First:
n our classifications, there is no in between state: One is a child, or a youth, or an adult etc. There may be many such classes/states, but there is no gradual continuum. There are discreet differences in our minds. Our minds say "this is where a youth stops and and an adult begins", and unless there is a similar demarcation in our actual lives, the subconscious may be tricked into thinking no transition has taken place.
I find this passage contradicts itself. You find no gradual continuum even in many graduated classes? Since there are "classes" as you say, (ie: youth and adult) aren't there demarcations in our actual lives- no tricking the subconscious...
I agree 100% with you about the arbitrariness of these demarcation rituals. That is their one flaw, as Prof Campbell also seems to suggest. To my mind, this is another challenge modern society has to overcome: finding a way to reconcile the varying time frame of development among humans with the need for transition rituals.
I find that idea of the arbitrariness of demarcation rituals interesting, can you tell me where to find it in Campbell's writings? Taking the point as stated: Perhaps one (ie: a child) has to wait until someone else (an adult) decides that the test and the ritual/rite can take place? The adult has to have some confidence in the child, but is it arbitrary? Our modern society has sought to remedy that problem a little with law. And of course schooling with tests and such.
Only when we have thoroughly soaked our new technological/societal environment with rich, coherent mythos, can we expect to draw any kind of benefit from it.
If the technology is important to the society and the individual maybe. I think its interesting that the technology is being soaked in old traditions and old images or traditional images. Puttering towards something new.
But, I at least am benefiting now and I hope you are too.
I have run out of time here at the library. Hope this does for now. [/quote]