Shamanism and Traditional Healing

University Course Description 

This course introduces students to ancient and current traditional healing and shamanic practices and beliefs in the Andean and Amazonian worlds, focusing upon their origins in the pre-Columbian period and their development over time. We will discuss traditional concepts of health and illness, the roles and status of ritual specialists in native societies, the importance of sacred and medicinal plants and other natural resources, and the interaction of ancient Andean heritage with the contemporary cultural context of modern Peru. Field trips will enable students to experience firsthand traditional healing and healing-related practices.  

 

Course Prerequisites 

There are no prerequisites for this course. 

 

Course Purpose  

Students will learn to identify and interpret traditional healing and shamanic beliefs and practices of the Andean and Amazonian culture, recognize their main elements and concepts, their function and symbolism.  This will provide students with information about the importance of Indigenous Knowledge in Peru and its application in traditional medicine. Additionally, students will be able to recognize the challenges of keeping this type of knowledge available and protected in a world of constant change. 

 

Course Methodology 

The methodology to be used includes a combination of tools to facilitate the enhancements of knowledge, promote debate in class and increase students’ ability to formulate proposals, such as: presentation-debate classes and case studies. 

The structure of each unit includes daily compulsory reading, followed by oral presentations by the students which will lead to class debates, group works, and other practical activities. Field trips are essential to the course, which are programmed in a every other week basis. All these activities will be complemented by lectures. 

 

Student Learning Outcomes 

By the end of the course the student will: 

Be able to formulate and explain the main concepts related to healing and shamanic beliefs and practices, and their study methods. 

Acquire knowledge of the ancient techniques and procedures related to magic and healing in the Pre-Hispanic Andean cultures. 

Learn about recent and current reality of traditional medicine and shamanism among the highland and jungle native groups and specifically about the use of sacred plants. 

Understand the fusion of traditional healing and shamanic practices with the contemporary local and global context. 

   

Required Texts and/or Readings and Course Materials 

Not required 

 

Supplementary (Optional) Texts and Materials 

Eliade, M. 1964. Shamanism: Archaic techniques of ecstasy. Princeton University Press & Bollingen Foundation. 

Schultes, R.E. et al. 2001. Plants of the Gods: Their Sacred, Healing, and Hallucinogenic Powers. Rochester, Vermont: Healing Arts Press. 

Allen, C.J. 1981. To Be Quechua: The Symbolism of Coca Chewing in Highland Peru. American Ethnologist. Vol. 8, No. 1 (Feb., 1981), pp. 157-171. 

Dawson, A. 2012. Spirit Possession in a New Religious Context The Umbandization of Santo Daime. Nova Religio: The Journal of Alternative and Emergent Religions. Vol. 15, No. 4, pp. 60-84. 

Dobkin de Rios, M. and KATZ, F. 1975. Some Relationships between Music and Hallucinogenic Ritual: The "Jungle Gym" in Consciousness. Ethos. Vol. 3, No. 1, pp. 64-76. 

Gómez-Barris, M. 2012. Andean Translations: New Age Tourism and Cultural Exchange in the Sacred Valley, Peru. Latin American Perspectives. Vol. 39, No. 6, pp. 68-78. 

Harner, M.J. 1973. Hallucinogens and shamanism. London, Oxford, New York: Oxford University Press. 

Janiger, O. and Dobkin de Rios, M. 1973. Suggestive Hallucinogenic Properties of Tobacco. Medical Anthropology Newsletter. Vol. 4, No. 4, pp. 6-11. 

Peluso, D.M. and Nomikós Alexiades, M. 2006. For export only: "Ayahuasca" tourism and hyper-traditionalism. Traditional Dwellings and Settlements Review. Vol. 18, No. 1, Hypertraditions: Tenth International Conference, pp. 73-74. 

Sharon, D.G. and Donnan, C.B. 1977. The Magic Cactus: Ethnoarchaeological Continuity in Peru. Archaeology. Vol. 30, No. 6, pp. 374-381. 

Verano, J.W. 1997. Advances in the Paleopathology of Andean South America. Journal of World Prehistory. Vol. 11, No. 2, pp. 237-268. 

 

Grading Scale 

 

Grading Scale (%) 

94-100 

A 

90 – 93 

A- 

87 – 89 

B+ 

84 – 86 

B 

80 – 83 

B- 

77 – 79 

C+ 

74 – 76 

C 

70 – 73 

C- 

67 – 69 

D+ 

64 – 66 

D 

60 – 63 

D- 

0 – 59 

F 

 

 

Grade Categories and Weights 

 

Evaluation will be ongoing and will take in consideration the issues established in the competencies and in their use by each student. The dates for the Midterm and Final Exam will be indicated by ISA. Readings, tasks, class work and written reports are evaluated. 

 

Assessment 

Percent of Final Grade 

Ongoing evaluation (quizzes, written work, readings, research, projects and presentations) 

50% 

Participation in Class (homework, reports, oral participation, discussion, and attitude in class) 

10% 

Midterm 

20% 

Final Exam 

20% 

 

Essay and Project Assignments 

 

The Final Paper should be about something related to Traditional Healing and/or Shamanism. 

 

FINAL PAPER PROPOSAL AND PRELIMINARY PRESENTATIONS 

 

Paper Proposals are due two weeks into the program followed by a Final Paper Preliminary Presentations held right before the Midterm. 

 

FINAL PRESENTATIONS: 

 

They should be 30 min presentation per group + 15 min for questions. 

The evaluation takes into consideration: 

Relevance to traditional healing 

Presentation Skills 

Slides and other material (video clips max. 5 min long) 

Questions/answers from classmates. It is highly suggested to have a PowerPoint presentation plus some activity/questions etc. to make it as interactive as possible. 

Students should keep in mind that they are presenting in what they are writing about on their Final Paper. 

Attendance at all presentations is mandatory.  

 

FINAL PAPER: 

 

Due the final day of the program. 

 

Format as follows: 

10 pages minimum 

Does NOT include Cover page, Abstract or Sources 

Abstract and five keywords 

Double space 

Font: Arial 11 

Includes pictures, graphs, etc. (no more than 02 (two) pages altogether) 

5 sources in total (not including the ones provided by the Professor) 

Chicago referencing 

 

Grade Dissemination 

Graded tests and materials in this course will be returned individually and reviewed on the lecture following the exam. You can access your scores at any time using "Grades" in Schoology. 

 

Course Schedule 

Week 1 

UNIT 1. INTRODUCTION 

1.1. Introduction to the Course 

Introduction to the course. Review Syllabus. Unit-by-Unit Description. Semester Planning and Deadlines. 

1.2. Peruvian Diversity 

Geographical Description. Livelihoods. Main resources and economic activities. 

Week 2 

UNIT 2. INDIGENOUS COMMUNITIES AND LIVELIHOODS 

2.1. Indigenous People 

Identifying Indigenous People. Main Criteria and Issues. Traditional Livelihoods. Indigenous knowledge and science. 

Reading Discussion: Corntasel, J. 2003. Who is Indigenous? "Peoplehood" and Ethnonationalist Approaches to Rearticulating Indigenous Identity. University of Victoria. Nationalism and Ethnic Politics. Vol. 09. No. 1. Spring. pp 75-100. 

Week 3 

UNIT 3. SHAMANISM AND SPIRITUALITY 

3.1. Religion and Science 

How we know and see the world. The Nature of Religion. Dimensions. Mysticism. Comparing Science and Religion. 

Reading Discussion: Winkelman, M. and Baker, J. 2016. Supernatural as Natural: A Biocultural Approach to Religion. Routledge, Taylor and Francis Group. London and New York. (Chapter 02 - Our World and how we know it). 

Field Trip: Catholic Church and Cults in Cusco 

 

Week 4 

3.2. Shamanism 

Origins and Complexity. Role in Cultures. Common Beliefs and Healing Practices. Ritual Specialists. Categories. Roles. Components of Shamanism. 

Reading Discussion: Winkelman, M. and Baker, J. 2016. Supernatural as Natural: A Biocultural Approach to Religion. Routledge, Taylor and Francis Group. London and New York. (Chapter 06 - Religious Healing) 

Week 5 

3.2.1. The Ancient Andean Shamanism 

Common Beliefs and Practices in Pre-Columbian Cultures. Ritual Specialists, their categories and roles. 

Week 6 

3.2.2. Shamanism in Contemporary Peru 

Traditional healers and rituals. Old Shamanism VS New Shamanism. 

Field Trip: Interview with an Indigenous Andean Healer. 

Week 7 

Midterm 

Week 8 

UNIT 4. TRADITIONAL MEDICINE AND SHAMANIC HEALING 

Debate: Traditional Medicine VS Modern Medicine 

Reading Discussion: Bussman, R.W. et al. 2007. Blending Traditional and Western Medicine: Medicinal plant use among patients at Clinica Anticona in El Porvenir, Peru. Ethnobotany Research & Applications 5:185-199. 

 

 

 

Week 9 

4.1. Medicinal Plants and their qualities 

Medicinal Plants and their use. Properties and Distribution. Medicinal Plants VS Conventional Drugs. 

Reading Discussion: Larco, L. 1997. Encounters with the Huacas: Ritual Dialogue, Music and Healing in Northern Peru. The World of Music. Vol. 39, No. 1, Music and Healing in Transcultural Perspectives, pp. 35-59. 

4.2. Sacred Plants and the Shamanic Trance 

Ayahuasca, Wachuman, Willca, tobacco, coca, toé, and other sacred plants. Rituals and other uses of hallucinogens. The State of Trance. 

Week 10 

Reading Discussion: Mendoza, R. 2003. Lords of the medicine bag: Medical science and traditional practice in Ancient Peru and South America. In: Selin, Helaine (ed.) Medicine Across Cultures: History and Practice of Medicine in Non-Western Cultures. Kluwer Academic Publishers. 

Week 11 

UNIT 5. CONTEMPORARY USE OF HALLUCINOGENIC PLANTS AND HEALING PRACTICES 

5.1. Legal and ethical issues of using traditional practices 

Rituals and other uses of hallucinogens. Authenticity of Hallucinogenic Spirituality. Supernatural as Evil. 

Field Trip: Interview with a San Pedro and Ayahuasca Master. 

Reading Discussion: Winkelman, M. and Baker, J. 2016. Supernatural as Natural: A Biocultural Approach to Religion. Routledge, Taylor and Francis Group. London and New York. (Chapter 10 - Supernatural Evil) 

Week 12 

5.2. Commercialization of Traditional Culture 

Decline of Shamanic Traditions. Shamanic Tourism. Rise of Ethnopharmacology. Neo-Shamanism as a religious movement. 

Reading Discussion: Leonti, M. and Casu, L. 2013. Traditional medicines and globalization: current and future perspectives in ethnopharmacology. Front Pharmacol. 2013 Jul 25;4:92. doi: 10.3389/fphar.2013.00092. PMID: 23898296; PMCID: PMC3722488. 

Field Trip: Medicinal Plants, Shamanic Ingredients and Tourism Agencies offering Spiritual Retreats. 

Week 13 

 

Final Paper Presentations – Final Exam 

 

* Note: The Schedule is subject to revision 

 

Course Policies: Student Expectations 

 

Attendance and Punctuality: 

Attendance and punctuality are basic requirements for an effective discussion and team-based course. Beyond that, each person's frequency and quality of contribution to the class discussion will be assessed and reflected in the class participation score. 

Five absences (excused or unexcused) lower the final course grade by five points (approximately a half letter grade). The final course grade will be lowered an additional five points for each class missed over and above the first three. If the student accumulates more than five unexcused absences, he/she will be placed on academic probation and the home university will be notified. In the event of an emergency or illness, students should petition for an excused absence from the professor with the appropriate documentation within a week of the absence. 

Missing a reading/video session counts as 1.5 absences. Missing a field trip counts as two absences. 

The third time a student is more than 10 minutes late to a class; it will be considered an unexcused absence. 

 

Late Work Policy: 

There are no makeups for presentations, leading reading sessions, and exams unless the student demonstrates in advance (and the Professor agrees) that a significant life-event prevents him/her from attending class or if a documented emergency is provided. The following are not acceptable excuses: scheduled flights or trips, scheduled non-emergency doctor appointments, picking up relatives or friends at the airport, etc. If a student schedules something else during a class when is to give a presentation, lead a discussion session, or take an exam, the student will get a zero for that grade. 

In the event of an excused absence, students will be expected to confer with the professor regarding the possibility of making up any missed coursework, homework and/or exams. In the event of an unexcused absence students are responsible for any missed coursework and notes, but late homework will not be accepted. 

 

Professionalism Policy: 

Bear in mind you are in a professional school, and a member of a learning community. Thus, you are expected to comport yourself as a professional person. For instance, be on time for class, do not leave the class while it is in progress for other than emergencies -if you need to do so make sure you ask the professor for permission-, turn off cell phones, be respectful of others’ viewpoints even if you disagree with them, do not use improper language, do not put your feet up on your desk, raise your hand if you want to participate, and dress appropriately for a professional activity. Eating is not allowed during class. 

 

Food and Drink Policy: 

No food is allowed in the classroom. Your understanding of the necessity for this policy and cooperation will be greatly appreciated. This policy will be strictly enforced.  

 

Course Policies: Technology and Media 

 

Email: Students will receive a weekly message reminding them about content and activities for that week. 

 

Laptop Usage: Personal computers, tablets and smartphones are allowed as long as they are being used for class purposes (PDF files, Class PowerPoint slides, etc.). No phone calls/messaging are allowed during class. 

 

Important Dates to Remember 

Dates will be posted in the Planning File on Academics. 

 

Prof. Oscar R. Ortega 

Cusco, April 2024