Jung and the Soul Of Education (at the ‘Crunch’)
Bibliographic Data
| ID | 8859207 |
|---|---|
| Authors | Susan Rowland (0000-0002-7052-3451, University of Greenwich, corresponding author) |
| Year | 2010 |
| Volume | 44 |
| Issue | 1 |
| Pages | 6-17 |
| Publication date | 2010-12-09 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1111/j.1469-5812.2010.00639.x |
| OpenAlex | W2012238438 |
| Language | EN |
| Citations received | 1 |
| References cited | 5 |
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
Aesthetics · Dilemma · Epistemology · Higher education · Individuation · Mainstream · Narrative · Philosophy of education · Psyche · Psychic · Psychoanalysis · Reading (process · Sociology · Soul · Theology · Jungian Analytical Psychology · Law · Philosophy · Psychology · Russian Literature and Bakhtin Studies · Themes in Literature Analysis
| Citations per year | 0.14 |
|---|---|
| Citation span | 2019 - 2019 (1) |
| Highly cited | No |