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Author: Clifford Mayes
Publisher: Routledge
ISBN: 0429752946
Category : Education
Languages : en
Pages : 310
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Book Description
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.
Author: Clifford Mayes
Publisher: Routledge
ISBN: 0429752946
Category : Education
Languages : en
Pages : 310
Get Book Here
Book Description
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.
Author: Zaretta Hammond
Publisher: Corwin Press
ISBN: 1483308022
Category : Education
Languages : en
Pages : 290
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Book Description
A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now. 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. The book includes: Information on how one’s culture programs the brain to process data and affects learning relationships Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners Prompts for action and valuable self-reflection
Author: Robert Mitchell
Publisher: AuthorHouse
ISBN: 1420823736
Category : Education
Languages : en
Pages : 356
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Book Description
The Sin of Obedience is one of the few works of fiction or non-fiction that looks profoundly and with deep personal reflection into the training of a Catholic priest. The novel, rich and accurate in detail, is the story of a young prodigy torn with between the rigid religious traditions and convictions of his mother and the more-humanity-oriented respect for freedom of his father. Building on his own experiences, including being the subject of sexual abuse by a seminary teacher, the author unfolds a picture of religious life in which the cornerstones of celibacy and a vow of obedience have forced seminarians and priests to make difficult and often impossible decisions in their own personal lives. 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.
Author: C. G. Jung
Publisher: Princeton University Press
ISBN: 1400850967
Category : Psychology
Languages : en
Pages : 552
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Book Description
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.
Author: Clifford Mayes
Publisher: Rowman & Littlefield
ISBN: 1475855605
Category : Education
Languages : en
Pages : 229
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Book Description
This book proposes a new way of categorizing curricula in the holistic educational traditional. This is an idea that goes back in the Western tradition at least as far as Plato, and Lao Tzu in the Eastern tradition. It is certainly present in Spinoza and Schopenhauer. It is called a “holarchy”. The idea of a holarchy gives rise to Integrative Curriculum Theory, which, with major modifications, draws on Ken Wilber’s in his evolutionary model of the development of consciousness at personal, cultural and ontological realms. Integrative Curriculum Theory will: 1) Prove a useful addition to the holistic repertoire of systematic and, above all, humane terminologies and “technologies” for making and evaluating specific curricula as well as for theorizing the curriculum at a time when “scientistic,” “technist” and profit-driven views of education have commandeered the podium, policy, and praxis and 2) address some areas of concern that with certain holistic models of education, and 3) address some problems in Wilber’s integral model of psychological, cultural, and spiritual evolution.
Author: Clifford Mayes
Publisher: Rowman & Littlefield
ISBN: 1475870108
Category : Education
Languages : en
Pages : 151
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Book Description
In this book, the contributors expand on their use of Mayes archetypal pedagogy in volume 1 to apply its principles to a wide variety of venues, purposes, and projects. Each essay explores from its own disciplinary angle the difference between what Mayes has called “educational processes” (which are those practices that take place in the dedicated space of the classroom, through the medium of the curriculum, and under the stewardship of the teacher) and “educative acts” (which are those deep transactions between individuals in joint pursuit of existential truth, wherein one is alternately the teacher and student in conversation, and sometimes even communion, with one’s dialogical partner”).
Author: Robert Mitchell
Publisher: Strategic Book Publishing Rights Agency
ISBN: 1634102118
Category : Education
Languages : en
Pages : 173
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Book Description
The vocational archetype stands behind the character of the teacher’s personality, focusing lessons on both the intellectual and personality development of students. Teachers discover the vocational archetype in themselves through trial and error. The teacher-student relationship in the autonomy of the classroom inspires the mind and nurtures the character of the soul. However, consciousness of mind and soul are different. Soul consciousness has an imagistic nature that can see the spiritual archetype that stands behind the individual personality. The child archetype is depicted in many cultures as the “divine child.” The archetype of the adolescent is the hero. The vocational archetype of the teacher is expressed in personality and character, nurturing the archetypal characteristics in the personalities of the students. However, many teachers have lost touch with the archetypal characteristics of their vocation and must seek the vocational archetype on their own, through trial and error. This book is a portrait of one teacher’s process of seeking the vocational archetype. Experiences with students are a major part of the process. The other part is to find and defend a classroom philosophy that evokes the teacher archetype in front of the students, their parents, and the administration. The author will inspire, encourage, and empower teachers who are seeking the vocational archetype in themselves, and give voice to the vocational archetype in our school communities and in our culture.
Author: C. G. Jung
Publisher: Princeton University Press
ISBN: 0691150494
Category : Psychology
Languages : en
Pages : 188
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Book Description
Reprint. Originally published: 1959; 1st Princeton/Bollingen pbk. ed. published: 1970.
Author: Mimi Lobell
Publisher: Createspace Independent Publishing Platform
ISBN: 9781986180030
Category :
Languages : en
Pages : 598
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Book Description
A sweeping view of the psychologies of cultures from the Sensitive Chaos of hunter-gatherers, to the Great Round of Neolithic villagers, to the Four Quarters of Bronze Age warrior chieftains, to the Pyramid of theocratic nation states, to the Radiant Axes of empires, to the Grid of commercial societies, to the Dissolution of collapse.
Author: Clifford Mayes
Publisher: Rowman & Littlefield
ISBN: 1475826702
Category : Education
Languages : en
Pages : 183
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Book Description
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. Mayes leads readers through an analysis of Freudian and post-Freudian psychology in educational theory and practice, an examination of the epistemological foundations of Jungian thought, and a demonstration of how Jungian psychology can uniquely help teachers reflect deeply upon their roles as educators. Mayes also explores Jung’s view of symbolism and its implications for curriculum and the Jungian idea of “the shadow” as the launching point for an examination of education as reclamation of the soul, before concluding with the case for “individuation” as the proper goal of education.
