Jung and Educational Theory offers a new take on Jung’s work, providing original, rich and informative material on his impact on educational research. Explores Jung’s writing from the standpoint of educational philosophy, assessing what it has to offer to theories of education Highlights Jung’s emphasis on education’s role in bringing up integrated and ethical human beings Offers the perspectives of a diversity of academics and practitioners, on topics ranging from the role of the unconscious in learning to the polytheistic classroom Both a valuable addition to the academic library and a significant new resource in the professional development of teachers
Despite the growing interest in Jungian approaches to curriculum and instruction, there has yet to be an English text dealing with this subject until now. Here, author Clifford Mayes offers his unique perspective on how Jungian ideas and techniques for psycho-spiritual discovery and growth play out concretely in a wide variety of educational contexts. In this book, he draws together over seven years of research to extensively and systematically outline the educational consequences of Jungian psychology. Jung and Education: -Details the psychology of C.G. Jung -Provides abundant examples and quotes from Jung himself -Explains the central concepts in Jungian psychology -Examines the archetypal nature of the student-teacher relationship -Exams the "eight pillars" of a Jungian theory of education -Provides examples of "archetypal reflectivity" in action in which the teacher reflects upon his/her sense of calling and classroom practices in archetypal terms Teachers and teacher educators at the undergraduate and graduate levels in courses in methodology, social history of education, and educational psychology should use this book.
In Archetype, Culture, and the Individual in Education: The Three Pedagogical Narratives, Clifford Mayes presents a unique approach to understanding how Jungian principles can inform pedagogical theory and practice. In a time when what the educational historian Lawrence Cremin called the 'military-industrial-educational complex' and its standardized education are running roughshod over the psyche and spirit of students, Mayes deploys depth psychology, especially the work of Jung, to advance an archetypal approach to teaching and learning. Mayes demonstrates how catastrophic it is to students when the classroom is governed by forces that objectify the individual in a paralysing stranglehold. He argues that one’s life-narrative is significantly impacted by one’s narrative as a learner; thus, schooling that commodifies learning and turns the student into an object has neuroticizing effects that will spread throughout that student’s entire life. In Part I, Mayes explores the interaction between archetypes and various types of time—ultimately focusing on the individual but always mediated by ‘the cultural unconscious’. In Parts II and III, he brings together education with (post-)Jungian and (post-)Freudian psychology, examining transference/countertransference in the classroom; the Jungian idea of ‘the shadow’ applied to educational processes; Jung’s unique vision of ‘the symbol’ and its importance for educational theory; and Jung’s ‘transcendent function’ as a prime educational modality. Mayes concludes by looking to the future of archetypal pedagogy. This groundbreaking work in the emerging field of Jungian pedagogy is invaluable reading in Jungian Studies, depth psychological theory, educational theory, and for teachers and psychotherapists.
This book explores foundational theories that have been applied in open and distance education (ODE) research and refined to reflect advances in research and practice. In addition, it develops new theories emerging from recent developments in ODE. The book provides a unique and up-to-date source of information for ODE scholars and graduate students, enabling them to make sense of essential theory, research and practice in their field, and to comprehend the gaps in, and need for further enquiry into, theoretical approaches in the digital era. It also offers theory-based advice and guidelines for practitioners, helping them make and justify decisions and actions concerning the development, implementation, research and evaluation of ODE.
Education is a field sometimes beset by theories-of-the-day and with easy panaceas that overpromise the degree to which they can alleviate pressing educational problems. The two-volume Encyclopedia of Educational Theory and Philosophy introduces readers to theories that have stood the test of time and those that have provided the historical foundation for the best of contemporary educational theory and practice. Drawing together a team of international scholars, this invaluable reference examines the global landscape of all the key theories and the theorists behind them and presents them in the context needed to understand their strengths and weaknesses. In addition to interpretations of long-established theories, this work offers essays on cutting-edge research and concise, to-the-point definitions of key concepts, ideas, schools, and figures. Features: Over 300 signed entries by trusted experts in the field are organized into two volumes and overseen by a distinguished general editor and an international editorial board. Entries are followed by cross references and further reading suggestions. A Reader’s Guide groups entries thematically The Reader’s Guide, detailed index, and cross references combine for strong search-and-browse capabilities in the electronic version. Available in a choice of print or electronic formats, Encyclopedia of Educational Theory and Philosophy is an ideal reference for anyone interested in the roots of contemporary educational theory. Key Themes: Aims of Education Classic Premodern Philosophers, Theories, and Theorists Curriculum Educational Research, Evaluation, and Testing Equity, Rights, Social Stratification, and Citizenship Higher Education Learners, Learning, and Teaching Liberal Education Moral, Religious, Spiritual, and Social/Cultural Values Multiculturalism and Special Populations Organization of Schooling Philosophy of Science, Sociology of Science, and Epistemology Philosophy of Education: Feminist Perspectives Philosophy of Education: Nonwestern Traditions Philosophy of Education: The Analytic Tradition Philosophy of Education: The Continental Traditions Philosophy of Education: The Political Theory Tradition Philosophy of Education: The Pragmatic Tradition Progressive Education Psychological Orientation in Educational Theory Social Sciences Orientation in Educational Theory
This book provides a re-appraisal of Carl Jung‘s work as a personality theorist. It offers a detailed consideration of Jung‘s work and theory in order to demystify some of the ideas that psychologists have found most difficult, such as Jung‘s religious and alchemical writings. The book shows why these two elements of his theory are integral to his
Essays which state the fundamentals of Jung's psychological system: "On the Psychology of the Unconscious" and "The Relations Between the Ego and the Unconscious," with their original versions in an appendix.
Although the works of C.G. Jung have received worldwide attention, there has been surprisingly little engagement by philosophers. In this volume, internationally recognized philosophers, Jungian analysts, and scholars attempt to fill this void in the literature. Although Jung did not have a formalized, systematic philosophy, the philosophical implications of his thought are explored in relation to his key theoretical postulates on archetypes, the collective unconscious, the mind-body problem, phenomenology, epistemology, psychology of religion, alchemy, myth, ethics, aesthetics, and the question of transcendence. Through analyzing Jung philosophically, new vistas emerge for enhanced explication, theoretical refinement, revision, and redirecting shifts in emphasis that lend more proper cohesion to Jung’s philosophy. For the first time we may observe philosophers attempting to unpack the philosophical consequences of Jung’s thought applied to many traditional topics covered in the humanities and the social sciences. Given that Jung has not been historically taken up by philosophers, critiqued, nor applied to contemporary theories of mind, culture, and human nature, this is the first book of its kind. It is argued that a new generation of research in analytical psychology can benefit from philosophical scrutiny and theoretical fortification. Jung and Philosophy will be of interest to psychoanalysts, philosophers, cultural theorists, religious scholars, and the disciplines of depth psychology and post-Jungian studies.
In Jungian Literary Criticism: the essential guide, Susan Rowland demonstrates how ideas such as archetypes, the anima and animus, the unconscious and synchronicity can be applied to the analysis of literature. Jung’s emphasis on creativity was central to his own work, and here Rowland illustrates how his concepts can be applied to novels, poetry, myth and epic, allowing a reader to see their personal, psychological and historical contribution. This multidisciplinary and transdisciplinary approach challenges the notion that Jungian ideas cannot be applied to literary studies, exploring Jungian themes in canonical texts by authors including Shakespeare, Jane Austen and W. B. Yeats as well as works by twenty-first century writers, such as in digital literary art. Rowland argues that Jung’s works encapsulate realities beyond narrow definitions of what a single academic discipline ought to do, and through using case studies alongside Jung’s work she demonstrates how both disciplines find a home in one another. Interweaving Jungian analysis with literature, Jungian Literary Criticism explores concepts from the shadow to contemporary issues of ecocriticism and climate change in relation to literary works, and emphasises the importance of a reciprocal relationship. Each chapter concludes with key definitions, themes and further reading, and the book encourages the reader to examine how worldviews change when disciplines combine. The accessible approach of Jungian Literary Criticism: the essential guide will appeal to academics and students of literary studies, Jungian and post-Jungian studies, literary theory, environmental humanities and ecocentrism. It will also be of interest to Jungian analysts and therapists in training and in practice.
