Emphasis in Jungian and Archetypal Studies
DEPTH PSYCHOLOGY: PAST, PRESENT, AND FUTURE
WORKING WITH THE PSYCHE: PRINCIPLES AND PRACTICES
THE PSYCHE AT WORK: RESEARCH AND REFLECTION
DEPTH PSYCHOLOGY: PAST, PRESENT, AND FUTURE
This portion of the curriculum grounds students in the trajectory of depth psychology from its ancient roots to its modern manifestations. Students learn about the psychoanalytic, Jungian, post-Jungian, archetypal, and developmental lineages of depth psychology, paying special attention the cultural and historical contexts in which they arose. Commentaries and critiques of these fields are discussed, and controversies are explored in order for students to develop a critical and reflexive eye about depth psychology, both its strengths and its limitations.
Introduction to Depth Psychology
DJA 700, 3 units
Though its antecedents stretch backward toward the ancients, the modern field of depth psychology is usually traced forward beginning with Sigmund Freud and C.G. Jung. This course provides an overview of the trajectory of depth psychology from its ancient roots up to Sigmund Freud and the advent of psychoanalysis.
C. G. Jung in Context
DJA 710, 3 units
In order to fully appreciate, understand, and critique Jungian psychology, it is necessary to understand the personal, social, cultural, religious, and historical context in which it arose. This necessarily entails studying the life and times of C.G. Jung himself, for as Jung knew, the psychology one professes can never be separated from the context and milieu of the psychologist.
Jungian Psychology: The Individuation Journey
DJA 720, 3 units
The central process in Jungian psychology is the individuation process, which can be defined as the psyche's journey toward wholeness, an embodiment of the archetype of the Self. In Jungian psychology, this is done in large part by balancing or uniting the opposites within the psyche, including the feminine and masculine principles, known as the anima and animus. This course explores the centrality of the individuation process to Jungian psychology, reviewing terms such as the ego-Self axis, the persona and the shadow, the transcendent function, and the personal and collective unconscious.
DJA 730, 3 units
Archetypal psychology is one of the central strands of post-Jungian theory. As envisioned by its main proponent James Hillman, it emphasizes the development of a mythic sensibility in confronting the complexity and multiplicity of psychological life. Students learn the history and central ideas of this psychology, and become conversant with its four basic moves: personifying, or imagining things; pathologizing, or falling apart; psychologizing, or seeing through; and dehumanizing, or soul-making.
The Psychoanalytic Tradition: The Ongoing Conversation
DJA 740, 3 units
The first conversation between Sigmund Freud and C. G. Jung lasted over 13 hours, and explored many places of convergence and divergence. In many ways, this conversation continues today, with places of convergence and divergence in post-Freudian and post-Jungian theory and practice. Students will study the psychodynamics of early development and psychopathology and examine the influence of the object-relations, self-psychology, and other modern psychoanalytic theories on contemporary Jungian theory and practice.
WORKING WITH THE PSYCHE: PRINCIPLES AND PRACTICES
These courses focus on the theories, concepts, and principles primarily arising from the Jungian and archetypal tradition which are most applicable to working with the individual and collective psyche today. Here the psyche is envisioned to have mythological, spiritual, political, archetypal, creative, mystical, erotic, and embodied dimensions. Students are exposed to practices for working with these multiple dimensions of psyche, such as dream-tending, active imagination, typology, authentic movement, art-making, and image work. Mentored by faculty and with the support of their peers, students are encouraged to adapt or refine these practices, or develop new practices most suited to their work in and with the world.
Archetypes: Universal Patterns of the Psyche
DJA 800, 3 units
Robert Hopcke states that "perhaps the most fundamental and distinctive concept in analytical psychology" is "that of the archetypes of the collective unconscious." This course focuses on Jung's major writings on the collective unconscious and archetypes, tracing the development of Jung's conceptualization and exploring the evidence he gave in support of it (ranging from myth, religion, literature, art, and culture). Students will research a contemporary scholar who is working with the archetypes today, such as Carol Pearson, Caroline Myss, Robert Moore and Douglas Gillette, and Michael Conforti.
Mythopoetic Imagination: Viewing Film, Art, and Literature From a Jungian Perspective
DJA 805, 3 units
Symbols are one of the ways the unconscious speaks to us and through us, its visual language for conveying the deep mysteries of life. After exploring the psychological importance of symbols, we turn our focus to the manifestation of symbol-making in literature, film, and art. In addition, students will explore and amplify a symbol that speaks to their psyches through an artistic creation of their own.
Complexes: Jung's "Royal Road" to the Unconscious
DJA 810, 3 units
In his seminal essay “A Review of the Complex Theory,” Jung calls complexes the via regia, or royal road, to the personal and collective unconscious. The course explores complexes on multiple levels— personal, familial, group, workplace, cultural, and political—looking at their phenomenology, their autonomy, and their biology. Jung’s and Freud’s relationship and subsequent separation will be viewed in light of the complexes that gripped the men, leading to a discussion of the relationship between the psychological theories we may develop or be drawn to and our personal complexes. Andrew Samuel’s concept of the political psyche will be discussed, and the theory of cultural complexes laid out by Thomas Singer and Samuel Kimbles will be applied to a particular cultural or organizational group of interest to the student, and assessed for its efficacy in depotentiating the complex.
Depth Psychology and the Mythic Tradition
DJA 815, 3 units
James Hillman wrote," Psychology shows myths in modern dress and myths show our depth psychology in ancient dress." Understanding the connection between mythology and psychology, Jung argued that it is important to our psychological health to know the myth we are living. The course will focus on archetypal motifs in fairy tales and myths as they appear in our personal and collective psychological lives. Students will study Jungian and post-Jungian mythological theory and interpretation; in addition, they will choose one author who has successfully brought the mythological psyche before the public eye, such as Joseph Campbell, Clarissa Pinkola Estes, Jean Shinoda Bolen, Marion Woodman, Robert Bly, etc., critically reviewing their contribution.
Imaginal Ways of Knowing: Active Imagination, The Red Book and Psychic Creativity
DJA 820, 3 units
Active imagination is the name given to the technique Jung pioneered for working with unconscious material in the psyche, often through working with an image or through dialogue with an inner figure. The Red Book contains 16 years of Jung's active imagination within its covers, and thus is the text par excellence for exploring this powerful technique and its relationship to psychic creativity and consciousness.
Dreamwork: Tending the Living Images
DJA 825, 3 units
Ever since Freud released The Interpretation of Dreams in 1900, these mysterious nocturnal visitors have been of seminal importance to the field of depth psychology. In this course, students learn historical and cultural approaches to dreams, and practice a variety of dreamwork methods, including working with dreams in groups, which draw upon Freudian, Jungian, post-Jungian, and archetypal theories.
DAJ 835, 3 units
Jung is probably best known in mainstream culture for his theory of psychological types, the basis for the Myers-Briggs Type Indicator(tm) which is now known and used throughout the world. Students learn about Jung's theory, including the rational and irrational functions, the eight basic types of people, and the importance of developing the inferior function. Various typological assessment tools are introduced, and discussions center around their reliability and validity, ethical use, and their contemporary and cross-cultural applicability. Attention will be paid to primary applications of typology, such as increasing self-awareness, decreasing stress by living "in type," increased understanding of and appreciation of others, type development over the lifespan, and fostering tolerance in groups and organizations.
Psyche and Eros: The Psychology and Mythology of Relationships
DJA 840, 3 units
Romantic relationships are often laden with psychological expectations of mythic proportions. This course examines key relationship fairy tales and myths, including the myth of Psyche and Eros, as it mines the treasures of depth psychological thinking about love, desire, sexuality, and marriage. Concepts such as libido, anima and animus, projection, transference, and the influence of typology on relationships will be discussed.
Somatic Studies: The Psyche-Soma Connection
DJA 845, 3 units
Jung wrote, "The spirit is the life of the body seen from within, and the body the outward manifestation of the life of the spirit—the two really being one." This course explores this interrelationship between psyche and soma. Topics may include the body as shadow in depth psychology; the body as a site of trauma, healing, and contact with the divine; bodywork practices like dance, authentic movement, yoga, and breathwork; non-Western and indigenous healing traditions; the relationship of the body with the collective unconscious, including concepts like cellular memory, morphic fields, and archetypes as bodily-based inherited images; an exploration of various depth psychologists who have championed the importance of the psyche-soma connection; or the current interest in the intersection of neuroscience and psychology.
Depth Psychology and the Sacred: Approaching the Numinous
DJA 850, 3 units
This course begins by contrasting Freud and Jung's views of the psychology of religion. Though Freud was dismissive of religion, Jung explored it extensively from the beginning to the end of his life, arguing unequivocally for its psychological importance, going so far as to declare that all psychological problems are essentially spiritual problems which can be cured through an encounter with the numinosum, or god-image. This course focuses on the spiritual function of the psyche though key Jungian and post-Jungian works, exploring the variety of ways people approach and experience the divine.
Synchronicity and the New Sciences
DJA 855, 3 units
Jung's concept of synchronicity is a central concept in understanding the psyche-world relationship, which was a recurring theme in his later work. This course will examine the generation of this concept and associated studies, including Jung's thoughts on the I Ching and astrology. Advancing the understanding of the archetypal level of the psyche through considerations of the psychoid realm, and in dialogue with the findings of quantum physics, the course explores the intertwined and interpenetrating relationship of psyche and matter.
Ecopsychology: The Psyche in Nature
DJA 860, 3 units
As Jung saw it, "Natural life is the nourishing soil of the soul." Many of us feel split off from that nourishment today, living within a worldview which divides the inner from the outer, spirit from matter, and humans from nature. An ecopsychological perspective remedies this malaise by considering individuation as rooted not only in our relationship to self and human others, but to the natural world as well. The importance of place to the psyche will provide rich discussion material, including an observation of the natural world as it appears in our dreamscapes. Students will explore archetypal and mythological motifs which emerge from the ensouled world, including differing natural landscapes and the animal world, which in turn resonate within the human soul. Means of (re)connecting psyche and nature will be discussed, including traditional and contemporary wilderness rites of passage and nature-based healing practices from indigenous cultures. The course will contain a strong experiential engagement with the natural world as well.
The Alchemy of Transformation
DJA 865, 3 units
When Jung realized that the ancient practice of alchemy contained a rich symbolic language which mirrored the process of transformation inherent to individuation, he called it "a momentous discovery." This course explores alchemical symbolism and processes, including nigredo, separatio, mortificatio, and dissolutio, looking for their manifestations in our personal and cultural lives. As Rumi once said, "The alchemy of a changing life is the only truth."
THE PSYCHE AT WORK: RESEARCH AND REFLECTION
In The Art of Inquiry, authors Joseph Coppin Ph.D. and Elizabeth Nelson Ph.D. note, "although psychological inquiry can be a joy, it is unusually demanding. It asks one to be fully involved with the opus on every level. This kind of inquiry is not merely an intellectual exercise. It obligates the person to participate intellectually, spiritually, and physically, because the work extends well beyond the ego to reverberate in the depths of the soul. . . . Many who have done this kind of work have realized at some point that they were engaging in soul retrieval. That is, their work integrates aspects of the personal psyche to restore their individual health, and it integrated aspects of the objective psyche to enhance humanity's collective wisdom. The personal and archetypal nature of psychological inquiry makes the work especially meaningful and especially arduous." The courses in this sequence serve as a container for this soul work.
Foundations for Research in Depth Psychology
DJA 900, 3 units
This course introduces students to the distinctive theory and practice of research in depth psychology, with its unique demands—and rewards—that come from working in partnership the autonomous psyche. This course raises the all-important question: if we take seriously the existence of the personal and collective unconscious, what are the implications for our research? Special attention is paid to the vocational and transferential aspects of research, as research is conceived as a path to both personal and collective healing and transformation. Students begin exploring potential ideas for research topics, and learn about a variety of qualitative research methodologies. Students are encouraged to publish and present their work while in the program, and are introduced to some of the venues in the Jungian world for such ventures.
Our Soul's Code: Depth Psychological Views of Vocation
DJA 910, 3 units
Freud claimed that love and work are the cornerstones of our humanness. And yet, compared to love, relatively little has been written in the depth psychological literature about our work in the world, with the exception of James Hillman's most popular book, The Soul's Code, where he views work as vocation, our calling in the world. This course explores Hillman's seminal text, then asks, what other depth psychologists have contributed to our thinking about vocation? Turning to the vocation of depth psychology itself, this course also asks, outside of psychotherapy, what vocations call to/call for a depth psychologist, and how does one work with the psyche of others both efficaciously and ethically?
Reflective Studies I
DJA 920, 3 units
The courses in this sequence offer students an opportunity to engage in reflection upon their studies thus far. The intention is threefold: students will integrate the coursework they have completed in the past, reflect on their learning process in the present, and articulate how they are being called to work with the material in the future. In addition, in this first course, students are introduced to the dissertation process at Pacifica, and assess their personal desire and academic readiness to undertake such a venture by creating a mini-dissertation proposal. Pass/No Pass
Reflective Studies II
DJA 930, 3 units
Taken at the end of the second summer, this course serves as the container for the written comprehensive examination which assesses how well students have met the program's learning objectives. In addition, students wishing to pursue the Ph.D. will make an oral presentation of their scholarly journal article required for advancement into the third year, and turn in the written article for formal evaluation. Pass/No Pass
Reflective Studies III
DJA 940, 3 units
Taken at the end of the third summer, this course serves as a container for the oral comprehensive examination where, in part, students articulate the conceptualization of their dissertations. This course offers a final opportunity for students who did not have their concept papers approved during Dissertation Development in the spring to seek approval. Pass/No Pass
DJA 950, 3 units
Writing a dissertation is arguably the most rigorous and ultimately rewarding work of any doctoral student's academic life. This course prepares students for the task, guiding them through the crafting of a research project which culminates in the first research product required by Pacifica: an approved concept paper. Students learn how to navigate through the dissertation landscape, including forming a committee, organizing a project of such magnitude, and confronting psychological roadblocks along the way.
DJA 960, 15 units
During this course, the student assembles a committee, submits a proposal, s the dissertation, and defends the dissertations in a public forum. This course traditionally follows the completion of all other coursework and successful completion of the comprehensive exams. However, a student who demonstrates readiness may choose to apply for this course while enrolled in regular coursework. This option requires approval from the Program Director. Addition fees are assessed for this course. Pass/No Pass. Prerequisites: DJA 900, 950, and an approved concept paper
DJA 970, 3 units
The purpose of Self-Directed Studies is to allow students to explore areas of interest in depth psychology outside the boundaries of the curriculum. This may take the form of attending conferences, workshops, lectures, and/or seminars; engaging with an analyst or other practitioner/s for personal therapy or healing work; or seeking training in a modality that augments their practice of depth psychology. Students must complete a total of 30 hours and submit a reflective paper; this may occur anytime during the course of the program, and is required for the awarding of the Ph.D. All hours must be pre-approved through discussion with the Program Director. Pass/No Pass