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.
Teaching and learning for wholeness: The role of archetypes in educational processes. Lanham, MD: Rowman & Littlefield. Mayes, C. (2020). Archetype, culture, and the individual in education: The three pedagogical narratives.
Clark, E., Jr. (1991). “The search for a new education paradigm: The implications of new assumptions about thinking and learning.” In R. Miller (Ed.), New directions in education: Selections from Holistic Education Review (pp. 16–37).
Archetype, Culture, and the Individual in Education: The Three Pedagogical Narratives. Routledge: London. Mayes, C. 2019. Developing the Whole Student: New Horizons in Holistic Education. Lanham, Maryland: Rowman and Littlefield.
This well-crafted story enables the reader to go along with a young boy, seminarian and priest on his idealistic pursuit and mission and the consequences he has to face as a result.
FIGURE 17.1 The Conscious and Unconscious OPINION CONSCIOUS UNIQUENESS INDIVIDUAL Coronzooze ARCHETYPE CULTURE С SCHEME BIOLOGY the imprint structure remains in place , full of potential for later experiences . These archetypes exist at ...
The results of this analysis will also help us to label the culture archetypes that we identify here. We test the individual-level relationships between archetypal membership and four demographic variables (gender, age, education, ...
... The matriarchal archetype, essentially expressed by sensuality, and the patriarchal archetype, by mental organization, are the pillars of the process of symbolic elaboration to structure consciousness in the individual and cultural ...
In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.
In Teaching for Wholeness, Clifford Mayes continues to expand the horizons of Jungian pedagogy, a movement that draws upon the thought of Carl Jung and Jungian scholars to address crucial educational issues and define new ones.
How can we Reach an Adequate and Recuperative Relationship to Germanic Archetypes? 9.1 European culture literacy 9.2 The shadow of European culture and education 9.3 Cultural security of the individual 9.4 Conclusion 10.