Emily's 2nd tutorial

Mercury Retrograde

  • Mercury is often associated with communication, travel, sports, and schedules, akin to the Greek god Hermes.

  • When Mercury is in retrograde, it signifies a period where things tend to go awry:

    • Travel delays: Common occurrence as people's plans are disrupted.

    • Tech glitches: Increased malfunctioning of gadgets and devices.

    • Miscommunication: People misinterpret messages, leading to confusion.

    • Folk brain: A term used to describe mental fog or confusion experienced during this time.

    • Duration is approximately four weeks.

  • Reference to Witchlock socials where additional information on Mercury retrograde can be found.

Responses to Mercury Retrograde

  • A previous student asked if Mercury retrograde is entirely negative:

    • Yes and no: While there are negative aspects (delays, miscommunication), it’s also a time for:

    • Revision: Encouraged during retrograde.

    • Reflecting: Ideal period for introspection and addressing unfinished business.

    • Potential to reconnect: Ex-partners might reappear, prompting introspection and thoughtful responses instead of impulse.

  • Current astrological context includes:

    • Alignment with Pisces: Heightened intuition and strange dreams.

Eclipses and Their Significance

  • Mention of an eclipse season, specifically a lunar eclipse occurring the following week.

  • Importance of September's eclipse:

    • Reflects on events of September, essentially providing insights into contrasting experiences during eclipse seasons.

Class Dynamics and Office Hours

  • Class meeting notes on engagement and interaction:

    • Students encouraged to ask questions; no question is deemed stupid.

  • Office hours:

    • Held from 2 PM to 3 PM in room 445 for journaling, questioning, or casual engagement.

Ethnography Discussion: Paul Stoller

  • Paul Stoller's background:

    • Spent 17 years conducting ethnographic research.

    • Emphasis on gathering, presenting, and organizing data.

  • Ethnographic practices historically:

    • Heavy British influence in early exploration with a focus on objectivity; however, less ethical consideration.

    • Ethnographers' ethical boundaries were established later in the 60s and 70s.

    • Discussion on the nature of getting academic data and the ethical implications of immersion in culture.

Ethics in Ethnography

  • Students discussed:

    • Boundary crossing: When does interaction with subjects become too intrusive?

    • Use of questionable methods: payment for participation, encouraging risky behavior.

    • Importance of ethical considerations in fieldwork—how to gather data respectfully.

Comparisons to Aztec Practices

  • Discussion surrounding Aztec cultural practices:

    • Critique of misconceptions: Addressing mischaracterizations of Aztec society as "prehistoric" and lacking in nutrition (protein-poor environment).

    • Reality of their society was agricultural with floating gardens and diverse crops.

  • Sacrificial practices:

    • Rituals involving human sacrifice had extensive rituals rather than being devoid of preparation as some critics suggested.

    • Victims chosen through warfare and market practices, not constant cannibalism.

Cultural Relativism in Ethnography

  • Comparison of different perspectives in interpreting historical narratives:

    • Importance of context in evaluating Aztec practices through multiple lenses (e.g., Spanish accounts vs. Aztec self-representation).

    • Truth and falsity: Necessary to consider who narrates history and the inherent biases involved.

Critical Thinking on Cultural Perception

  • Discussed importance of language and perspective in interpreting ethnographic texts.

  • Need to evaluate aspects that make arguments more or less convincing:

    • Tone, personal experience, emotional engagement, and authority need consideration in selecting sources.

Reflection on Death and Cannibalism

  • Brief consideration of perceptions around cannibalism and death:

    • Cultural contexts can inform why societies engage in practices like cannibalism.

    • Communicates the significance of understanding community rituals and beliefs around death.

  • Ethical perspectives on sharing knowledge from personal experiences and community practices discussed.

Journal Entry Prompt

  • Students encouraged to consider whether neutrality in observations is possible and the implications of discussing truth and falsehood in ethical contexts during fieldwork.

  • Encourage deep contemplation of the topics discussed and prepare for engagement in further historical and ethical discussions in class.

Closing Remarks

  • Reminder of office hours and opportunities for further discussion post-class.

  • Emphasizing on thoughtful journaling and analysis for deeper comprehension of mutual influence in ethnographic research.