The Face We Put On: Carl Jung for Teachers

Craig, Robert P.

doi:10.1080/00098655.1994.9956061

Cited by 11 publications

(6 citation statements)

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“…The concept of the persona, Jung's term for the masks we wear, has been applied to teaching. Craig (1994) noted how teachers of all varieties use personas as well how it might be nearly impossible for those in this helping profession not to do so.…”

Section: Mask Wearing and The Teaching Personamentioning

confidence: 99%

“I teach, therefore I am?”

Gallagher

2020

JETHE

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This exploratory study sought to identify the existence of a “teaching persona” in college professors. Specifically, an examination of self-reported differences in traits displayed as teachers versus in everyday life was conducted. Also investigated were feelings of job satisfaction and burnout in relation to these differences. Findings suggest that professors see themselves as more extraverted, emotionally stable, caring/supportive, professionally competent, and better communicators as teachers than in their everyday lives. However, adjunct professors lacked distinctiveness in all areas. Social science professors were less open to new experiences as teachers than in their everyday lives, while natural science professors were more open. In a few instances, larger differences between one’s teaching persona and everyday life were significantly related to more burnout and less job satisfaction. Being more conscientious, feeling more capable, and perceiving oneself as a better communicator in the teacher-role was associated with more job burnout.

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Section: Mask Wearing and The Teaching Personamentioning

confidence: 99%

“I teach, therefore I am?”

Gallagher

2020

JETHE

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“…Listening to the field is applicable not only to the unconscious interactions of the group, but also to individual teacher–student relationships. The conscious relationship between two people is inevitably influenced by the unconscious, an example of which is provided by Craig (1994). In a journal entry, he notes his negative reaction to a student’s “air of superiority,” his feeling of being threatened by this, and the manner in which he subsequently has begun to “teach to Susan instead of the class.” He wonders if he has modified his teaching behavior because of some unconscious motivation; “Do I need Susan’s approval or acceptance for some reason?” (p. 191).…”

Section: Listening To the Fieldmentioning

confidence: 99%

Conscious Cooperation With the Individuating Adult Learner

Spear

2014

Journal of Transformative Education

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Fundamental to the process of Jungian individuation is the integration of ego consciousness and unconsciousness. For this to occur, the ego must be willing to consciously cooperate with the unconscious, acknowledging and nonjudgmentally accepting the imaginal communications that flow from it. The ego’s decision to cooperate with the unconscious is also the vital first step in transformative learning, viewed from a Jungian perspective. Consideration is given to forms of resistance to the unconscious, including the presence of a thick boundary between the ego and unconsciousness. Educators who are in a relationship of conscious cooperation with their own unconscious will be better prepared to create the open, protected space within which the unconsciousness of their learners will be granted freedom of movement and expression.

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“…Many contemporary researchers consider the role of the Self in educational contexts (Bogdan, 2003;Clarkson, 2002Clarkson, , 2005aClarkson, , 2005bClarkson & Worts, 2005;Jones, Clarkson, Congram & Statton, 2008;Craig, 1994;Cranton, 1996Cranton, , 2003Dirkx, 2000Dirkx, , 2001Dirkx, Mezirow & Cranton, 2006;Forbes, 2003;Mayes, 1998Mayes, , 1999Mayes, , 2001Mayes, , 2002Mayes, , 2003Mayes, , 2005aMayes, , 2005bMiller, 1994Miller, , 2001Miller, [1988; Neville, 2005;Paterson, 1997;Reinsmith, 1992;Shaker, 1982;Uhrmacher, 1997). Jungian depth psychology provides a helpful description of the Self in which the Self is distinguished from the conscious ego.…”

Section: The Selfmentioning

confidence: 99%

Interacting Narratives:

Dobson

2011

JJSS

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In narrative approaches to teachers’ professional knowledge, identity (one’s story to live by) is generally understood to be constructed and reconstructed through conscious intention (Chosen Narratives) and through contextual influences (Life Narratives). It is possible and necessary to go further, to describe a third fundamental influence. Using the concept of Self Narratives allows teachers and teacher educators to acknowledge and work with the inevitable and powerful unconscious dynamics that influence their teaching practice and the ongoing construction and reconstruction of their professional knowledge. The concept of Self Narratives integrates the theories and practices of depth psychology, particularly Jungian analytical psychology, into narrative approaches to teachers’ professional knowledge. Recognizing the unconscious mind as profoundly influential is a position overlooked by more familiar schools of educational psychology, and a Jungian perspective considers the unconscious mind as ultimately helpful and holistic, a position that varies from other schools of depth psychology.

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The Face We Put On: Carl Jung for Teachers

Cited by 11 publications

References 0 publications

“I teach, therefore I am?”

“I teach, therefore I am?”

Conscious Cooperation With the Individuating Adult Learner

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