faiths and traditions, we are journeying out to study cultures that celebrate a world ensouled, alive and radiating intelligence.

Our question: how do we develop the skills to receive the messages of these ancient traditions? How do we tune our ear? In an era that is climatically and politically fraught, how do we make the move from “signs of the times” to “symbols of the times?” How do we bring image and story back to the table? What seems urgently required in the furore of our times is to develop a ‘practiced imagination’ of pathos and liveliness, a move from aimless fantasy to involved imagination. An imagination that ultimately labours to create reality that actually generates life.

The MA Myth and Ecology returns to the myths of our creation and travels forward in time; showing us there is a different way of living within the natural world aside from that in which we currently believe.

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The programme demonstrates how our very understanding of concepts such as nature, wildness, relationship, and love is based purely on the stories we tell and have been told to us by our traditional cultural, geographical and ancestral lineages. It calls us to create a new narrative within the world, based on the ‘unmapping’ of our own imaginations and re-souling of the world.

The programme aims to be both transformative for individual students and to contribute to the exciting new movement of ‘transformative learning’ overall – an academic impulse concerned with the nature of human consciousness and our responsibility to human beings and our 21st Century world. It brings together rigorous academic scholarship with experiential practice; so that the student may gain an integrated and holistic insight into the basis of mythic and ecological narrative, values and action in order to develop their own personal narratives, ability to act and provide leadership with deep integrity in the world.

2.1 Market ResearchSince 2015 Schumacher College has run a series of five short courses to test (1) aspects of the programme, (2) the quality and fit of potential contributing teachers, and (3) the demand for this form of learning. All three areas benefit from this process, with the last of these - gauging student demand - averaging 14 on each short course.

The College has also investigated similar programmes elsewhere:• Westcountry School of Myth: 1 year programme (five long weekends) –

run in both 2015 & 2016 50 participants (sold out)• Canterbury University: Myth, Cosmology and the Sacred MA: 2014-15 (12

students) & 2015-16 (14 students)• Goldsmiths University: Myth, Ritual and Magic: Introducing the

Anthropology of Religion: an unaccredited short course run over 10 weeks during 2015. Three successive courses run with enrolments at 20, 22 and 16 respectively.

To date, Schumacher College has received over 700 enquiries about the proposed programme.

2.2 Target Student GroupThis programme will target two main groups of students. Firstly, students who are currently completing undergraduate degrees in related disciplines and wish to deepen their understanding of the relationship between myth and ecology. Secondly, people who are not currently in formal education but have an interest in issues relating to myth and ecology. The second group may include non-traditional students. These students will be assessed for suitability based upon previous educational experience and relevant employment history. We expect the programme to appeal to both Home and International Students

Good and clear upfront communication on the nature of the programme and of the possible learning journeys will be critical for potential applicants in making a decision to apply. All applications will be reviewed against a standardised points based matrix by two members of the Myth and Ecology Faculty, where possible. Applicants who score highly enough at this point will be invited for interview. The interview process will be the key opportunity to discuss with applicants their interest in participating, highlight what they expect to bring to the programme and cohort, and what they intend to take from their participation as they look beyond the end of the programme.


2.3 Employment Roles and EmployabilityThe MA is widely recognised as a valuable postgraduate qualification. It demonstrates the student’s ability to commit to a programme of study and their knowledge within that area of academic study. The programme will help the student to develop skills which are valuable to a wide range of employers, such as the ability to analyse complex information critically; the ability to present clear and coherent arguments and the ability to present complex information in a clear manner.

Upon successful completion of the programme, students will have gained an integrated and holistic insight into the basis of mythic and ecological narrative, values and behaviour and how this leads social and ecological consequence at personal and collective levels. They will have developed their own personal positions, narratives and ability to act and provide leadership with deep integrity in the world.

2.4 Links with Other OrganisationsWhile there are no plans to develop formal links with outside organisations, students will be encouraged to engage with externally run conferences and organisations; where appropriate for developing their studies.

2.5 Student engagement and the design of the curriculumAs part of the development of this programme we interviewed current Schumacher College students. They were impressed by the programme rationale and the structure. They thought that the programme filled a niche in the market and would prove valuable for future students. In addition we ran two short courses in November 2016 and April 2017 with the academic faculty developing the MA. These were one week and two weeks respectively: The Shadowy Way, and Wedding the Wild. The second was an accredited module within the MA Ecology and Spirituality postgraduate programme. In-depth feedback was received on both courses and changes made – going forward, both will become components of the MA Myth and Ecology Programme.

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MYTH AND ECOLOGY

3.0 Programme Details

3.1 Programme OverviewThe MA Myth and Ecology programme will explore the role of image, cosmology, storytelling, myth and lived experience in explaining and understanding our relationship to the natural world.

The modules, which offer a progression through time, in different geographies and cultures, will explore the role of mythology, cosmology and oral and written story - in shaping our relationship to concepts such as ‘the wild’, nature, sustainability, relationship and love. In doing so it will highlight features of mythology and storytelling that are shared across cultures and times, but also examine the differences in these stories and beliefs and how they lead to different ways of living in place. Fundamentally it will explore the use of language and story in understanding and expressing our reality and the beliefs we have, the stories we tell, the way we live, and the actions we take in the world.

It will encourage the student to consider their own relationship with reality and with core human concepts that ultimately define who we are and what we believe; supporting them to develop and to relate their own narrative within and about the world.

The MA Myth and Ecology programme aims to support students in personal transformation and the development of a creative relationship between imaginative and critical ways of knowing. Overall it will add to the growing body of work which calls for cultivation of the imagination within academic practice.

Module Code

Module title Credit value

New or existing

If existing, has it been revised? YES / NO

Shared with other programmes?YES / NO

Level 7SCME7000 Creation,

Language, Story and Meaning

30 New No

SCME7001 Nature, Spirit and Right Living

30 New No

SCME7002 Metaphysics, Love and Soul

30 New No

SCME7003 The Mythic Ground We Stand Upon

30 New No

SCME7004 Myth and Ecology Dissertation

60 New No


3.2 Programme Aims The programme has the following general educational and specific aims:

• Provide students with a systematic and critically aware understanding of current academic insights in key areas that relate to mythology and ecology;

• Develop students’ intellectual skills, including critical reasoning, analysis, creativity and reflection;

• Enhance students’ transferable skills of research, interpretation, and critical evaluation; • Provide students with a comprehensive knowledge of key texts and narratives in core areas of the

study of mythology; • Develop students’ imaginative and creative skills and allows for intuitive engagement with the

course material in addition to critical and academic engagement; • Provide students with a unique understanding of mythopoetic knowledge for our time; • Provide a ‘holistic and integrated learning approach which develops feelings, emotions, intuitions,

embodiment and practical action of the student in combination with the development of critical and academic thinking.

3.3 Programme Learning Outcomes In addition to the generic programme outcomes, the following programme-specific outcomes are also required. (They are informed by the Credit and Qualifications Framework for Wales Level Descriptors, 2009).

MA Myth and Ecology:(i) Knowledge and Understanding

Master’s degrees are awarded to students who have demonstrated:LO1 a robust, cohesive and systematic understanding of the specialised field of study and its interrelationship with other associated disciplines; LO2 a comprehensive understanding of techniques applicable to their own research or advanced scholarship;LO3 originality in the application and inter-relationship of both critical and imaginal knowledge together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline; LO4 a conceptual understanding that enables the student to critically evaluate current research and advanced scholarship in the discipline;LO5 conceptual understanding that enables the student to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.

(ii) Cognitive skills:Holders of the qualification will be able toLO6 demonstrate capacity to work adeptly with high levels of both conceptualisation and abstraction; be systematic when negotiating complex issues, and to respond with critical acuity to current theoretical practice; LO7 cultivate a practice of rigorous investigation in the face of all areas of theory and practice; demonstrate the capacity to critically evaluate the effectiveness of such investigations;LO8 negotiate contradictory evidence or methodologies, and judge appropriateness of information presented.

(iii) Practical Skills:Holders of this qualification will have LO9 the qualities and transferable skills necessary for employment requiring the exercise of initiative and personal responsibility; LO10 skills of both complex decision-making and academic best practice; LO11 an independent learning ability required for continuing professional development.

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MYTH AND ECOLOGY

(iv) Key Skills: On graduating with an MA Myth and Ecology students should be able to:LO12 understand the theoretical, methodological and creative perspectives in the study of Myth and Ecology and demonstrate a critical awareness of current key issues in this area of study;LO13 develop independent and imaginative interpretations of literary, critical, linguistic or creative material and demonstrate the ability to transfer these into a dissertation; LO14 articulate a critical understanding of complex texts and ideas (and of their historical relationship where appropriate);LO15 analyse texts and discourses, and respond to the affective power of language, using appropriate approaches and terminology including narrative and creative skills; LO16 demonstrate creative abilities in the area of mythic narrative.

PGDip Myth and Ecology:(i) Knowledge and Understanding

PG Diplomas are awarded to students who have demonstrated:LO1 a robust, cohesive and systematic understanding of the specialised field of study and its interrelationship with other associated disciplines; LO3 originality in the application and inter-relationship of both critical and imaginal knowledge together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline; LO4 a conceptual understanding that enables the student to critically evaluate current research and advanced scholarship in the discipline;LO5 conceptual understanding that enables the student to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.

(ii) Cognitive skills:Holders of the qualification will be able to:LO6 demonstrate capacity to work adeptly with high levels of both conceptualisation and abstraction; be systematic when negotiating complex issues, and to respond with critical acuity to current theoretical practice; LO7 cultivate a practice of rigorous investigation in the face of all areas of theory and practice; demonstrate the capacity to critically evaluate the effectiveness of such investigations;LO8 negotiate contradictory evidence or methodologies, and judge appropriateness of information presented.

(iii) Practical Skills:Holders of this qualification will have LO9 the qualities and transferable skills necessary for employment requiring the exercise of initiative and personal responsibility;LO10 skills of both complex decision-making and academic best practice;LO11 an independent learning ability required for continuing professional development.


(iv) Key Skills: On graduating with a PG Diploma Myth and Ecology students should be able to:LO12 understand the theoretical, methodological and creative perspectives in the study of Myth and Ecology and demonstrate a critical awareness of current key issues in this area of study;LO14 articulate a critical understanding of complex texts and ideas (and of their historical relations where appropriate);LO15 analyse texts and discourses, and respond to the affective power of language, using appropriate approaches and terminology including narrative and creative skills; LO16 demonstrate creative abilities in the area of mythic narrative.

PGCert Myth and Ecology:(i) Knowledge and Understanding

PG Certificates are awarded to students who have demonstrated:LO1 a robust, cohesive and systematic understanding of the specialised field of study and its interrelationship with other associated disciplines; LO4 a conceptual understanding that enables the student to critically evaluate current research and advanced scholarship in the discipline;LO5 conceptual understanding that enables the student to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.

(ii) Cognitive skills:Holders of the qualification will be able to:LO6 demonstrate capacity to work adeptly with high levels of both conceptualisation and abstraction; be systematic when negotiating complex issues, and to respond with critical acuity to current theoretical practice; LO8 negotiate contradictory evidence or methodologies, and judge appropriateness of information presented;

(iii) Practical Skills:Holders of this qualification will have:LO9 the qualities and transferable skills necessary for employment requiring the exercise of initiative and personal responsibility;LO11 an independent learning ability required for continuing professional development.

(iv) Key Skills: On graduating with a PG Certificate Myth and Ecology students should be able to:LO12 understand the theoretical, methodological and creative perspectives in the study of Myth and Ecology and demonstrate a critical awareness of current key issues in this area of study;LO14 articulate a critical understanding of complex texts and ideas (and of their historical relations where appropriate);LO15 analyse texts and discourses, and respond to the affective power of language, using appropriate approaches and terminology including narrative and creative skills; LO16 demonstrate creative abilities in the area of mythic narrative

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MYTH AND ECOLOGY

3.4 Programme StructureThis programme is being offered as MA Myth and Ecology, PG Diploma Myth and Ecology, and PG Certificate Myth and Ecology. In terms of progression, the student builds critical, creative and reflective skills throughout four taught modules. Students successful in achieving the PG Certificate will be able to critically investigate the myths and stories of non-western and western traditions and articulate their understanding of the relationship between story, the natural world and the human and spirit worlds. For the PG Dip, the exit point and final assignment is to construct and present a personal mythic/ancestral narrative based on the culmination of learning within the critical, creative and reflective strands. This is also required of MA students who then go on to complete a 60 credit dissertation.

MA Myth and EcologyStructure: Full-time Study over 1 year

LEVEL 7Semester 1

Module Code Title Module type (core, compulsory or optional)

Credits

SCME7000 Creation, Language, Story and Meaning

Compulsory 30


Compulsory 30

Semester 2Module Code Title Module type (core,

compulsory or optional)

Credits

SCME7002 Metaphysics, Love and Soul Compulsory 30SCME7003 The Mythic Ground We Stand

UponCompulsory 30

Semester 3Module Code Title Module type (core,


Credits


Compulsory 60


Structure: MA Full Time over 2 yearsLEVEL 7

Year 1 - Semester 1Module Code Title Module type (core,


Credits

SCME7000 Creation, Language, Story and Meaning Compulsory 30SCME7001 Nature, Spirit and Right Living Compulsory 30



Credits

SCME7002 Metaphysics, Love and Soul Compulsory 30SCME7003 The Mythic Ground We Stand Upon Compulsory 30

Year 2 - Semester 1 & 2Module Code Title Module type (core,


Credits

SCME7004 Myth and Ecology Dissertation Compulsory 60

PGDip Myth and Ecology Structure: Full-time Study. The PGDip delivered over 1 year only.

LEVEL 7Semester 1


Credits




Credits

SCME7002 Metaphysics, Love and Soul Compulsory 30SCME7003 The Mythic Ground We Stand Upon Compulsory 30

PG Certificate Myth and EcologyStructure: Full-time Study (4 months)

LEVEL 7Semester 1


Credits


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MYTH AND ECOLOGY

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3.6 Learning, Teaching and Assessment StrategyThe programme will operate within the framework set by the QAA UK Quality Code Chapter B3: Learning and Teaching (2012) and is rooted in Chapters 6 and 7 of the AQH. The modules will be delivered in small seminar groups. The seminars will be interactive and will explore both theoretical and experimental approaches to learning.

Schumacher College has a proven track record and international reputation for offering a unique holistic educational approach based on experience of 26 years. The innovative approach to teaching and learning at Schumacher College is summarised below.

“The Gandhian philosophy of learning at different levels and the Tagorean principles of ‘practice research’ are powerful tools in the personal transformation of those who attend the College. Staff and participants – as a single community – interact and share in the gardening, cooking, cleaning and reflection that form the rhythms of the day. The power and gravitas of the model has attracted pioneering scholars and thinkers from around the world to teach and participate in the learning”. (Phillips, A. (2007) Holistic Education: Learning from Schumacher College. Green Books. P7)

Key elements of the approach include:• Living in a learning community within the residential setting of Schumacher College• Acknowledging and developing the whole person – intellectual, emotional, ethical and practical • Valuing transdisciplinary approaches and different ways of knowing (analytical, sensory

perception, feelings and emotions, and intuitive)• Emphasis on embodiment and practical action in participants’ own lives• Engaging with a range of teaching and learning methods from lectures and seminars to

participatory and experiential learning methods; and reflective inquiry • The opportunity to connect and collaborate with participants, teachers and practitioners from all

over the world

The learning environment at the College has been designed to embody and nurture holistic and ecological values. As a practical expression that living and learning be part of one whole, staff and students are jointly responsible for daily tasks such as cooking, gardening and cleaning. All postgraduate students engage in these tasks as full members of the learning community.

‘Schumacher College has created a unique learning environment where discussions take place in an atmosphere that is intellectually very intense and challenging, but is emotionally very safe. When I teach at the College, I feel almost like being among family, and this strong feeling of community emerges after being together for not more than a week or so. To most scholars such a situation is extremely attractive. For we who teach here this is a unique place to examine our work in depth and to try out new ideas in a safe environment’.

Fritjof Capra (2007) Author of The Web of Life (1997), Flamingo, London.

The learning methods are varied and are based on small-group learning; in addition to more conventional methods of learning that include reflective enquiry, participatory, and experiential learning.

The day starts with optional meditation and following breakfast a communal meeting to go through the business of the day, to share a reading anyone may want to offer, and to allocate community groups and tasks. All students take part in daily activities of cooking, cleaning and gardening, which apart from opening different spaces for reflective and shared learning, also helps to foster a sense of community and an opportunity to mix across groups. Community groups will seldom take more than 4-5 hours each week.

Each module in part 1 of the programme will be assessed by a 5000 word assignment and a 2500 word academic commentary on a reflective journal, story or piece of art. The dissertation will be 15,000 words

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MYTH AND ECOLOGY

in length. All written work should demonstrate an informed understanding of the issues covered in each module. Students are expected to evaluate critically the evidence derived from different sources and reach balanced judgements. They will be expected to pay attention to competing arguments and evidence, and display an awareness of different methodological approaches. Written work should be organized clearly and written fluently and grammatically. Students will be expected to show that they have read widely and used sources appropriately. Students will be expected to work on a range of topics and avoid repetition.

Module Code

Module Title

Level Credits Assessment details

Level 7SCME7000 Creation,

Language, Story and Meaning

7 30 Assessment Component 1 – 67%Coursework: Assignment

(5000 words)

Assessment Component 2 – 33%A reflective journal, story or art piece

with academic commentary (2500 words)


7 30 Assessment Component 1 – 67%Coursework: Assignment (5000

words)





words)





words)




7 60 Assessment Component 1 – 100%Dissertation (15000 words)


3.7 Mode of DeliveryAn overview of learning and teaching methods employed on the Programme is provided in the following table:Teaching & Learning Methods Description, Rationales and Examples

PresentationsPresentations by faculty and visiting teachers provide students with knowledge, theories and methodologies from experts in the field. These are supplemented with reading lists and audio-visual materials.

Workshops Workshops provide a forum for discussion, role-play, peer-to-peer learning and team working. Students work with conflicting ideas and build confidence and skills in group facilitation and presentation.

Seminars Students present their own work with the support of the group. This encourages active learning and peer-to-peer learning.

Tutorials Individual tutorials allow students to discuss specific projects, respond to feedback and reflect on learning and practice.

Case Studies & Field Trips

Case studies in class and visits enable students to link theory to practice and work through real life examples.

Simulations, Exercises & Role Play

Encourages pro-active learning through experience; provides opportunities to link theory to practice and engagement with different perspectives. Exercises develop skills in applying tools, methods and research methodologies.

Independent Study

Independent study and reading enables students to develop skills in working autonomously and to identify, plan and carry out a project.

Coursework, Research & Dissertation Feedback

Students are given the opportunity for individual feedback from tutors on drafts of essays and other work before submission for assessment. This enables students to respond to feedback, develop knowledge and critical skills; as well as refining communication skills.

Student presentations

Develops skills in communication, debate, dialogue and teamwork as well as providing opportunities for peer-to-peer learning and engaging with different perspectives. For a course with an emphasis on the relationship between orality and literature, these presentations provide excellent opportunity to develop their narrative skills.

Learning Journal

Students keep a journal to relate learning to their own experience. Enables students to actively engage with the holistic learning model at Schumacher College (intellectual, emotional, ethical and practical). A journal will also provide regular practice in developing critical distance, so crucial to composing assignments.

Research Skills, Methods and Dissertation

The non-accredited research methods workshop held in Term 2 will support development of skills in research design, planning and implementation; presentation skills and report writing, bibliographic skills; sharpened analytical techniques for contrasting opposing concepts and theories.

Reflective Inquiry Reflective inquiry learning sets encourage students to take ownership of learning and encourage continual cycles of reflection, refinement, action and experimentation.

Participatory Learning Methods

A wide range of methods (ranging from deep ecology exercises to open space group dynamics) are utilised. The students will be immersed in the relationship between story and place, so Dartmoor, the south coast of Devon and Dartington gardens will all provide rich, experiential opportunities to integrate theory and practice.

Students at Schumacher College have a high level of one-on-one and small group tutorial time. Indeed, this highly personalised relationship with tutors within a community-based learning environment lies at the heart of the College’s distinctiveness. Students are normally offered a 45-minute one-on-one or small group tutorial with a member of faculty in the study week at the end of each of the core modules. In addition, students are encouraged to engage in an ongoing, rolling exploration of themes and questions that are of importance to them with faculty members throughout the academic year. An important reason for asking students to submit drafts of assessment assignments several weeks before final submission is to encourage such a dialogue to flow.

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MYTH AND ECOLOGY

3.8 Work-based LearningNot Applicable

3.9 Flexible and Distributed Learning programmesNot Applicable

3.10 Student Support offered A call to disclose support needs is included in the college application form, prior to enrolment, and again, verbally, during a formal college Induction. All students are encouraged to disclose early so that support needs can be addressed prior to the beginning of term. All students disclosing a disability are currently supported in accessing assistance via the Postgraduate Administration team. Decisions on financial support for lower level UK/EU disability support (no longer funded by the DSA) and for students who cannot access DSA support is decided at a Reasonable Adjustments Review Panel (RARP).

In 2017-18 the college is set to trial a new student support framework implemented to enhance the student support experience and align the support with a deeper connection to Schumacher’s pedagogical approach. The college appointed the services of a student support company who will provide an individual trained to cover non-DSA assessment, Specialist 1:1 Study Skills Assistance, and Mentoring. This individual will be based at the College every Thursday afternoon during Terms 1 and 2 to run a series of appointments and drop in sessions. This individual will cover all students who are unable to access DSA funding. A review of the success of this approach will be carried out at the end of Term 1, and again at the end of Term 2.

Alfresco – Audio recordings of lectures.Where possible, all teaching sessions are recorded and uploaded to a secure online site for class participants. We aim to upload recordings daily, but definitely within 48 hours of the class. Students are given a login to access the site. This resource supports the student body as a whole; but more specifically, enhances support for students with English as a second language and/or students with Learning Support needs.

The Learning CommunityThe learning community ethos provides a highly effective network of informal support structures that enhances students’ academic, personal and professional potential. Each year, a member of Alumni is invited to the College as a Postgraduate Teaching Support Volunteer; this role is one that aims to weave together the postgraduate groups across the college and more broadly, with other members of the college learning community. This support role provides an important point of contact for all students; aiding in group ‘check-in’s’ and providing appropriate signposting for individuals, where necessary.

3.11 Sustainability Statement and the Well-being of Future Generations (Wales) Act 2015

This sustainability statement has been developed in line with the Faculty of Humanities’ Sustainability policy in which ‘sustainability’ is defined in as broad a way as possible in order to have maximum impact on the School’s activity and on the students’ experience.


The programme will endeavour to ensure a holistic and integrated approach to student learning so that the emphasis is not on the subject content alone but on the whole learning and teaching experience. In particular, the programme relates explicitly and implicitly to five of the eleven key ESD concepts identified for the Humanities, namely:

• Interdependence & Cultural Diversity • (Global) Citizenship & Stewardship• Needs & Rights• Equity & Social Justice• Health and Well-being

In accordance with Faculty policy, the programme has been designed in recognition that ESD concerns ‘how’ something is taught as well as ‘what’ is taught. As a result, the programme seeks to ensure that its teaching methods and learning environment are informed by the following principles:

• learning through discovery;• learner-centred approach;• collaborative learning;• praxis-orientated learning linking theory and experience;• self-regulatory learning;• cognitive, affective, and skills-related objectives;• learning with staff but also from outsiders.

ESD principles have also guided the provision of learning materials within the Faculty. The programme seeks, for example, to:

• make resources, supporting teaching and learning, available electronically and move away from the reliance on hard copy;

• enable students to submit, where possible, all assignments electronically;• create an electronic archive rather than a paper one;• expand its use of Moodle to support all teaching and increase the numbers of completely

paperless modules.

List Module(s) where learning and teaching materials pertaining to the goal are embedded

Development Goals1) A prosperous Wales

2) A resilient Wales

3) A healthier Wales

4) A more equal Wales

5) A Wales of cohesive communities

6) A Wales of vibrant culture and thriving Welsh language

7) A Globally responsible Wales

Module Code and TitleSCME7000 Creation, Language, Story and Meaning




SCME7004Myth and Ecology Dissertation

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MYTH AND ECOLOGY

3.12 Equality and DiversityThe programme has been developed in accordance with the University’s strategic equality plan. In particular the programme enhances equality and diversity by offering a flexible blended learning method of programme delivery, to allow for students from different backgrounds more opportunity to engage in postgraduate study.

3.13 AdmissionsAdmissions arrangements will be made in accordance with the University’s Admissions Policy. Each application will be considered on its own merit. However, specific entry requirements will be published on Schumacher College’s website. All admissions- related decisions will be made in accordance with the Admissions Policy, and any specific requirements to support the selection process will be determined in consultation with Registry.

Students may be admitted to either the PGDip or MA programme. Students who enrol on the PGDip programme can upgrade to the MA programme if they are making sufficient progress the PGDip programme.

Applicants will not require DBS checks prior to enrolment.

The recruitment target for the first year of the programme is 15 students (headcount).

3.14 Exit Points and Awards60 Credits – Postgraduate Certificate120 Credits – Postgraduate Diploma 180 Credits – MA

3.15 Teaching staff Dr Martin ShawDr Carla Stang

Other Schumacher Faculty teaching on the programme:Dr Stephan HardingMr Jonathan Dawson

Visiting teachers in 2017-18:Dr Leonard LewisohnStella KassimatiDr David AbramDr Tom CheethamPaul KingsnorthDr Michael JacksonDr Jadran MimicaRobert BringhurstEmily Fawcett


SECTION B - Related Programmes

4.0 Joint Honours / Major / Minor / Combined ProgrammesNot Applicable

SECTION C - All Programmes

5.0 Module DetailsLEVEL 7

MODULE CODE: SCME7000TITLE: Creation, Language, Story and Meaning DATED: 30/05/2017

LEVEL: 7 CREDITS: 30

JACS CODE: V620

AIM(S)• To critically engage with a diversity of creation stories and explore their role in the development of

meaning and understanding, for different cultures across place and time.• To critically examine the role of story and storytelling in oral and written traditions, and its

influence on the development of human’s understanding of their relationship with the natural world.

LEARNING OUTCOMES• Upon the successful completion of this module, the student should be able to demonstrate the

ability to:• analyse and critique phenomenological philosophy as a research methodology; demonstrating

practical understanding and originality in the application of this knowledge across disciplines;• critically compare and contrast different creation stories across time; conveying a systematic

understanding of the impact of these stories on the development of human understanding and our place within the natural world;

• develop, through informed academic research, a conceptual understanding and critical interpretation of “imagination” through its phases of historical development.

• assess the importance of language and words and the telling of story, in oral and written forms through a critical awareness of the relationships between the natural world, story and community.

INDICATIVE CONTENT• We will examine the definition, practice and use of phenomenology, as a key research method and

look at the effects of using different types of language, to understand and express reality.• We will look at creation stories from a number of different locations and traditions across time,

from the Bronze Age to the Iron Age, to assess the role of story in creating relationship and meaning between the human and non-human world.

• We will investigate the role of story-telling in oral and written cultures, in relationship to landscape and the natural world, and explore the particular value and efficacy attributed to specific words in different traditions.

• We will compare historical information with the beliefs, rituals and ways of life of a traditional indigenous community, the Mehinaku of the Brazilian Amazonia.

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LEARNING AND TEACHING STRATEGYSchumacher College uses a mixed range of teaching and learning methods. The primary tools used in this module will be lectures (from visiting teachers and in-house faculty), discussion, debate, tutorials, comparative case studies, analysis of texts and presentations. The secondary tools will be experiential exercises (particularly in nature), individual and group-based reflective enquiry and personal development planning. Students will be encouraged to keep a learning journal. There will be a high degree of independent study.

The allocation of teaching to deliver the module is:Activity type Hours PercentageScheduled learning 135 45%Independent learning 165 55%Placement learningTOTAL 300 100%

ASSESSMENT

Assessment Component 1 – 67%An academic essay (5000 words)

Exemplar: Compare and contrast the creation stories of two different traditions, how these differences have influenced their belief systems and their living relationship to the natural world.

Assessment Component 2 – 33%A reflective journal, story or art piece with academic commentary (2500 words)

Assessment SummaryActivity type PercentageWritten examCoursework 100%PracticalTOTAL 100%

EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD)

Does the module contribute to ESD? Yes

The course content is fundamental to learning for sustainable development and will be delivered at Schumacher College, one of the leading institutions for sustainability learning worldwide. This module will explore the relationship between story-telling and our understanding of landscape and the natural world. The narratives and the stories we tell ourselves lie at the heart of how we co-create a more collaborative and life enriching world, and this module stirs these stories we share and interprets them for the coming generations. This module identifies a range of traditions and considers the challenges and benefits of future sustainable development.


MODULE CODE: SCME7001TITLE: Nature, Spirit and Right LivingDATED: 30/05/2017


JACS CODE: V620

AIM(S)• To critically explore the myths and stories of non-western traditions, from Mesoamerica, to the

Artic to Amazonia, and the information they contain about how to live within the natural world.• To critically investigate the foundations of western myth, and how the development of the

characters and stories of the deities has influenced the way we make decisions, take actions and live upon the land.


ability to:• critically reflect upon a range of western and non-western myths and stories; within the

specialised field and its associated disciplines. • articulate a comprehensive understanding of the relationship between story, the natural world

and the human and spirit world in at least one tradition;• examine western myths in the face of contemporary critiques of their ethics and cosmologies; • compare and contrast the relationship between life-style, belief systems and myth and how these

interact, across geographical, cultural and linguistic boundaries.

INDICATIVE CONTENT• We will focus on the mythology of the Tungus people to analyse how their cosmology and

folktales developed their relationship with ‘the wild’, ‘spirit’ and natural world around them. • We will explore the radically different narratives found in non-western stories and traditions to

assess how understanding and wisdom about how to live within the natural world can move across linguistic boundaries.

• We will assess the underpinning of western mythology and how the relationship between the deities, their characters and stories inform our everyday actions within the world, compared with non-western traditions.

LEARNING AND TEACHING STRATEGYThe primary tools used in this module will be lectures (from visiting teachers and in-house faculty), discussion, debate, tutorials, comparative case studies, analysis of texts, story-telling and presentation and continuation of the learning journal. The secondary tools will be experiential exercises and reflective enquiry. There will be a high degree of independent study.


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ASSESSMENT


Exemplar: Trace the evolution of the western concept of sustainability from its mythological roots in comparison with a non-western alternative.





The course content is fundamental to learning for sustainable development and will be delivered at Schumacher College, one of the leading institutions for sustainability learning worldwide. This module critically explores myths and stories of non-western traditions, from Mesoamerica, to the Artic to Amazonia, and the information they contain about how to live within the natural world. Using real-life examples students will consider the historical relevance and interconnections between different groups and generations, to gain a wider understanding of sustainable living. It will look at the relationships that have developed between communities and ecosystems and consider ecological limitations.


MODULE CODE: SCME7002 TITLE: Metaphysics, Love and Soul DATED: 30/05/2017

LEVEL: 7CREDITS: 30

JACS CODE: V620

AIM(S)• To critically investigate the scholarly, imaginative and metaphysical underpinnings of our

romantic relationship with ‘the wild’ from different cultures, traditions and stories within the last few hundred years.

• To critically reflect on the relationship between myth and our understanding of ‘the wild’.


ability to:• work adeptly and creatively with high levels of conceptualisation and abstraction; • practice rigorous investigative skills in the analysis and choice of material, both current and

historic. • compare and contrast the mutation of our relationship to the wild through different literary,

spiritual and metaphysical traditions, narratives and movements; exploring contradictory beliefs and practices, as well as those that are complementary;

• critically analyse and reflect upon mythic understandings of ‘the wild’, demonstrating an awareness of both discipline and spontaneity when examining terminology.

INDICATIVE CONTENT• We will be exploring the Arthurian Romances, Islamic Poetry and gender in Amazonia to look at

how different traditions and cultures relate to notions of ‘love’ and ‘courtship’, including that of ‘being in love with the land’, wildness and the earth.

• We will track the revival of the pagan imagination that began in Italy in the fifteenth century as a longing to bring back into the imagination the vitality of Arcadia, and the old, wild gods. What was preserved in this revival and what does this tradition have in common with the revival of folk magic that emerged in Britain several hundred years later?

• We will track an intense development in Sufi traditions around the same period, percolated in the later writings of Henri Corbin and the work of the medieval alchemists, especially the Rosarium Philosophorum, and the ten stages of the Coniunctionis.

• We will investigate an Amazonian metaphysics, where souls are made from desire that flows within certain boundaries, and how these borders and shapes make up the various worlds that exist for the Mehinaku: the human, of the forest, of the dreaming and of the dead.

LEARNING AND TEACHING STRATEGYThe primary tools for this module will be lectures (from visiting teachers and in-house faculty), discussion, debate, tutorial, critical analysis of texts, independent study and presentation. The secondary tools with be experiential exercises, group and individual reflective enquiry and continuation of the learning journal.

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ASSESSMENT


Exemplar: What is understood by the human concept of ‘wildness’? What are the similarities and the differences in our understanding of this concept in different geographical regions and time periods of the world?





The course content is fundamental to learning for sustainable development and will be delivered at Schumacher College, one of the leading institutions for sustainability learning worldwide. This module explores the evolution of our relationship to the wild through different literary, spiritual and metaphysical traditions, narratives and movements. It will identify some of the critical causes of unsustainable practices, including environmental, economic, social and cultural. This module will also consider the rights and needs of generations.


MODULE CODE: SCME7003TITLE: The Mythic Ground We Stand UponDATED: 30/05/2017


JACS CODE: V620

AIM(S)• To critically explore the telling of folk and fairy tale as vehicles for sharing meaning and life

experience; • To develop, deliver and critically review a personal narrative based on the ‘mythic ground’ the

individual stands upon, building upon the reflective skills developed in previous modules.


ability to:• critically evaluate the uses of paradox, image and complexity as means of deepening story;

through a detailed understanding of narrative: from epic, to folktale, to fairy tale;• cultivate, from genesis to execution, an oral telling of a family narrative, applying themes and

theories explored throughout the year; • develop original insights and critically reflect upon the process of oral telling; demonstrating

complex decision making, conceptual knowledge, reflexivity and analysis within a written response.

INDICATIVE CONTENT• We will investigate the importance of folk and fairy tale as a vehicle for transmitting and sharing

meaning, including the work of WB Yeats and Augusta Gregory. • We will assess the relationship of story-telling of the Mehinaku of Amazonia to all experience,

including joy, trauma, omen and the handling of grief. • We will be looking at the ‘mythic ground’ upon which each student stands upon and developing

and delivering family and ancestral narrative using the motifs and ideas developed throughout the course of the programme. This is a separate piece of work to the personal learning journey developed throughout but building upon the reflective skills developed previously.

LEARNING AND TEACHING STRATEGYThe primary tools for this module will be lecture (by visiting teachers and in-house faculty), discussion, debate, tutorial, analysis of texts, group and individual reflective enquiry, personal development exercises, individual presentations and storytelling and a culmination of the learning journal.

The allocation of teaching to deliver the module is:

Activity type Hours PercentageScheduled learning 135 45%Independent learning 165 55%Placement learningTOTAL 300 100%

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ASSESSMENT


Exemplar: Give a critical review of the methods used, developments made and critical moments in the creation of your own personal narrative over the course of this programme.





The course content is fundamental to learning for sustainable development and will be delivered at Schumacher College, one of the leading institutions for sustainability learning. This module will explore the ways in which meaning and experience can be conveyed through folk and fairy tales, which will include exploring experiences of the natural world. This module explores complex aspects of sustainability and how these issues are conveyed both orally and in written form. Through gaining an understanding of historical actions and their role in shaping the future, students will be supported to create their own narrative.


MODULE CODE: SCME7004TITLE: Myth and Ecology DissertationDATED: 30/05/2017


JACS CODE: V620

AIM(S)This module aims to:

• provide an opportunity for students to plan and to pursue a critical and evaluative research project in the field of Myth and Ecology.

• extend students powers of critical evaluation and original thought• develop the skills and confidence necessary to carry out research in the selected topic.

LEARNING OUTCOMESUpon the successful completion of this module, the student should be able to demonstrate the ability to:

• identify a suitable research topic, formulate research questions, plan and develop a research design; select appropriate methodologies;

• apply research skills required for the successful completion of an independent project; including a comprehensive understanding of research techniques and academic rigor;

• develop an independent and creative interpretation of research material; select and make use of scholarly reviews and primary resources appropriate to the discipline;

• communicate and synthesise an advanced level of knowledge and critical awareness in the field of Myth and Ecology; with the ability to defend hypotheses, interpretations and analyses. Where appropriate, to propose new hypotheses and further research.

INDICATIVE CONTENTIn this module the student chooses a topic of special interest in Myth and Ecology and conducts research into this area of interest via reading and private study under the auspices of the supervisor to whom they have been allocated. The student then produces a systematic piece of written work, organized in chapters/sections in the manner of professional and published work.

The Research Methods workshop held in Term 2 (unaccredited) will introduce students to research skills necessary for the successful completion of a dissertation. This will include advice on the process for selecting and designing a suitable research topic. In addition to this, students will be supported by their Dissertation Supervisor; who will work with them to assess the research methods most suited to their proposal.

LEARNING AND TEACHING STRATEGYThis module will require a high degree of independent study which will be supplemented with supervisory tutorials and occasional lectures.


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ASSESSMENT

Assessment Component 1 – 100%Dissertation (15000 words)

Exemplar: Specific to the student’s research project.




The course content is fundamental to learning for sustainable development and will be delivered at Schumacher College, one of the leading institutions for sustainability learning worldwide The dissertation will be an independent project focusing on the topic of Myth and Ecology. The dissertations will reflect in part human narratives and their implicit relationship to ecology, the use of storytelling as a crucial tool for positive change, and many insights gleaned from history, mythology and anthropology to build towards a future that is indeed sustainable.


APPENDIX PV2c

READING LISTS

Schumacher CollegeSeptember 2017

Module Code HPPH7002Module Title Creation. Language, Story and MeaningClassification Reading List Essential Mundus Imaginalis m the Imaginary and the Imaginal, Henry Corbin (essay)

Essential A Story as Sharp as a Knife: The Classical Haida Myth-tellers and Their World, Robert Bringhurst

Essential A Walk to the River in Amazonia, Carla Stang

Essential Imaginal Love: The Meanings of Imagination in Hen-ry Corbin and James Hillman, Tom Cheetham

Essential The Art of Anthropology, Alfred GellEssential Things As They Are, ed. Michael D. JacksonEssential Revisioning Psychology, James HillmanFurther Mythography: The Study of Myth and Rituals,, William G. DotyFurther Phenomenology of Perception, Merleau PontyFurther The Poetics of Reverie, Gaston BachelardFurther A World of Pure Experience, Henry James (essay)Further Orality and Literacy, Walter J. OngFurther To The Lighthouse Virginia WoolfFurther Prose and Poetry Eugene MinkowskiFurther The Mind in the Cave: Consciousness and the Origins of Art, David Lewis-Williams

Further Juniper Fuse: Upper Paleolithic Imagination and the Con-struction of the Underworld, Clayton Eshleman

Further The Inheritors, William Golding

Further Technicians of the Sacred: A Range of Poetics from, Africa, Amer-ica, Asia, Europe and Oceania, Jerome Rothenberg.

Further Wisdom Sits in Places, Keith BassoFurther A Branch from the Lightning Tree, Martin Shaw

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Module Code HPPH7003Module Title Nature, Spirit and Right LivingEssential The Shadowy Way (excerpts) Carla StangEssential The Odyssey, Homer (trans Robert Fagles)Essential Facing the Gods, Ed. James HillmanFurther Psychomental Complex of the Tungus, S.M. Shirokogoroff

Further The Other Within: The Genius of Deformity in Myth, Culture and Psyche, Daniel Deardorff

Further Trickster Makes this World, Lewis HydeFurther Folk Tales from Russia, Trans Olga Shartse

Further The Muse Learns to Write: Reflections on Orality and Literacy from Antiquity to the Present, Eric A. Havelock

Further The Marriage of Cadmus and Harmony, Roberto Calasso

Module Code HPPH7004Module Title Metaphysics, Love and SoulEssential Snowy Tower, Martin ShawEssential Intimations of Infinity, Jadran MimicaEssential Parzival, Wolfram Von EschenbachFurther Hafez and the Religion of Love in Classical Persian Poetry, Ed. Leonard LewisohnFurther Avcenna and the Visionary Recital, CorbinFurther The Master and his Emissary Iain McGilchrist

Further The Discarded Image: An Introduction to Medieval and Renaissance Literature, C.S. Lewis

Further The Wounded Researcher , Robert D. RomanyshynFurther The Pagan Dream of the Renaissance, Joscelyn GodwinFurther Vico’s Science of Imagination, Donald Philip VerneFurther Our Cosmic Habitat, Martin RessFurther The Mystery of the Coniunctio: Alchemical Image of Individuation, Edward EdingerFurther Psychology and Alchemy, C.G. JungFurther Alchemy Marie-Louise Von Franz

Module Code HPPH7005Module Title The Mythic Ground We Stand UponFurther Irish Folk and Fairy Tales, W.B. Yeats

Further The Golden Age of Folk and Fairy Tales: From the Brothers Grimm to Andrew Lang, Jack Zipes

Further Scatterlings, Martin ShawFurther Landscape and Memory, Simon SchamaFurther The Spell of the Sensuous, David AbramFurther The Famished Road, Ben Okri

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