Rowland, Susan (2012) Jung and the soul of education (at the 'crunch'). Educational Philosophy and Theory, 44 (1). pp. 6-17. ISSN 1469-5812 (online) (doi:https://doi.org/10.1111/j.1469-5812.2010.00639.x)

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Abstract

C. G. Jung offers education a unique perspective of the dilemma of collective social demands versus individual needs. Indeed, so radical and profound is his vision of the learning psyche as collectively embedded, that it addresses the current crisis over the demand for utilitarian higher
education. Hence post-Jungian educationalists can develop creative classroom strategies, for example in the United States, Canada and Brazil.The article revises two Jungian ideas in order to teach literature by promoting personal and social growth. By taking Jung’s categories of literature as categories of reading and by using his notion of therapeutic ‘healing fiction’ to understand literary narrative, both social and psychic individuation and transformation are facilitated.

Item Type:	Article
Additional Information:	[1] Published in Educational Philosophy and Theory (2012), Volume 44, Issue 1 - Special Issue: Jungian currents in education. [2] Educational Philsophy and Theory is published on behalf of The Philosophy of Education Society of Australasia (PESA).
Uncontrolled Keywords:	Jung, individuation, archetype, alchemy, metaphor, Mansfield Park
Subjects:	B Philosophy. Psychology. Religion > B Philosophy (General) B Philosophy. Psychology. Religion > BF Psychology L Education > L Education (General)
Pre-2014 Departments:	School of Humanities & Social Sciences School of Humanities & Social Sciences > Department of Communications & Creative Arts
Related URLs:	Publisher
Last Modified:	14 Oct 2016 09:18
URI:	http://gala.gre.ac.uk/id/eprint/7339

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