Archetypal pedagogy was developed by two authors Clifford Mayes (USA) and Frederic Fappani (FRANCE). It is in the Jungian tradition and directly related to Analytical psychology.

Contents 1 Archetypes and Pedagogy 2 Archetypal pedagogy 3 Selected Books 4 Selected articles 5 Footnotes 6 See also

[edit] Archetypes and Pedagogy

Archetypes are, according to Swiss psychologist Carl Jung, innate universal psychic dispositions that form the substrate from which the basic themes of human life emerge. Being universal and innate, their influence can be detected in the form of myths, symbols, rituals and instincts of human beings. Archetypes are components of the collective unconscious and serve to organize, direct and inform human thought and behaviour.

According to Jung, archetypes heavily influence the human life cycle, propelling a neurologically hard-wired sequence which he called the stages of life. Each stage is mediated through a new set of archetypal imperatives which seek fulfillment in action. These may include being parented, initiation, courtship, marriage and preparation for death.^[1]

Pedagogy (pronounced /ˈpɛdəɡɒdʒi/), or paedagogy, is the art or science of being a teacher. The term generally refers to strategies of instruction, or a style of instruction.^[2] Pedagogy is also sometimes referred to as the correct use of teaching strategies (see instructional theory). Pedagogy comes from ancient greek παιδαγωγία, of παιδός ([paiˈdos]) "child" and ἄγω ([ˈaɡɔː) "to drive, to raise, to take the way".

Archetypal pedagogy us is the way to take by child, but by educator too.

Archetypal pedagogy :

• The discovery is self and knowledge by the archetypes :

The archetypes are innate, universal prototypes for ideas and may be used to interpret observations. A group of memories and interpretations associated with an archetype is a complex, e.g. a mother complex associated with the mother archetype. Jung treated the archetypes as psychological organs, analogous to physical ones in that both are morphological constructs that arose through evolution.^[3]

And on the way child and educator are founding :

• The Self, the regulating center of the psyche and facilitator of individuation
• The Shadow, the opposite of the ego image, often containing qualities that the ego does not identify with but possesses nonetheless
• The Anima, the feminine image in a man's psyche; or:
• The Animus, the masculine image in a woman's psyche
• The Persona, how we present to the world, usually protects the Ego from negative images(acts like a mask)

Although the number of archetypes is limitless, there are a few particularly notable, recurring archetypal images:

• The Child
• The Hero
• The Great Mother
• The Wise old man
• The Trickster or Fox

• The process is the individuation :

Individuation is a process of psychological differentiation, having for its goal the development of the individual personality. "In general, it is the process by which individual beings are formed and differentiated; in particular, it is the development of the psychological individual as a being distinct from the general, collective psychology." (C.G. Jung. Psychological Types. Collected Works Vol.6., par. 757)

• The way : The self-realization :

An innate need for self-realization leads people to explore and integrate these rejected materials. This natural process is called individuation, or the process of becoming an individual.

According to Jung, self-realization can be divided into two distinct tiers. In the first half of our lives we separate from humanity. We attempt to create our own identities (I, myself). This is why there is such a need for young men to be destructive, and can be expressed as animosity from teens directed at their parents. Jung also said we have a sort of “second puberty” that occurs between 35-40- outlook shifts from emphasis on materialism, sexuality, and having children to concerns about community and spirituality.

In the second half of our lives, humans reunite with the human race. They become part of the collective once again. This is when adults start to contribute to humanity (volunteer time, build, garden, create art, etc.) rather than destroy. They are also more likely to pay attention to their unconscious and conscious feelings. Young men rarely say "I feel angry." or "I feel sad.” This is because they have not yet rejoined the human collective experience, commonly reestablished in their older, wiser years, according to Jung. A common theme is for young rebels to "search" for their true selves and realize that a contribution to humanity is essentially a necessity for a whole self.

Jung proposes that the ultimate goal of the collective unconscious and self-realization is to pull us to the highest experience. This, of course, is spiritual.

[edit] Archetypal pedagogy

Archetypal pedagogy was developed by two authors :

Clifford Mayes (born July 15, 1953), professor in the Brigham Young UniversityMcKay School of Education, has developed what he has termed archetypal pedagogy, a theory of instruction which bears some similarities to the pedagogical approach proposed by the French Jungian psychologist Frederic Fappani. Mayes' work also 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.

In USA, 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 (2008), 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.

Frederic Fappani, French writer and Jungian psychologist, As a neo-Jungian scholar, has produced the first book-length studies in French on the pedagogical implications and applications of Jungian and neo-Jungian psychology, which is based on the work of Carl Gustav Jung (1875 - 1961). Jungian psychology is also called analytical psychology. Trained at a Jung Institute, the Université de Paris 8, and la Sorbonne, Frederic Fappani has developed what he has termed education jungienne, which bears some similarities to the archetypal pedagogy proposed by the American Jungian educationist Clifford Mayes of Brigham Young University.In addition to being a writer and international lecturer in education, Fappani is a psychologist in private practice.

In France, Fappani' two most recent works, La cabane aux paysages, «voyage en archetypal pedagogy», Paris, Janvier; 2009 and Education and Archetypal Psychology, Ed.Cursus, 2008, Paris.

[edit] Selected Books

• Carl Gustav Jung, Education and psychology , Erziehung und psychologie.
• Frederic Fappani, La cabane aux paysages, «voyage en archetypal pedagogy», Paris, Janvier; 2009.
• Frederic Fappani, Education and Archetypal Psychology, Ed.Cursus, 2008, Paris.
• Clifford Mayes, The Archetypal Hero's Journey in Teaching and Learning: A Study in Jungian Pedagogy. Atwood Publishing: (Winter, 2008; in press)
• Clifford Mayes, Inside Education: Depth Psychology in Teaching and Learning. Atwood Publishing: 2007
• Clifford Mayes, Ramona Maile Cutri, Clint Rogers, Fidel Montero, Understanding the Whole Student: Holistic Multicultural Education. Rowman & Littlefield, 2007
• Clifford Mayes, Jung and Education: Elements of an Archetypal Pedagogy. Rowman & Littlefield, 2005

[edit] Selected articles

• Paul shaker, The Application of Jung's Analytical Psychology to Education.,Article , Journal of Curriculum Studies, v14 n3 p241-50 Jul-Sep 1982

• Dennis L. Merritt, Ph.D., Jung and the Greening of Psychology and Education , Article published in Oregon Friends of C.G.Jung Newsletter. Vol. 6. Issue 1. Oct. 1996-Jan. 1997 pp. 9.12, 13.

• James L. Henderson, Jung's analytical psychology and its significance for education in the light of recent literature Article published by Ed. pringer Netherlands,in International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation, Volume 2, Number 3 / septembre 1956

[edit] Footnotes

1. ^ Stevens, Anthony in 'The archetypes'(Chapter 3.) Papadopoulos, Renos ed.(2006)The Handbook of Jungian Psychology
2. ^ [from NSF]
3. ^ Boeree, C. George. "Carl Jung". http://www.ship.edu/~cgboeree/jung.html. Retrieved 2006-03-09. 

[edit] See also

• Archetypal psychology
• Archetypes
• pedagogy