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Implications for education of the work of C.G. Jung

Lake, Barry Martin (1996) Implications for education of the work of C.G. Jung. PhD thesis, Murdoch University.

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The ideas of Carl Jung have been investigated with a view to relating some of his main themes to a broad educational context. This means that out of the realm of Jung's analytical psychology - his own particular method of approach to individuals who sought his assistance - some parallels can be drawn which may enable educators to develop their understanding of human needs.

The primary source of material for this study has been the widest possible reading of Jung's own writings and heavy reliance is placed upon his comments throughout the text. Commentators upon Jung's ideas have been referred to in order to provide elaboration, criticism and support in connection with these ideas. It has also been considered appropriate to draw upon writers who, whilst not overtly discussing Jung, are, nevertheless, describing similar patterns of thought. Where possible opportunity has been taken to attend lectures and enter into discussions with people directly involved with Jungian analysis.

The study has vindicated the view that Jung does have important comments to make about the manner in which education might proceed. It is asserted that much valuable help can be given to individual students and that teachers may gain significant self insights if Jung's suggestions are incorporated into educational endeavours.

The particular feature of the investigation which has greatest overall significance is the general application of the findings within the educational context. as distinct from many psychological studies which emphasize particular difficulties or applications such as learning problems and aggressive behaviour

Item Type: Thesis (PhD)
Murdoch Affiliation(s): School of Humanities
Notes: Note to the author: If you would like to make your thesis openly available on Murdoch University Library's Research Repository, please contact: Thank you.
Supervisor(s): Watt, John
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