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Antoinette Brazouski
Northern Illinois University
Course
Classical Mythology: Honors FLCL 271H 3 semester hours
The honors component of Classical Mythology is intended to give students a deeper
understanding of the subject and its relationship to other academic areas such as art,
music, and psychology. Each student must complete a project that involves reading one or
more pieces of Ancient Greek and/or Roman literature in translation.
Description
This unit is designed to familiarize students with various psychological interpretations of myth.
Videos can be used to deepen understanding of both the myths and the psychological interpretations
based on them. Students are encouraged to develop computer searching skills so that they may find
information on psychological matters that interest them.
Though Oedipus is one of the most famous characters in Ancient Greek mythology, students frequently
do not have a thorough understanding of his myth and its influence. To place the Oedipus myth in its
proper place in the Theban cycle, review the stories of Cadmus and Harmonia and their children,
particularly Semele. To prepare the students to read and/or view a video of the translation of the
Oedipus Rex of Sophocles, the teacher should reveal to the class in chronological order the
events in Oedipus' life from his birth to the point at which Sophocles' tragedy opens.
Then, assign the students
to read and/or view a dramatic production of the play and to discuss the work. (Many school libraries
have a video version of Oedipus Rex.) After several class sessions on the rest of the
Theban saga, at
least one class should be devoted to the mythically based theories of Sigmund Freud and Carl Jung.
Explain the Oedipus Complex and the Electra Complex. If necessary, review the myth of Electra. Then,
have the students read a translation of the passage in The Interpretation of Dreams
in which Freud refers to the Oedipus Rex of Sophocles to explain the Oedipus Complex.
The passage may currently be found on the following websites:
The teacher may choose to place a copy of the passage on reserve in the library or, if
available at the school, on electronic reserve.
Next, point out that Carl Jung, building on Freud's work, postulated the theory of
the archetypes of the collective unconscious. To make sure that the students understand what
an archetype is, mention a few of the archetypes that Jung identified and explain their significance.
Some of Jung's comments on archetypes may be found on the following website:
Carl G. Jung (1865-1961): Description of the Archetypes and the Collective Unconscious
Students usually enjoy listing titles, names, sayings, etc., that contain an archetypal number such as
three. Emphasize that adherents of Jung's theory believe that archetypal figures can be used as guides
to living‹for example, as warnings in their terrible aspects. Finally, mention that Joseph Campbell,
a well-known scholar of comparative mythology, provided a Jungian interpretation of myths in his
writings (videos on Campbell and his works are available). On the following website is a Jungian
analysis of a few mythical characters in astrology (see Module 7):
In each unit of the course, the teacher should mention important pertinent psychological
interpretations of myth such as the Medusa Complex in connection with the myth of Perseus and Medusa.
For the mythology project, divide the students into three groups. Each student in one group
studies a particular archetype (e.g., animus). Each student in another group reads a book in which
the author gives a psychological interpretation of myths such as The Hero with a Thousand Faces by
Joseph Campbell or Goddesses in Everywoman by Jean Shinoda Bolen, a psychiatrist who writes about
archetypes. (The teacher should be prepared to suggest readings.) Each student in a third group
researches a specific psychological complex or condition (e.g., Oedipism). After his or her research
has been completed, each student writes a report to be handed in and attends a seminar with the members
of the group and the teacher to discuss problems and findings. Finally, each group presents a panel
discussion of research results to the whole class.
Transferability
This module could be used in a psychology class or in a literature or art class that focuses on archetypes.
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