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This is the first entry in Carl Neal's new blog, "Incense Magick." Entries for "Circle of One" can still be found in the archives of Carl Neal's writing on PaganSquare.

I started making incense in 1995. Since then I have taught thousands of people to make incense in various workshops and classes and tens of thousands through my books, web sites, and You Tube channel. I obsessively research incense and read every book I can find on the topic. Over the years of speaking with various practitioners and students, as well as reading many “magick 101” books, I have learned that most people regard incense as representative of the element of either fire or air (or occasionally both). For decades now I have respectfully disagreed.

For many people in the Pagan and Occult communities, their initial journey into magic is one which is self-taught, with the majority of learning occurring from reading books. Even when you do encounter a teacher, you still may find that a lot of your learning occurs on your own, with the expectation that you will teach yourself and also discipline yourself to do the work. In my own experience, the majority of my magical education has been self-taught. I've only had one teacher show up in my life, and he's only appeared in the last couple of years, and I've been practicing magic for 21 years now. Whether you are just starting to practice magic or have been practicing it for a while, it's a good idea to develop your own process for learning and experimenting with the magical techniques you learn.  In this article, I'm going to show how I learn and experiment with techniques I read from books, as well discuss how you can apply the same process toward what you learn from teachers.

Right now I'm reading a book called The Sacred Cross by Anastacia Nutt, which teaches a stillness technique that I'm using as part of my daily work, and as a foundation tool for deeper ritual magic workings. In this article, I'm going to use my own journey in learning and experimenting with this technique as a case study to illustrate the process of learning. The process for learning and experimentation doesn't need to be formalized or tedious, but there are certain considerations that need to be factored in with the learning of any technique. These considerations are: your learning style, patience, carefully checking in with yourself, Integration of the technique into your practice, and Careful experimentation and modification of the technique. Let's look at each of these considerations in more depth.

At Pantheacon I attended a discussion about Wiccanate Privilege (See this post by Lupus for an accurate overview of the discussion). I was curious about this term because it had been applied to me in a post that Ivo Dominguez had written about the Literacy of Magic. The person who applied it, Ruadhan McElroy commented on a comment I made about how I felt the Pagan community was divorcing itself from Magic in order to achieve mainstream acceptance. He made the point that such a statement displayed a level of privilege and assumption about magic's place in a given Pagan spiritual practice. Another commenter also pointed this out in a different way and in subsequent comments I came to better understand the perspective of magic as an optional practice because its simply not central to the given spiritual practices of a particular spiritual tradition.  I'll admit that when I think of Paganism, I typically associate magic with Paganism and with anything that might fall under the rather broad umbrella of Paganism (which as I'll discuss later points to a distinct problem). I think that Ruadhan made an accurate point, though at the time it blew my mind that the practice of Magic could be perceived as a form of privilege (mainly because my own experiences in mainstream culture, but in this case Ruadahan is referring to the Pagan subculture, and in that context it makes sense).

The conversation that occurred at Pantheacon helped me further understand this aspect of privilege, and where Ruadhan is coming from. Ruadhan also wrote a post about Wiccanate Privilege and noted the following:

I had been slowly acquiring archery equipment since Christmas.   While Katniss was admittedly and unashamedly the tipping point for me, there have been others.  Buffy.  The Amazons from Xena.  I wanted to know what it would be like to be able to kick ass.

Buffy is not interested in excuses.

“Liminal” is a concept that Pagans and especially Witches use frequently, but it’s not so well known to non-Pagans, at least not by name. A liminal time or space is the transition between one thing and something else. This time of year is an example of liminality in the overculture. How do you experience that? Do you use it for magic?

In my previous post, I explained how literacy is an institution, and how a literacy of magic would be an extension of the institution of literacy, in the sense that a given institution typically determines who is or isn't included in the institution and also establishes what constitutes institutional legitimate actions vs actions which don't fit into the institution. I explored why I felt literacy is a loaded term and why it can be problematic to apply it as a concept to magic. I also explored how trying to define magic as a literacy would inevitably end up excluding certain people or practices because of the institutional aspects of literacy. In the 2nd post to this series, I'm going to explain why the literacy of magic isn't the same as the practice of magic and why it is more useful to examine magic as a practice instead of as a literacy.

Literacy, as it applies to magic, would seem to deal with the ability to read, write, and design magic, which could include among other things the ability to read, write, and design rituals, spells, and other associated magical activities. However, once again we are left with a question: Who determines what the literacy of magic is, and what is their agenda for defining it in the way they have? An additional question that is useful to ask is: "What activities, techniques, etc., are left out of the literacy of magic?" I'd argue that a variety of activities, techniques, etc., are left out if we look at magic as a form of literacy. Now some people might argue that I'm being overly literal by exploring magic as a form of literacy and perceiving it in terms of what are considered traditional activities of literacy, but I think that we need to be particular about the words that we use when trying to define a concepts such as magic or literacy. When we conflate these two concepts together without being particular, what results is a lot of theoretical confusion and armchair arguments that do little to substantively advance the discipline of magic.

Recently Ivo Dominguez Jr published a thought provoking article where he discussed the lack of the literacy in magic in today's Pagans. While I found myself nodding in agreement with a lot of what he had to say (I've observed in the past that there is an increasing amount of emphasis on removing magic from Paganism because it makes Paganism less acceptable to the mainstream*), I also found his use of the word literacy problematic, and by extension it caused me to re-examine his article and some of my agreement with the article in a different light. As a result, I think it worthwhile to examine the concept of the literacy of magic, both in relationship to the word literacy and its variety of meanings, and also in context to the practice of magic vs the "literacy" of magic, which I'll argue are not one and the same (in part 2 of this series). In fact, part of the issue I have with the use of the word literacy is that conjures up the armchair magician, a person has read a lot of books on magic, but has done little, if anything, with that magical knowledge. I would locate the armchair magician on the opposite end of the illiterate Pagan (at least as that illiteracy applies to magic). However, as we'll see, it's simplistic to categorize anyone as literate or illiterate, because literacy itself is a loaded term.