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Teaching Jung$
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Kelly Bulkeley and Clodagh Weldon

Print publication date: 2011

Print ISBN-13: 9780199735426

Published to Oxford Scholarship Online: September 2011

DOI: 10.1093/acprof:oso/9780199735426.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2022. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use.date: 16 May 2022

The Challenge of Teaching Jung in the University

The Challenge of Teaching Jung in the University

(p.13) 1 The Challenge of Teaching Jung in the University
Teaching Jung

David Tacey

Oxford University Press

This chapter opens the book with an analysis of the conflict that may arise between Jung as an object of intellectual inquiry and Jung as an approach to the psyche. Such an imbalance, the chapter argues, not only misrepresents Jung but also leads to disastrous consequences for the learner (for example, an overemphasis on Jung as an approach to the psyche could lead to an inability to engage critically). In exploring the challenges of bringing Jung's ideas into the curriculum of contemporary universities, the chapter identifies four main approaches to teaching Jung (conforming, reforming, transforming, and informing), each with its own distinctive implications for the classroom. Readers will no doubt recognize aspects of these approaches to pedagogy in different chapters throughout the book.

Keywords:   Jung, university, curriculum, pedagogy, psyche, conforming, reforming, transforming, informing, religious studies

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