In this book, Clifford Mayes and his associates take archetypal pedagogy—a Jungian approach to teaching and learning—and extend it beyond just the “educational processes” that take place in classrooms, which are those spaces that a culture dedicates to the generation and acquisition of codified scholastic knowledge. It looks at the archetypal dynamics of teaching and learning as fundamental to human existence itself. From the cradle to the grave, we are involved in informing and shaping the worldviews of others, just as they are involved in impacting ours. Deep relationship, an I-Thou relationship not only allows but requires this to be the case so that the discussants can become what Martin Buber called “dialogical partners,” engaged in both mutual critique and mutual affirmation, as they reach knew planes of knowledge and even presence. Such teaching and learning are what Mayes calls “educative acts.” This book explores educative acts in a wide range of venues and concerning a variety of issues.
Clifford Mayes, PhD, PsyD, holds a doctorate in U.S. Educational History from the University of Utah and a doctorate in Educational Psychology from Southern California University for Professional Studies. He recently retired after 35 years as a professor at universities in the U.S., Japan, and Panama. The founder of archetypal pedagogy, he continues to research and write to advance that field. He has studied classical guitar for over 50 years.
Susan Persing, MA, received her BS degree in Cell and Molecular Biology from San Francisco State University and her master's degree in Depth Psychology from Pacifica Graduate Institute in Carpinteria, California, where she is currently a PhD student.
Cynthia Schumacher is a doctoral student in Jungian and Archetypal Studies at Pacifica Graduate Institute. In her book, Mary Magdalene’s Book of Hours: A Devotional in Memory of Her, she explores the archetypal elements of teaching and learning in the teacher-student dynamics of Jesus and Mary Magdalene. Now retired, Cynthia spent her career as a health care provider. She received her Master’s in Jungian and Archetypal Studies at Pacifica Graduate Institute.
General Editor’s Introduction. Mayes: Introduction to Jung (and to the contributors to this book).
Ch. 1. Savage: The Soul’s Calling in Teacher Education
Ch. 2: Persing: A (Post-)Jungian View of Cultural Evolution and Education: The Assumption of Mary and the Evolving God-Image
Ch. 3: Schumacher: Archetypal Education as a Prayerful Act
Ch. 4: Jankowski: An Archetypal Approach to Joy Harjo’s “A Map to the Next World”: The Poem as an Educative Process
Ch. 5: Gallo: Sacred Ceremonies in a Post-Postmodern World: An Exercise in Mayesian Archetypal Professional Reflectivity
Ch. 6: Schumacher: The Handless Maid’s Tale: Amputation of Soul through the Loss of Handcraft in Education
Ch. 7: Kell: Archetypal “Vocationing”: Being a Teacher, Healer, and Artist at Work
Pioneering scholar and teacher Clifford Mayes expertly marshals the creative talents and insights of six emerging scholars as they lead us on an exciting foray into the field of archetypal education. Informed throughout by C. G. Jung’s understanding of archetypes as the root principles of human nature, perhaps even of Being-at-large, the contributors offer a range of diverse and stimulating perspectives on the significance of depth psychological theories and practices for shaping and inspiring the educational experience, in the classroom and beyond. The result is a profoundly spiritual book, grappling with life’s ultimate concerns, and yet pragmatic and immediately personal in its application. In an affirmation of the power of symbolic imagery, and in its attendance to the depths of individual experience, New Visions and New Voices revitalizes and transfigures our view of what education can and should be.
This unique, well-crafted collection of essays on archetypal education is a welcome addition to pedagogy. In an “evidence-based” culture, the return of soul and heart into the profession of teaching is a much needed correction. The editors, Clifford Mayes, Susan Persing, and Cynthia Schumaker are to be commended for their vision, insight and editorial skills in assembling this volume. The text itself serves as a point of entry into the experience it seeks to cultivate. Readers will not be disappointed, and will likely return time and again to dip into the wisdom found throughout.