Dissertation Title:
The Archetypal Shadow: A Jungian Analysis of Manifestations and Implications for Contemporary American Education
Candidate:
Jody Berger
Date, Time & Place:
July 3, 2024 at 2:00 pm
Virtual
Abstract
What we are witnessing on college and university campuses today threatens institutional
values of open inquiry and critical thinking. As a unique and vital part of society,
institutions of higher education were once viewed as laboratories for ideas. Today’s
display of intellectual intolerance, hostile discourse, and stifled free speech in the name
of “safety” threaten this vision. These threats also represent an opportunity for healing.
Applying depth psychological principles to educational theory has the potential for
meaningful educational reform by bringing attention to one-sided tendencies,
acknowledging the shadow aspects within ourselves and society, and fostering uniquely
human qualities of intuition and subjectivity.
Correspondingly, this study investigates the Jungian archetypal shadow as a
guiding metaphor for enhancing educational practices that foster development of the
whole student. Utilizing a hermeneutical analysis of texts that describe the origin,
purpose, and challenges of public education in America, this investigation correlates
current educational landscapes and practices with Jung’s notions of one-sidedness.
Ultimately, it argues for a framework in education that fosters more meaningful and
transformative learning experiences.
- Program/Track/Year: Depth Psychology with Specialization in Jungian and Archetypal Studies, N, 2016
- Chair: Dr. Glen Slater
- Reader: Dr. Jeanne Schul
- External Reader: Dr. Christine Maisto
- Keywords: Archetypes, Coddling, Education, Integration, One-sidedness, Shadow