David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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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|
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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:1-12.
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