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Archetypal pedagogy : ウィキペディア英語版
Archetypal pedagogy

Archetypal pedagogy is a theory of education developed by Clifford Mayes that aims at enhancing psycho-spiritual growth in both the teacher and student. The idea of archetypal pedagogy stems from the Jungian tradition and is directly related to analytical psychology.
== History ==

Clifford Mayes, professor in the Brigham Young University McKay School of Education, has developed what he has termed archetypal pedagogy. Mayes' work aims at promoting what he calls archetypal reflectivity in teachers; this is a means of encouraging teachers to examine and work with psychodynamic issues, images, and assumptions as those factors affect their pedagogical practices. Archetypal reflectivity, which draws not only upon Jungian psychology but transpersonal psychology generally, offers an avenue for teachers to probe the spiritual dimensions of teaching and learning in non-dogmatic terms.
Mayes' two most recent works, ''Inside Education: Depth Psychology in Teaching and Learning'' (2007) and ''The Archetypal Hero's Journey in Teaching and Learning: A Study in Jungian Pedagogy'' (2010), incorporate the psychoanalytic theories of Heinz Kohut (particularly Kohut's notion of the selfobject) and the object relations theory of Ronald Fairbairn and D.W. Winnicott. Some of Mayes' work in curriculum theory, especially ''Seven Curricular Landscapes: An Approach to the Holistic Curriculum'' (2003) and ''Understanding the Whole Student: Holistic Multicultural Education'' (2007), is concerned with holistic education. An upcoming work, ''Teaching and Learning for Wholeness: Education and Archetype'' (in press, 2016), extends the archetypal approach into curriculum theory. Another upcoming study, ''An Introduction to'' The Collected Writings of C.G. Jung: ''Psyche as Spirit'' (2016, Rowman and Littlefield Psychology Press) is an introduction to Jung's standard works.

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