COLLEGE OF HUMANITIES & SOCIAL SCIENCE
COURSE APPROVAL FORM
COURSE NAME
The Power of Myth:
The Hero’s Journey in the Transformation of Self and the World
Rationale
Myths reveal the themes, patterns, challenges, and visions that connect each person to her or his
past, to every culture on earth, and to the future of the world. Far more than a collection of
archetypal tales, myths can be understood as timeless stories about universal truths embedded in
the hearts of all humans. Based on that understanding, mythologist Joseph Campbell referred to
myths not just as the search for meaning, but also as the ‘experience of life’.
In that context, the myth of the hero’s journey reveals the overall structure of the cyclical
adventure that calls each person (hero) to recover what was lost or discover what is life-giving, and
in the process, experience and contribute to something more/bigger than her/his original self.
Campbell wrote that the ‘basic motif of the universal hero’s journey’ is ‘leaving one condition and
finding the source of life to bring you forth into a richer or mature condition.’ It requires a journey
inside oneself spiritually and psychologically and then the discovery of how to share any newlyacquired gifts with the world. At this point in history, it also calls for evolving old stories based on
new insights and understandings, which are emerging daily about ourselves and our world.
Given the cultural and societal upheaval occurring during this emergence of a global society,
drawing upon myth, especially that of the hero’s journey, can stimulate renewed hope, energy,
guidance, and support for hearing and answering individual calls, embarking on the journey of
transformation, recognizing and accepting the help of allies along the way, discerning next steps,
facing fears, gaining new skills and insights, reaching the ‘treasure’, and then returning to share
that ‘treasure’ with the larger community for its own healing and wellbeing.
Through theoretical input via lectures and reading, practical experiences, written reflection and
analysis, dialogue, audio and visual media, and creative expression, participants will be assessed on
their active participation in these activities, which are designed to help them develop selfawareness, social awareness, written and verbal communication skills, critical thinking, problemsolving, decision-making, and confidence in their ability to create a positive future for themselves,
their communities, and the world.
Business Case
approved
COURSE OUTLINE
School
Literatures, Languages and
Cultures
Course Type
Standard
Credit level
Normal Year
taken
Home Subject
Area
Library Resources
approved
College
CHSS
Availability
All
Students
45
45
3
Credits
Literature
Other Subject Area
Celtic &
Scottish
COLLEGE OF HUMANITIES & SOCIAL SCIENCE
COURSE APPROVAL FORM
Studies,
Religious
Studies
(Divinity),
Counsellin
g&
Psychothe
rapy,
Social &
Political
Science
UG
Mode of
Course Level
Class and Assignments
Study
Summary Description
The purpose of this course is to explore the power of myth, especially in the Hero’s Journey, as it
provides patterns and themes embedded in the human experience of personal and societal
transformation. The course will follow the traditional hero’s journey cycle of receiving a call,
responding to that call, facing of inherent challenges and obstacles, meeting and accepting
supportive allies, finding the ‘treasure’, and returning to share recovered or discovered gifts with
the larger community. It also will provide and facilitate opportunities for participants to explore
these themes and patterns in their own lives and communities.
Entry Requirements (not applicable to Visiting Students)
Pre-requisites
Co-requisites
Prohibited
combinations
Other
requirements
Information for Visiting Students
Course delivery Information
Delivery
Quota
1-19 June Learn enabled
period
2015
Days & Times Monday - Friday from 10 am. – 1 p.m. (3 hours @ day for 3 weeks)
of whole class
sessions
Detailed description
Course Description
This course will be divided into three related segments:
Week One - The Power of Myth and the Call
This week will focus on research related to myth and its prevalence and place over time. Woven
throughout that study will be local examples and case studies from numerous sources, including
Celtic Wonder Tales; relevant Celtic and Scottish history; modern Gaelic poetry, such as Sorley
Maclain’s ‘Cave of Gold’ and ‘Cuillin and Aonghas MacNeacail’s ‘Seeking Wild Salmon’; Scots
COLLEGE OF HUMANITIES & SOCIAL SCIENCE
COURSE APPROVAL FORM
poetry, such as ‘Thomas the Rhymer’; and related music. Participants also will engage in
experiential activities designed to help them reflect upon, discuss, analyze, and integrate what
they are learning.
Week Two – The Hero’s Journey and the Response
During the second week the focus will be on classic elements of the hero’s journey and the
journey’s role in personal transformation. Participants will reflect upon and analyse verbally and in
writing their perception of where they are in the journey cycle; archetypes that seem currently
active in their lives; obstacles and barriers they face; allies they sense are present to help, protect,
and support them; and various tools that facilitate transformation. One of the myths explored in
this exploration of personal transformation will be the Grail myth Parzival.
Week Three – The Transformation of the World and the Return
In this final week, participants will focus on the transformation of society and the world through
the return of the hero to share the lessons learned and gifts attained on the journey. Building on
lessons from the previous two weeks, they will reflect upon their own learning and gifts and
explore together the Wizard of Oz myth both theoretically and experientially – drawing upon
insights and suggestions by author, researcher, and human potential pioneer Jean Houston in her
book The Wizard of Us. Dr. Houston, who worked with Joseph Campbell and currently serves as
Chancellor of Meridian University in the USA, designed and teaches a PhD program on Leadership
and Social Transformation.
Breakdown of learning & teaching activities
Total Hours:
200
Lectures:
20
Seminar/Tutorials:
12
Fieldwork:
0
Practical:
13
Summative Assessment hours:
0
Programme level Learning & Teaching hours:
Directed learning & independent learning hours: 155
Additional
information
Weighting of
Coursework 100%
summative
assessments
Exam information
Exam diet
Paper name
Resit
information
Hours:
minutes
Stationery
requirements
COLLEGE OF HUMANITIES & SOCIAL SCIENCE
COURSE APPROVAL FORM
List of Learning Outcomes
LO 1
Demonstrate knowledge of and ability to articulate verbally and in
LO 2
LO 3
LO 4
LO 5
LO 6
writing a basic understanding of myth, the hero’s journey, and their
relationship to personal and social transformation.
Participate effectively in a range of collaborative discussions and
activities with others in a way that builds on others’ ideas, while
expressing one’s own perspective clearly and persuasively.
Analyse and critique the elements of myth and components in the
hero’s journey cycle as they relate to literature and related material
presented during the course and as they apply to and life and society.
Respond thoughtfully and respectfully – both verbally and in writing –
to challenges and opportunities that arise, when addressing individual
calls to personal and social transformation.
Identify and manage one’s emotions and behavior, especially in the face of
transformational challenges that emerge during the course.
Evaluate the effectiveness of materials and processes used to explore
myth and the hero’s journey during this course.
LO 7
LO 8
LO 9
LO 10
Detailed Assessment Information
Formative Feedback Event (Nature and Timing)
Elements Of Summative Assessment (With Weightings)
Relationship Between Assessment and Learning Outcomes
Relationship to Programme Assessment Spine/Plan
COLLEGE OF HUMANITIES & SOCIAL SCIENCE
COURSE APPROVAL FORM
Main Graduate Attributes
Research and Enquiry:
Be able to identify, define and analyse problems and identify or create processes to
solve them.
Be able to exercise critical judgment in creating new understanding.
Be able to ask key questions and exercise rational enquiry.
Be able to critically assess existing understanding and the limitations of their own
knowledge and recognise the need to regularly challenge all knowledge.
Recognise the importance of reflecting on their learning experiences and be aware of
their own learning style.
Personal and Intellectual Autonomy:
Be open to new ideas, methods, and ways of thinking.
Be creative and imaginative thinkers.
Be independent learners who take responsibility for their own learning, and are
committed to continuous reflection, self-evaluation and self-improvement.
Be able to make decisions on the basis of rigorous and independent thought, taking
into account ethical and professional issues.
Be able to use collaboration and discussion effectively to test, modify and strengthen
their own views.
Be intellectually curious and able to sustain intellectual interest.
Be able to respond effectively to unfamiliar problems in unfamiliar contexts.
Have a personal vision and goals and be able to work towards these in a sustainable
way.
Communication:
Make effective use of oral, written and visual means to critique, negotiate, create and
communicate understanding.
Use communication as a tool for collaborating and relating to others.
Further their own learning through effective use of the full range of communication
approaches.
Seek and value open feedback to inform genuine self-awareness.
Use effective communication to articulate their skills as identified through selfreflection.
Personal Effectiveness:
Appreciate and use talents constructively.
Be able to create and harness opportunities.
Be able to manage risk while initiating and managing change.
Be responsive to their changing surroundings, being both flexible and proactive.
Have the confidence to make decisions based on their understandings and their
personal and intellectual autonomy.
Be able to flexibly transfer their knowledge, learning, skills and abilities from one
context to another.
Be able to work effectively with others, capitalizing on their different thinking,
experience and skills.
Organisation
Course organizer
Course secretary
Dr. MaryCatherine
Burgess
Exam Board Convenor
Taught in Gaelic?
Marking Scheme
Additional costs
COLLEGE OF HUMANITIES & SOCIAL SCIENCE
COURSE APPROVAL FORM
Additional Information
I have asked Dr. Emma Dymock Clark, who currently lectures and serves as a tutor in
Celtic and Scottish Studies, if she would be a guest lecturer during part of the first
week of this course, and she has agreed.
Keywords
Course proposal information
Course proposer
Dr. MaryCatherine Burgess
Url for supporting
documentation
School Specific Requirements
This section can be expanded and adjusted as required for schools to include material that is
specific to their own local requirements or for programmes that may have, e.g. a professional
requirement