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Archetype, Culture, and the Individual in Education
In Archetype, Culture, and the Individual in Education: The Three Pedagogical Narratives, Clifford Mayes presents a unique approach to understanding how Jungian principles can inform pedagogical theory and practice. In a time when what the educational historian Lawrence Cremin called the 'military-industrial-educational complex' and its standardized education are running roughshod over the psyche and spirit of students, Mayes deploys depth psychology, especially the work of Jung, to advance an archetypal approach to teaching and learning. Mayes demonstrates how catastrophic it is to students when the classroom is governed by forces that objectify the individual in a paralysing stranglehold. ...
Teaching and Learning for Wholeness
In 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.
Inside Education
Education has to do with the mind and spirit of both the learner and the teacher. Those who teach know this instinctively. Yet many of the processes and mandates required in education, at all levels, fail to consider this most basic condition of the learning environment. Mayes, as an educator and therapist, examines the teaching/learning project through the lens of Depth Psychology because he believes that it offers the best possibility for examining the non-quantifiable dimensions of the student/teacher/ learning situation. Depth Psychology, rooted in the work of Carl Jung, offer the educator a very human and humane way to frame interactions with learners.
Developing the Whole Student
This book proposes a new way of categorizing curricula in the holistic educational traditional. This is an idea that goes back in the Western tradition at least as far as Plato, and Lao Tzu in the Eastern tradition. It is certainly present in Spinoza and Schopenhauer. It is called a “holarchy”. The idea of a holarchy gives rise to Integrative Curriculum Theory, which, with major modifications, draws on Ken Wilber’s in his evolutionary model of the development of consciousness at personal, cultural and ontological realms. Integrative Curriculum Theory will: 1) Prove a useful addition to the holistic repertoire of systematic and, above all, humane terminologies and “technologies” for making and evaluating specific curricula as well as for theorizing the curriculum at a time when “scientistic,” “technist” and profit-driven views of education have commandeered the podium, policy, and praxis and 2) address some areas of concern that with certain holistic models of education, and 3) address some problems in Wilber’s integral model of psychological, cultural, and spiritual evolution.
The Archetypal Hero's Journey in Teaching and Learning
Educator and therapist Clifford Mayes offers an original and powerful vision of teaching and learning as a heroic journey, central to the growth of the student as an integrated being. This journey is filled with such universal human archetypes as the Wise Elder, the Trickster, the Great Mother, and the Great Father. Informed by the psychoanalytical studies of Freud, Jung, and neo-Freudian theorists, Mayes emphasizes the need for a healthy balance in the classroom between the technical and the poetical, the analytical and the intuitive. Teaching and learning are part of the great journey of individuation, and every student must be given the chance to heed the call and fulfill the archetypal r...
Nurturing the Whole Student
Nurturing the Whole Student: Five Dimensions of Teaching and Learning begins with the assumption that education is at its best—healthiest, most engaging, and most effective—when it is holistic. By holistic , the authors mean that the various dimensions of the teacher and student are honored and nurtured throughout the education process. These dimensions are organic, psychodynamic, cultural, academic, and existential. Nurturing the Whole Student contends that any truly humane educational theory or practice must celebrate and cultivate these facets of the student-teacher relationship. In readily-accessible theoretical terms—as well as in practical suggestions for classroom application—the authors demonstrate how holistic education is an antidote to the standardized approaches to education that breed failure, alienation, and discouragement in the classroom. Systematically broken down into five thematic chapters, this teacher's guide will help any educator foster the five dimensions of teaching and learning.
An Introduction to the Collected Works of C. G. Jung
An Introduction to the Collected Works of C. G. Jung: Psyche as Spirit offers a concise and engaging overview of Jung’s work and contributions to the field of psychology. Mayes first examines Jung’s philosophical influences as well as his work and eventual break with Sigmund Freud, providing insights into how these experiences shaped Jung’s theory. Mayes brings into focus the major concepts and themes explored in Carl Gustav Jung’s Collected Works, including the ego-Self Axis, archetypes, personality types, and the Collective Unconscious, presenting a thorough introduction and a valuable resource for both Jungian students as well as Jungian scholars.
New Visions and New Voices
In this book, the contributors expand on their use of Mayes archetypal pedagogy in volume 1 to apply its principles to a wide variety of venues, purposes, and projects. Each essay explores from its own disciplinary angle the difference between what Mayes has called “educational processes” (which are those practices that take place in the dedicated space of the classroom, through the medium of the curriculum, and under the stewardship of the teacher) and “educative acts” (which are those deep transactions between individuals in joint pursuit of existential truth, wherein one is alternately the teacher and student in conversation, and sometimes even communion, with one’s dialogical partner”).
Teaching Mysteries
By carefully examining a handful of great exemplars of teaching from various spiritual traditions and cultural contexts, this book breaks new ground in helping both prospective and practicing teachers discover and deepen their sense of spiritual calling. The masters examined in this book are found in many venues. Some appear in biographies, such as Yogananda, the great Hindu saint of the 20th century, in his Autobiography of a Yogi, or Eugene Herrigel and his Zen archery master in Zen in the Art of Archery. Some are enshrined in literature, such as St. Thomas More in Robert Bolt's dramatization of More's life, A Man for All Seasons. Others, like the Yaqui medicine man Don Juan in Carlos Cast...
Seven Curricular Landscapes
Seven Curricular Landscapes offers a holistic presentation and critique of what the author considers to be the seven major types of curricula. This book, which is suitable for both upper-division and graduate education courses, differs from previous holistic approaches in that it closely considers the holistic implications of postmodernism, adds new categories and terms to the holistic repertoire, includes the latest developments in transpersonal theory, examines the Existentialist curriculum as a spiritual phenomenon, and discusses the curricular implications of both Eastern and Western spirituality.
