ARCHETYPE, CULTURE, AND THE INDIVIDUAL IN EDUCATION IBD

Sinopse

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 âÇÖmilitary-industrial-educational complexâÇÖ 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 oneâÇÖs life-narrative is significantly impacted by oneâÇÖs narrative as a learner, thus, schooling that commodifies learning and turns the student into an object has neuroticizing effects that will spread throughout that studentâÇÖs 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 âÇÖthe cultural unconsciousâÇÖ. In PartsáII and III, he brings together education with (post-)Jungian and (post-)Freudian psychology, examining transference/countertransference in the classroom, the Jungian idea of âÇÖthe shadowâÇÖ applied to educational processes, JungâÇÖs unique vision of âÇÖthe symbolâÇÖ and its importance for educational theory, and JungâÇÖs âÇÖtranscendent functionâÇÖ 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.