Archetype, Culture, and the Individual in Education: The Three Pedagogical Narratives

I The archetype and timeNarrative, archetype, and the individualGaining perspective(s): the necessity of narrativeArchetypes and meaning in life-narrativesAn overview of archetypesJung on archetypesOther approaches to the archetypeThe complexity of the idea of the archetype and the range of views about itGrasping the archetype: a joint effort‘Ultimacy’ and its limitationsRelatively ultimateJung and the ontological status of an archetypeArchetypes and types of timeBiographical time at its minimum (Hamlet, Macbeth, and Us)Egoic time v. Eternal TimeOur stories in time/Our stories as timeNarrative and time in relation to the archetypes and the collective unconsciousPlato and Aristotle: the double concerto of Western philosophy‘The dialectic between time and eternity’The human being sub specie aeternitatisArchetype, time, and meaningThe evolving God in the archetypal lifeNotesNarrative, archetype, and cultureThe three layers of timeHenderson’s ‘cultural unconscious’ (and the founding of world-historical time)In illud tempus, ‘once upon a time …’Eliade’s ‘the sacred and the profane’: on the diastole and systole of timeTwo princes and the three layers of timeHamlet: the narration of a tragedy or the tragedy of narration?The Four Gospels: resurrection as narrative/narrative as resurrectionHenderson’s ‘cultural unconscious’: ferryman between the collective unconscious and the biographical individual as a world-historal and transcendent beingMisadventures in world-historical time (or: why we lost in Vietnam)Cultural-narratival pathologyAn illustration from cinema: Full Metal JacketConclusionNotesIntimately unknown: The collective unconsciousIntroduction‘First’ contact with the archetypes‘The unknown as it immediately affects us’‘Who knows what evil lurks in the mind of man?’: the shadowNarrativity as an ethical projectProjection and the shadowProjection as a shadow functionEternal time: trial by fireNotesII Towards a unified depth-educational psychology: Mending the Freudian-Jungian riftFoundations of depth psychology in educationDepth psychology in the schools: high hopes, scant resultsMisconceptions about classical psychoanalysisThe evolution of psychoanalytic pedagogy since the 1920sPsychoanalytic pedagogy and its sociocultural dimensions‘Making the world safe for democracy’Psychoanalysis and the ‘expansion of time’ in educational processes: From nation to salvationAn excursus on the history of teaching in the United StatesThe inadequacy of a merely cognitive approach to learningThe need for a sense of efficacyThe passions of cognitionJoining forcesPost-Freudian theoristsHeinz Kohut (1913-1981)Educational implications of Kohutian object relations theoryD. W. Winnicott (1896-1971)The ‘holding environment’ and ‘good-enough mothering’The transcendent function and motheringThe transitional object in educationKohutian and Winnicottian psychology as spiritual projectsKohut, Winnicott, and Jung: political and educational implicationsNoteNotes towards a ‘unified depth-educational psychology’A primer of the classroom as a historical-cultural and socioeconomic spaceA room with a view: the classroom as psychodynamic and psychospiritual spacesThe roots of teaching and learning as psychodynamics space: ‘where id is, there shall ego be’The possibilities of teaching and learning as psychospiritual space: ‘when an inner situation is not made conscious, it happens outside as fate‘Vocatus atque non vocatus Deus aderitThe subjective curriculum: the sixth dimensionNotesThe subjective curriculum: The sixth dimension of the ‘imaginal domain’IntroductionThe phenomenological primacy of the subjective curriculumThe sixth domain: of complexes and complexity in the curriculumJung: the creative complex in educational processesThe therapeutic classroomPsychoanalytical and psychospiritual approaches to transference in the classroomJung on teachingEducational problems with emotional rootsConclusion: in praise of imperfectionNotesIII Jung, the symbol, and educationThe politics of the symbol as an educational projectJung: the conservative radical'Wholeness is perforce paradoxical'Jung’s diagnosis of therapy and education: the state of the symbolJung … and Ricoeur’s three narratives in the classroom and the consulting roomThe decaying orbit of the symbol since the EnlightenmentPrimary and secondary processes revisitedDystopian prospects for education and therapySetting things straight. The primacy of the symbolNotesBeyond theory: Towards psyche as symbol in archetypal pedagogySummaryIntroductionJung and theoryInternal consistency. Agreed upon factsThe evolving JungJung and complexityJung, paradox, and the transcendent functionWas Jung a ‘theorist’?The consequences for American schoolsExperience and reasonOn the particular and the universalAlchemy and theoryOther mediators of ‘objectivity’Jung v. Freud on theoryTheorizing psycheNotesArchetypal pedagogy as meta-symbolThe sign and the symbol in educational processesSign and behaviourEmotion and intuition as ‘static’ and ‘noise’On the objective and the subjectiveThe primacy of the symbolThe primacy of symbols in educational policies and processesThe archetypal symbolTraining in the service of the sign, education in the spirit of the symbolTraining in the service of the signPolitical problems for the teacher and student in sign-based trainingPsychospiritual problems for the teacher and student in sign-based trainingThe corporate occupation of the child’s soulThe ‘Movement’—and the coopting of the symbolArchetypal pedagogy as cultural resistanceEducation in the spirit of the symbol: creativity across the curriculumA pedagogy of life
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