Analytical and Jungian psychology Books

Book SynopsisThis landmark work synthesises the insights of East and West. It includes unique analyses of Yoga and the Chakras as well as discussions of Eastern psycho-therepeutic methods. Of course the main difference between Jung''s psychology and Hindu thought is the understanding of psychological problems through dreams. Jung''s psychology leans heavily on dreams to understand the problems, and dreams have become a way to experience the whole realm of archetypes.

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Book SynopsisDespite 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.Trade ReviewMayes … describes how Jung's theories on the catharsis/education cycle and balance have affected, and will continue to affect education. Mayes begins by examining Jungian psychology, including the rise of the ego and the emerging self, and then assembles the elements of Jungian pedagogy, including curriculum and instruction, transference, the teacher as an archetype of spirit, and Jung himself as an educationalist. * Reference and Research Book News *This is a useful book for those new to Jung, or those already using Jungian theory. Highly recommended. * CHOICE *Many student teachers will no doubt be grateful to Professor Mayes for his invitation to journey with Carl Gustav Jung as sage and guide. Ever the practical pedagogue, Professor Mayes has included Jungian case studies and exercises for group and individual reflection, making this not just an account of his spiritual journey but in fact a handy text book for faculty use and in the self-education beloved by Jung. * Teachers College Record *Table of ContentsPart 1 Foreword by Dr. J. Marvin Spiegelman Part 2 Acknowledgments Part 3 Introduction Part 4 Part I: Elements of Jungian Psychology Chapter 5 1 Persona, Shadow, and Archetype Chapter 6 2 Transference and Typology Chapter 7 3 From Sunrise to Noon: The Ascending Ego Chapter 8 4 From Noon to Sunset: The Emerging Self Chapter 9 5 Jung and Politics Part 10 Part II: Elements of an Archetypal Pedagogy Chapter 11 6 Ten Pillars of a Jungian Approach to Curriculum and Instruction Chapter 12 7 Reflecting on the Archetypes of Teaching Chapter 13 8 Personal and Archetypal Transference in the Classroom Chapter 14 9 The Teacher as an Archetype of Spirit Chapter 15 10 Jung the Educationist Part 16 References Part 17 Index Part 18 About the Author

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Book SynopsisIn curriculum studies, we pay critical attention to violence in various forms; why not to nonviolence? This original and inspirational book foregrounds nonviolence as a positive force in education through multidimensional, complex, and interdisciplinary lenses. Starlight for shifting relational dynamics in a time of darkness and crises to co-create mutual-flourishing pathways, nonviolence not only has an inherent capacity to treat the roots of violence but is also built on a deeply shared sense of interconnectedness that fosters individual and communal integration. "Nonviolence or nonexistence" is an urgent call. This book (with writings that span a decade) conceptualizes nonviolence education through multilayered, evolving, and cross-disciplinary perspectives, centering on nonviolent relationality that engages with differences within the self and with the other (including the non-human other) to bridge inner work and outer work, transcend dualism and divisions, and transform pedagogy and curriculum dynamics. Drawing upon international and indigenous wisdom, Gandhi-King philosophies of nonviolent social change, theories of the human psyche and currere, post-structural theories, and feminism, this book explicates nonviolence as curriculum and educational renewal in an ongoing process, infused by attuned, improvised, creative, and integrative energy that holds tensions, cultivates compassion, and inspires awakenings. Scholars, students, and practitioners in the fields of curriculum studies, nonviolence studies, peace education, teaching and learning, educational foundations, philosophy of education, international education, East/West inquiry, and community based education will welcome this book.Trade ReviewHongyu Wang’s remarkable Awakenings to the Calling of Nonviolence in Curriculum Studies both assembles and expands upon her decades-long, boundless examinations of complexities and potentialities of nonviolence as an “everyday practice of education.” Analyzing complex entanglings of divergent theoretical, cultural, historical and social perspectives, Wang consistently incorporates iterations of difference within the ongoing processes of creating, re-forming and renewing nonviolent relationships with self, other, the earth. Acknowledging nonviolence as a personal calling, one that daily illuminates her cross-cultural pathways, Wang invites her readers to co-travel, to “dream forward” with her as means of enlivening the always-relational, interconnected nature of nonviolence. Via that very invitation, she also enacts the very dynamics of curriculum as lived experience. Writing movingly through both joy and loss in her conceptualizings as well as livings of nonviolence, Hongyu Wang has made a profound contribution to the field of curriculum studies, in particular, and to education, writ large. Janet L. Miller Professor Emerita, Teachers College, Columbia University‘Starlight is everywhere’, Hongyu Wang exclaims—That starlight is nonviolence, lighting the way in dark times; but we must awaken to it, as the call of this moment, and as a call that is educational. Advancing nonviolence as an everyday practice of education, rooted in a sense of our interconnectedness, she proposes a positive force for the cultivation of flourishing personhood and planet, a promising response to the challenges of division and difference, and a transformational path for creatively restoring and sustaining human happiness and community. She invites us, as well, to imbue our understandings of curriculum as lived with such energy and intention, by which violence and its normalization may not only be denounced, and systems of domination and dualism deconstructed, but also dynamic, nonviolent relationality nurtured within and among us respecting self, others, and the world. A truly beautiful and phenomenal achievement, this seminal and systematic treatment of nonviolence in education and curriculum studies is at once: intellectually productive—illumining the limitations of as well as lines of affiliation with current literature in the field advancing democracy, equity and social justice; theoretically sophisticated—deftly integrating international/indigenous wisdom traditions, nonviolence and peace studies & movements, as well as diverse theoretical perspectives (e.g., critical, poststructural, psychoanalytic, feminist); and emotionally stirring—infused with the experiential insight and autobiographical heart of this foremost scholar on the subject. If King reminds us that the arc of the moral universe bends toward justice, Hongyu Wang convinces us that it bends toward nonviolence too. Molly Quinn, PhD St. Bernard Chapter of the LSU Alumni Association Endowed Professor Director, LSU Curriculum Theory Project Louisiana State UniversityTable of ContentsAcknowledgments – Awakenings: An Autobiographical, Intellectual, and Pedagogical Journey – Ethics of Nonviolence as a Curriculum Vision (2010) – A Nonviolent Approach to Social Justice Education (2013) – Confucian Self-cultivation and Daoist Personhood: Implications for Peace Education (2013) – A Nonviolent Perspective on Internationalizing Curriculum Studies (2014) –Unteachable Moments and Pedagogical Relationships (2016) – An Integrative Psychic life, Nonviolent Relations, and Curriculum Dynamics in Teacher Education (2019) – Nonviolence as Teacher Education: A Qualitative Study in Challenges and Possibilities (2018) – Curriculum as Mindfully Lived in Relationship (2023) (Hannah Hunter- Lynch, Denise Kimblern, Danny Sexton, and Hongyu Wang) – "Think Back through Our Mothers:" A Curriculum of Organic Relationality (2021) –Feminist Approaches to Nonviolence and Curriculum Theory – Currere of Nonviolence: Starlight, a Ringing Bell, and Dream Work – Index.

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Book SynopsisIn curriculum studies, we pay critical attention to violence in various forms; why not to nonviolence? This original and inspirational book foregrounds nonviolence as a positive force in education through multidimensional, complex, and interdisciplinary lenses. Starlight for shifting relational dynamics in a time of darkness and crises to co-create mutual-flourishing pathways, nonviolence not only has an inherent capacity to treat the roots of violence but is also built on a deeply shared sense of interconnectedness that fosters individual and communal integration. "Nonviolence or nonexistence" is an urgent call. This book (with writings that span a decade) conceptualizes nonviolence education through multilayered, evolving, and cross-disciplinary perspectives, centering on nonviolent relationality that engages with differences within the self and with the other (including the non-human other) to bridge inner work and outer work, transcend dualism and divisions, and transform pedagogy and curriculum dynamics. Drawing upon international and indigenous wisdom, Gandhi-King philosophies of nonviolent social change, theories of the human psyche and currere, post-structural theories, and feminism, this book explicates nonviolence as curriculum and educational renewal in an ongoing process, infused by attuned, improvised, creative, and integrative energy that holds tensions, cultivates compassion, and inspires awakenings. Scholars, students, and practitioners in the fields of curriculum studies, nonviolence studies, peace education, teaching and learning, educational foundations, philosophy of education, international education, East/West inquiry, and community based education will welcome this book.Trade ReviewHongyu Wang’s remarkable Awakenings to the Calling of Nonviolence in Curriculum Studies both assembles and expands upon her decades-long, boundless examinations of complexities and potentialities of nonviolence as an “everyday practice of education.” Analyzing complex entanglings of divergent theoretical, cultural, historical and social perspectives, Wang consistently incorporates iterations of difference within the ongoing processes of creating, re-forming and renewing nonviolent relationships with self, other, the earth. Acknowledging nonviolence as a personal calling, one that daily illuminates her cross-cultural pathways, Wang invites her readers to co-travel, to “dream forward” with her as means of enlivening the always-relational, interconnected nature of nonviolence. Via that very invitation, she also enacts the very dynamics of curriculum as lived experience. Writing movingly through both joy and loss in her conceptualizings as well as livings of nonviolence, Hongyu Wang has made a profound contribution to the field of curriculum studies, in particular, and to education, writ large. Janet L. Miller Professor Emerita, Teachers College, Columbia University‘Starlight is everywhere’, Hongyu Wang exclaims—That starlight is nonviolence, lighting the way in dark times; but we must awaken to it, as the call of this moment, and as a call that is educational. Advancing nonviolence as an everyday practice of education, rooted in a sense of our interconnectedness, she proposes a positive force for the cultivation of flourishing personhood and planet, a promising response to the challenges of division and difference, and a transformational path for creatively restoring and sustaining human happiness and community. She invites us, as well, to imbue our understandings of curriculum as lived with such energy and intention, by which violence and its normalization may not only be denounced, and systems of domination and dualism deconstructed, but also dynamic, nonviolent relationality nurtured within and among us respecting self, others, and the world. A truly beautiful and phenomenal achievement, this seminal and systematic treatment of nonviolence in education and curriculum studies is at once: intellectually productive—illumining the limitations of as well as lines of affiliation with current literature in the field advancing democracy, equity and social justice; theoretically sophisticated—deftly integrating international/indigenous wisdom traditions, nonviolence and peace studies & movements, as well as diverse theoretical perspectives (e.g., critical, poststructural, psychoanalytic, feminist); and emotionally stirring—infused with the experiential insight and autobiographical heart of this foremost scholar on the subject. If King reminds us that the arc of the moral universe bends toward justice, Hongyu Wang convinces us that it bends toward nonviolence too. Molly Quinn, PhD St. Bernard Chapter of the LSU Alumni Association Endowed Professor Director, LSU Curriculum Theory Project Louisiana State UniversityTable of ContentsAcknowledgments – Awakenings: An Autobiographical, Intellectual, and Pedagogical Journey – Ethics of Nonviolence as a Curriculum Vision (2010) – A Nonviolent Approach to Social Justice Education (2013) – Confucian Self-cultivation and Daoist Personhood: Implications for Peace Education (2013) – A Nonviolent Perspective on Internationalizing Curriculum Studies (2014) –Unteachable Moments and Pedagogical Relationships (2016) – An Integrative Psychic life, Nonviolent Relations, and Curriculum Dynamics in Teacher Education (2019) – Nonviolence as Teacher Education: A Qualitative Study in Challenges and Possibilities (2018) – Curriculum as Mindfully Lived in Relationship (2023) (Hannah Hunter- Lynch, Denise Kimblern, Danny Sexton, and Hongyu Wang) – "Think Back through Our Mothers:" A Curriculum of Organic Relationality (2021) –Feminist Approaches to Nonviolence and Curriculum Theory – Currere of Nonviolence: Starlight, a Ringing Bell, and Dream Work – Index.

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