Free Spirited by Gede Parma

Asatru, and other reconstructionist traditions are all essentially Pagan.
    â€¢ Equality, respect, creativity, and individualism are all qualities admired and adhered to by most Pagans.
    â€¢ Both female and male deities are honoured, though not all adhere to this principle—some prefer to form personalised relationships with individual deities, called patrons.
    â€¢ Pagans generally fall under a polytheistic, pantheistic, animistic, ditheistic, or archetypal belief in divinity (or a variation of several of these). Several Pagans subscribe to henotheistic monotheism—the worship of one deity whilst simultaneously acknowledging the existence of other deities.
    â€¢ Most Pagans see science as compatible with their belief systems.
    â€¢ In general, Pagans believe in and work with Magick, the universal, underlying flow of energy.
    â€¢ Most Pagans are pro-choice and liberal in attitude towards issues of government, sexuality, birth control, etc.
    â€¢ Di scrimination on the grounds of race, gender, sexuality, appearance, relig ion, etc., is frowned upon by Pagans.
    â€¢ Pagans generally seek to attune themselves with the natural cycles of the environment by celebrating festivals based around pastoral and harvest rites and/or the solstices and equinoxes.
    â€¢ Sin is an alien concept in Pagan belief systems in terms of original sin, the definition of sin, and the guilt based upon sin. Salvation is not a widely recognised concept either.
    â€¢ Pagans do not seek to convert others or proselytise their faith.
    Note that the above statements are generalised and do not necessarily apply to all Pagans. Always remember to link your statements to universal concepts or symbols; for example, when discussing divinity, you might like to make mention of the moon and the sun as embodiments of the feminine and masculine spirits of the universe.
    The Wizard’s Apprentice:
Teacher and Student Relations
    Teachers are the universal archetype of wisdom, or in this case, government sanctioned slave labour (i.e., homework). Whatever your attitude towards teachers, they are an ever-present component of school, and we will all deal with them at one stage or another.
    Unlike the somewhat informal relationships and language you share with your peers, the relationship forged between teacher and student is more robotic. Personalities are strained and words controlled so as to keep the teachers placated. There are times when it is not just lack of attention or incompetence in class that is our downfall but our spirituality and how it is perceived by the teacher.
    During my five years of high school, I encountered only fantastic and open-minded teachers who were all genuinely curious about my beliefs and treated me as an equal despite deep-set animosities or preconceptions concerning what I did. I feel I am very lucky in this regard, as I know several other young Pagans who have had trouble at school concerning their spiritual persuasions.
    Most teachers found out that I am Pagan not by word of mouth but by my own personal decision to open up. Generally, if I felt the risk was not too high, I indirectly let them know; however, it rarely came to that point. While at school, I did many of my assignments on Paganism, and through this many teachers began to ask me about my beliefs. In response to these inquiring minds, I usually offered a variety of concise textual sources such as the Pagan Pride pamphlet on Pagan students at school. Ultimately, it allowed my teachers to develop an understanding of who I am. However, it is not a good idea to loudly proclaim to every teacher within earshot that you are Pagan and you have free information to hand out, because that is proselytising and is not attractive behaviour.
    Generic prerequisites for becoming a teacher are having an open mind, a willingness to educate, and an ability to listen to and cater to students’ needs. If you ever feel you are being discriminated against by a teacher,