Minor (and Major) Arcana: the Mandorla video

We know that all things begin and all things come to an end. This process is an endless cycle of generation, manifestation, decay, and then return to the source. Beginning with the Ace, we progress from 1 to 2 and then combine Source and Wisdom to form 3, Understanding. Based on this comprehension, we can make use of this eternal cycle to improve ourselves using 4 (Square), 5 (Pentagram), and then 6 (Hexagram) to make a better world for ourselves and for others.

As Above, So Below 02: Pentagram as the Tree of Life

 This second exploration of the unfolded pentagram uses a different system of numbering to generate a diagram similar to the Qabalistic Tree of Life with ten stations, but is built on two pentagrams rather than using hexagrams.

Minor Arcana: The Seelie Court Video

Octogram 01: Planetary Values

An arrangement of the planetary values on an eight-point star of magick. This arrangement can be combined with the viewer’s natal horoscope to create a personal map of occult development.

Minor Arcana: The Pentagram: As Above, So Below

 

Minor Arcana: Octagram: Fraters & Sorores

 Creating a magickal lodge or organization using the Minor Arcana and the Tree of Life. 

Minor Arcana: The Seelie Court

 

Minor Arcana: Threes and Understanding

 I've seen several questions in Tarot groups on the role of the "3" cards of the Minor Arcana. In this video, I explore the function and purpose of the 3's in the Minor Arcana, and how they can help better comprehend the Major Arcana as well. 

Spellstars: Coloring the Pentagram

Banished: Psalm 109 (the "Obama Death Prayer")

Warrior's Way: Sword to a Gunfight WTH...? Part 2

Movie magic stretched waaay too far:

Warrior's Way: Sword to a Gunfight WTH...?

Even movie magic can be stretched too far:

Steven Pinker on language and thought

Part Six

Steven Pinker on language and thought

Part Five

Chimamanda Adichie: The danger of a single story 04

Part Three

Study Aid: The Star of the Wise

This is sized for 8 1/2 x 11 paper. I've left plenty of room for notes and scribbling. Permission is given to distribute freely; just credit the source, thank you. I've kept the details to a minimum: that is for the student to fill in as needed. (Note: Copyright refers to the layout and design of the illustration only. I'd be worse than a fool if I tried to "copyright" the basics of Wicca. Indeed, the arrangement of the planets here is adapted from Ptolemy.)

This was created in Open Office Draw vector editor.

Study Aid: The Wheel of the Year

This is sized for 8 1/2 x 11 paper. I've left plenty of room for notes and scribbling. Permission is given to distribute freely; just credit the source, thank you. I've kept the details to a minimum: that is for the student to fill in as needed.

This was created in Open Office Draw vector editor.

Study Aid: The Circle of Craft

This is sized for 8 1/2 x 11 paper. I've left plenty of room for notes and scribbling. Permission is given to distribute freely; just credit the source, thank you. I've kept the details to a minimum: that is for the student to fill in as needed.

This was created in Open Office Draw vector editor.

Study Aid: The Pentagram of Art

This is sized for 8 1/2 x 11 paper. I've left plenty of room for notes and scribbling. Permission is given to distribute freely; just credit the source, thank you. I've kept the details to a minimum: that is for the student to fill in as needed.

This was created in Open Office Draw vector editor.

Steven Pinker on language and thought 03

Part Three

• Now, many events can be subject to either construal, kind of like the classic figure-ground reversal illusions, in which you can either pay attention to a particular object, in which case the space around it recedes from attention, or you can see the faces in the empty space, in which case the object recedes out of consciousness.
• How are these construals reflected in language?
• Well, in both cases, the thing that is construed as being affected is expressed as the direct object: 
• the noun after the verb.
• So when you think of the event as causing the muffin to go somewhere—
• where you're doing something to the muffin—
• you say, "Give the muffin to the mouse."
• When you construe it as, "cause the mouse to have something," 
• you're doing something to the mouse, 
• and therefore, you express it as "Give the mouse the muffin."

• So which verbs go in which construction—the original problem with which I began—depends on whether the verb specifies a kind of motion or a kind of possession change.
• To give something involves both causing something to go and causing someone to have.
• To drive the car only causes something to go, 
• because Chicago's not the kind of thing that can possess something.
• Only humans can possess things.
• And to give someone a headache causes them to have the headache, 
• but it's not as if you're taking the headache out of your head and causing it to go to the other person, 
• and then plan to get it in their head.
• You may just be loud or obnoxious, or in some other way causing them to have the headache.
• So, that's an example of the kind of thing that I do in my day job.