Jung and Educational Theory

Taking as its starting point the approaches to education found in the writing of Carl Jung, Jung and Educational Theory explores the psychologist’s impact on education today. Through the contributions of academics and practitioners of educational philosophy, the book demonstrates the educational value of Jung’s psychology as a complement to its more widely understood therapeutic value. Emphasising Jung’s unifying approach to human sciences, the book provides the first systematic investigation of his legacy in analytical psychology for educational philosophy and theory. Jung’s focus on the process of individuation grounded in universal human experiences will have long–lasting implications in both the theoretical field and pedagogical practice.

Notes on Contributors vi Introduction: Jung and Holistic Education Inna Semetsky viii 1 Jung and the Soul of Education (at the ‘Crunch’) Susan Rowland 1 2 On the ‘Art and Science’ of Personal Transformation: Some critical reflections Raya A. Jones 12 3 The Polytheistic Classroom Bernie Neville 21 4 Itinerary of the Knower: Mapping the ways of gnosis, Sophia, and imaginative education Antonina Lukenchuk 35 5 The Unifying Function of Affect: Founding a theory of psychocultural development in the epistemology of John Dewey and Carl Jung Peter T. Dunlap 47 6 Deleuze’s Philosophy and Jung’s Psychology: Learning and the Unconscious Inna Semetsky & Joshua Ramey 63 7 ‘The Other Half’ of Education: Unconscious education of children Shiho Main 76 8 Complex Education: Depth psychology as a mode of ethical pedagogy Robert Romanyshyn 90 9 Jung and Tarot: A theory–practice nexus in education and counselling Inna Semetsky 111 Index 120

Inna Semetsky is adjunt professor at the University of Waikato, New Zealand. She has a PhD in philosophy of education (Columbia University, USA), MA in Family and Child Counseling, and Grad.Dip.Ed in math/science education. She has five entries in the Encyclopedia of Religious and Spiritual Development (2006) and has published four books including Deleuze, Education and Becoming (2006) and Re–Symbolization of the Self: Human Development and Tarot Hermeneutic (2011), as well as numerous articles and chapters, including in International Handbooks. She serves on the board of four academic journals. Among her forthcoming books is The Edusemiotics of Images: Essays on the art∼science of Tarot (Sense Publishers).