Where to study There are several universities around the globe that offer courses in demonology. Career and opportunities This field involves a lot of risk, and thus, studying cases and doing research to find a pattern for better understanding is a must.
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Careers in Psychical Research Opportunities for making a full-time career in parapsychology are rare, since there are presently many more qualified people wishing to work in the field than there are funds for their support. What is Parapsychology? Demonology provided a way to explain sickness, diseases, or events that could not otherwise be explained.
Since most demonologists were Catholics, the study was also part of the Counter-Reformation designed to entice people back to the Catholic church. The lore master is often adept at, for example, listing various Goetic demons and their powers, but not yet good at contextualizing this data.
Rather than regarding these demons as mythic personages with interesting variations across cultures and centuries, they understand them as data that is universal and self-evident, like the periodic table. A lore master may feel slighted when their favorite fact or story is treated as a mere datum in a much larger pattern of beliefs and cultural practices. At worst, the lore master may come to the class expecting to be praised for the knowledge they have already attained and feel resentful when they are asked to rethink this knowledge within a larger context or from a new perspective.
In many ways, the lore master resembles a familiar problem in teaching biblical literature, where students who have studied the Bible from a confessional perspective want college credit but are resistant to learning about historical approaches to their sacred text.
It is a struggle to show students the breadth of the material and the theoretical lenses for approaching it while still giving the course some coherent structure. The course focuses primarily on the history of Western tradition, moving from the ancient Near East, through the Bible and apocrypha, to early modern Europe.
The second half the course looks at the Spiritualist movement, medical models of spirit possession beginning in the 19th century, and the resurgence of Catholic exorcism and deliverance ministry in the s.
The last week considers Ufology and conspiracy theories as forms of contemporary demonology. To add more breadth, I tried an exercise in which each student was given a recent news article on possession. They were then asked to give analysis of what they thought was happening and present it to the class.
I deliberately selected cases from as many continents and religious traditions as possible. This effectively created over twenty miniature case studies. I have also tried to select readings that are accessible but allow students to approach this material from multiple angles. Assessment is built around class discussion and a research paper. Each class begins with a short lecture to supplement the reading material. Then I put some discussion questions on the board. We move in a circle and each student is required to say something of substance about the reading.
Their comments do not have to relate to one of my discussion questions, but the questions help the students to think of something to say. The advantage of this method is that every student speaks at least once. As we talk, I make a note of students who have specific passages from the text they want to talk about.
If students sheepishly confess they have not done the reading, I note that too. Halfway through the semester I give students a preliminary participation grade with notes about how I would like them to improve. I believe in student research papers. I think they hone skills students need for the job market and a life well lived and also give them a sense of ownership over their learning.
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