Description
Book SynopsisIn 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.
Table of ContentsTable of Contents Introduction: Approaching the Archetypes of Education Chapter 1: The Psychodynamics of Educational Processes Chapter 2: Jung’s Archetypal Epistemology Chapter 3: The Archetypes of Teaching, the Politics of the Classroom, and the Case for Archetypal Reflectivity Chapter 4: Training in the Sign, Education in the Symbol Chapter 5: In the Light of the Shadow Curriculum Chapter 6: The Hermetic Teacher Conclusion Bibliography
