Full Description
In this book, Clifford Mayes and his associates take archetypal pedagogy—a Jungian approach to teaching and learning—and extend it beyond just the "educational processes" that take place in classrooms, which are those spaces that a culture dedicates to the generation and acquisition of codified scholastic knowledge. It looks at the archetypal dynamics of teaching and learning as fundamental to human existence itself. From the cradle to the grave, we are involved in informing and shaping the worldviews of others, just as they are involved in impacting ours. Deep relationship, an I-Thou relationship not only allows but requires this to be the case so that the discussants can become what Martin Buber called "dialogical partners," engaged in both mutual critique and mutual affirmation, as they reach knew planes of knowledge and even presence. Such teaching and learning are what Mayes calls "educative acts." This book explores educative acts in a wide range of venues and concerning a variety of issues.
Contents
General Editor's Introduction. Mayes: Introduction to Jung (and to the contributors to this book).
Ch. 1. Savage: The Soul's Calling in Teacher Education
Ch. 2: Persing: A (Post-)Jungian View of Cultural Evolution and Education: The Assumption of Mary and the Evolving God-Image
Ch. 3: Schumacher: Archetypal Education as a Prayerful Act
Ch. 4: Jankowski: An Archetypal Approach to Joy Harjo's "A Map to the Next World": The Poem as an Educative Process
Ch. 5: Gallo: Sacred Ceremonies in a Post-Postmodern World: An Exercise in Mayesian Archetypal Professional Reflectivity
Ch. 6: Schumacher: The Handless Maid's Tale: Amputation of Soul through the Loss of Handcraft in Education
Ch. 7: Kell: Archetypal "Vocationing": Being a Teacher, Healer, and Artist at Work
