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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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Pitfalls in Teaching Jung in a University Religious Studies Department

(p.29) 2 Misprision
Teaching Jung

David L. Miller

Oxford University Press

This chapter reflects on forty years of experience of teaching Jung in a religious studies department. It discusses five major pedagogical pitfalls that can emerge when teaching Jung: a temptation to read Jungian thought in opposition to Freudian thought; a temptation to spiritualize Jung; a temptation to read Jung's notion of archetypes of the collective unconscious, as well as his views on anima and animus, as essentialist and essentializing; a temptation to view Jung's logic and rhetoric as “Gnostic”; and a temptation to read Jung's interpretations of art, religion, and culture as reductively psychologistic. In assessing these pitfalls, the chapter argues that misreading Jung ultimately leads to “misteaching” Jung.

Keywords:   Jung, pedagogy, religious studies, Freud, gnostic, archetypes, anima, animus, psychologistic

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