Education and Imagination: Post-Jungian Perspectives, 1st Edition (Paperback) book cover

Education and Imagination

Post-Jungian Perspectives, 1st Edition

Edited by Raya Jones, Austin Clarkson, Sue Congram, Nick Stratton


234 pages

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How can Jungian psychology be applied to the educational setting?

Education and Imagination explores the application of Jungian perspectives in educational settings, establishing the creative imagination as a critical and necessary feature of learning throughout the lifespan. The book identifies various facets of applying contemporary Jungian thought to the issue at hand, in chapters that range from scholarly critiques to practical project reports.

This straightforward and accessible resource addresses issues at the interface of education and imagination and the possible contribution of insights from Jungian psychology, in a practical, theoretical and imaginative way. Topics include:

  • a synthesis of Jung and Vygotsky
  • learning difficulties
  • storytelling, socialisation, and individuation.

Contributed to by authors professionally involved in education and training on the one side, and actively engaged with Jungian studies on the other, Education and Imagination will make essential reading for those involved in educational and training contexts, as well as the wider public of teachers, trainers, and students.

Table of Contents

Jones, Clarkson, Congram, Stratton, Introduction: A Debt to Jung. Matthews, Liu, Education and Imagination: A Synthesis of Jung and Vygotsky. Goss, Learning Difficulties: Shadow of our Education System. Dawson, Rousseau, Childhood, and the Ego: A (Post-) Jungian Reading of Emile. Guggenbuhl, Education and Imagination: A Contradiction? Experiences from Mythodramatic Crisis Intervention in Schools. Jones, Storytelling, Socialisation, and Individuation. Sonik, Literary Individuation: A Jungian Approach to Creative Writing Education. Clarkson, The Dialectical Mind: On Educating the Creative Imagination in Elementary School. Dobson, The Symbol as Teacher: Reflective Practices and Methodology in Transformative Education. Congram, Arts-informed Learning in Manager-leader Development. Stratton, Learning Assistants for Adults. Mamchur, Chasing the Shadow.

About the Editors

Raya A. Jones lectures at the School of Social Sciences, Cardiff University, UK.

Austin Clarkson is a musicologist and professor emeritus of music, York University, Canada.

Sue Congram is an organisational consultant whose practice centres on leadership. She teaches in the UK and abroad.

Nick Stratton has been a consultant in vocational education since 1996, and was previously research manager at City & Guilds Institute.

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