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Clifford Mayes (born July 15, 1953) is a professor in the Brigham Young University McKay School of Education.

A Jungian scholar, Mayes has produced the first book-length studies in English on the pedagogical 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. His work, based in humanities and depth psychology, is thought to offer an alternative to the social sciences paradigm that is generally used in educational research.^[1]

Mayes 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.^[2]

Mayes' two most recent works, Inside Education: Depth Psychology in Teaching and Learning (2007) and The Archetypal Hero's Journey in Teaching and Learning: The Pedagogical Uses of Myth (2009), 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. The latter text is one of the first to extend the holistic approach into the area of multicultural education.

Mayes has written on various topics in Jungian Sand Tray Therapy. Additionally, he has examined parallels between Mormon theology (The Church of Jesus Christ of Latter-day Saints) and classical Jungian psychology.

Mayes holds a doctorate in the cultural foundations of education from the University of Utah and a doctorate in psychology from Southern California University for Professional Studies.

[edit] Books

• Clifford Mayes, The Archetypal Hero's Journey in Teaching and Learning: A Study in Jungian Pedagogy. Atwood Publishing: (Winter, 2009; 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
• Clifford Mayes, Teaching Mysteries: Foundations of Spiritual Pedagogy. University Press of America, 2004
• Clifford Mayes, Seven Curricular Landscapes: An Approach to the Holistic Curriculum. University Press of America, 2003

[edit] Selected Articles

• Mayes, C. (In press, 2009). The Psychoanalysts’ View of Teaching and Learning: 1922-2002. The Journal of Curriculum Studies
• Hippolyte-Wright, D., and Mayes, C. (2007). Archetype, gender and culture: A Maori Psychotherapist Reflects on Her Academic Career. In H. Vakalahi, S. Starks, and C. Hendricks (Eds.). Women of Color as Social Work Educators: strengths and survival. The Council on Social Work Education: Washington, D.C.
• Mayes, C., and Blackwell Mayes, P. (2006). Sandtray therapy with a 24-year-old woman in the residual phase of schizophrenia. The International Journal of Play Therapy, 15(1), 101-117
• Mayes, C., and Blackwell Mayes, P. (2005). Jung, Mormonism, and the Dialectics of Exaltation. Psychological Perspectives: A Semiannual Journal of Jungian Thought. C.G. Institute of Los Angeles, 48, 84-107
• Mayes, C. (2005). The teacher as shaman. Journal of Curriculum Studies, 37(3), 329-348
• Mayes, C. (2005). Teaching and time: Foundations of a temporal pedagogy. Teaching Education Quarterly, 32(2), 143-160
• Mayes, C., Blackwell Mayes, P., and Williams, E. (2004). Messages in the sand: Sandtray therapy techniques with graduate students in an educational leadership program. International Journal of Leadership in Education, 7(3), 257-284
• Mayes, C. (2003). Alchemy and the Teacher. The Teacher Education Quarterly, 30(3), 81-98
• Mayes, C. (2002). The Teacher as an Archetype of Spirit. Journal of Curriculum Studies, 34(6), 699-718
• Mayes, C. (2001). A transpersonal developmental model for teacher reflectivity. Journal of Curriculum Studies, 33(4), 477-493
• Mayes, C. (2000). Three perspectives on recent research in conceptual change theory. The Researcher: The Journal of the Rocky Mountain Division of the American Educational Research Association, 15(1), 57-70
• Mayes, C. (1999). Reflecting on the Archetypes of Teaching. Teaching Education, 10(2), 3-16
• Mayes, C. (1998). The use of contemplative practices in teacher education. Encounter: Education for Meaning and Social Justice, 11(3), 17-31

[edit] Notes

1.^  Bullough, R. V., Jr. (2006). Developing Interdisciplinary Researchers: What Ever Happened to the Humanities in Education? Educational Researcher, 35(8), 3-10.

2.^  Thomson, R. (2006). A Review of JUNG AND EDUCATION: ELEMENTS OF AN ARCHETYPAL PEDAGOGY. Teachers College Record, 108(8), 1673-1675.