David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Educational Philosophy and Theory 44 (1):69-81 (2012)
This paper addresses the unconscious dimension as articulated in Carl Jung's depth psychology and in Gilles Deleuze's philosophy. Jung's theory of the archetypes and Deleuze's pedagogy of the concept are two complementary resources that posit individuation as the goal of human development and self-education in practice. The paper asserts that educational theory should explore the role of the unconscious in learning, especially with regard to adult education in the process of learning from life-experiences. The integration of the unconscious into consciousness becomes a constitutive part of subject-formation and self-knowledge, which in turn serves as a basis for experiential self-education
|Keywords||consciousness and the unconscious Deleuze's philosophy of education affects and archetypes human development adult education Jung's individuation|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
Constantin V. Boundas & Dorothea Olkowski (eds.) (1994). Gilles Deleuze and the Theater of Philosophy. Routledge.
Gilles Deleuze (1994). Difference and Repetition. Athlone Press.
Gilles Deleuze (1988). Spinoza, Practical Philosophy. City Lights Books.
Citations of this work BETA
S. Farquhar & Elizabeth Jayne White (2013). Philosophy and Pedagogy of Early Childhood. Educational Philosophy and Theory 46 (8):1-12.
Similar books and articles
Shiho Main (2012). 'The Other Half' of Education: Unconscious Education of Children. Educational Philosophy and Theory 44 (1):82-95.
Jacques Viret (forthcoming). Topological Approach of Jungian Psychology. Acta Biotheoretica.
Christopher Hauke (2006). The Unconscious: Personal and Collective. In Renos K. Papadopoulos (ed.), The Handbook of Jungian Psychology: Theory, Practice and Applications. Routledge. 54.
Frances Gray (2008). Jung, Irigaray, Individuation: Philosophy, Analytical Psychology, and the Question of the Feminine. Routledge.
Robert Romanyshyn (2012). Complex Education: Depth Psychology as a Mode of Ethical Pedagogy. Educational Philosophy and Theory 44 (1):96-116.
Ronald Bogue & Inna Semetsky, Reading Signs/Learning From Experience: Deleuze's Pedagogy as Becoming-Other.
C. G. Jung (2002/1973). Answer to Job. Princeton University Press.
Soren R. Ekstrom (2004). The Mind Beyond Our Immediate Awareness: Freudian, Jungian, and Cognitive Models of the Unconscious. Journal of Analytical Psychology 49 (5):657-682.
Mark Stein (2004). Theories of Experiential Learning and the Unconscious. In Laurence J. Gould, Lionel F. Stapley & Mark Stein (eds.), Experiential Learning in Organizations: Applications of the Tavistock Group Relations Approach: Contributions in Honour of Eric J. Miller. 19-36.
Bernie Neville (1989). Educating Psyche: Emotion, Imagination, and the Unconscious in Learning. Collins Dove.
Arthur S. Reber (1992). An Evolutionary Context for the Cognitive Unconscious. Philosophical Psychology 5 (1):33-51.
Bettina Davou (2002). Unconscious Processes Influencing Learning. Psychodynamic Practice 8 (3):277-294.
Andreas Wildt (2007). Unconscious Knowledge of One's Own Mind: A Neglected Element in Freud's Theory of the Unconscious. Journal of Consciousness Studies 14 (s 5-6):127-151.
Added to index2010-12-10
Total downloads25 ( #69,437 of 1,101,604 )
Recent downloads (6 months)4 ( #81,941 of 1,101,604 )
How can I increase my downloads?