Jung's Psychology and Deleuze's Philosophy: The Unconscious in Learning

Autor/inn/en	Semetsky, Inna; Delpech-Ramey, Joshua A.
Titel	Jung's Psychology and Deleuze's Philosophy: The Unconscious in Learning
Quelle	In: Educational Philosophy and Theory, 44 (2012) 1, S.69-81 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1111/j.1469-5812.2010.00670.x
Schlagwörter	Adult Learning; Learning Processes; Psychology; Individual Development; Educational Philosophy; Educational Theories; Adult Education; Psychologists; Epistemology; Experiential Learning; Self Actualization + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Learning process; Lernprozess; Psychologie; Individuelle Entwicklung; Bildungsphilosophie; Erziehungsphilosophie; Educational theory; Theory of education; Bildungstheorie; Adult; Adults; Education; Adult basic education; Psychologist; Psychologe; Psychologin; Erkenntnistheorie; Experiental learning; Erfahrungsorientiertes Lernen; Self actualisation; Selbstverwirklichung
Abstract	This paper addresses the unconscious dimension as articulated in Carl Jung's depth psychology and in Gilles Deleuze's philosophy. Jung's theory of the archetypes and Deleuze's pedagogy of the concept are two complementary resources that posit individuation as the goal of human development and self-education in practice. The paper asserts that educational theory should explore the role of the unconscious in learning, especially with regard to adult education in the process of learning from life-experiences. The integration of the unconscious into consciousness becomes a constitutive part of subject-formation and self-knowledge, which in turn serves as a basis for experiential self-education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10