Selected Applications of Analytical Psychology
Psychosocial and Psychoanalytic Studies
Postgraduate: Level 7
Thursday 03 October 2019
Friday 26 June 2020
20 September 2019
Requisites for this module
MA C89312 Jungian and Post-Jungian Studies,
MA C89324 Jungian and Post-Jungian Studies,
MA C893MO Jungian and Post-Jungian Studies
This module is designed to appraise the applicability of Jungian and post-Jungian modes of enquiry in diverse social and cultural fields with special reference to selected pressing problems in contemporary Western societies. Current controversies and debates will be presented for evaluation from the perspective of Jungian and post-Jungian psychology. The relevance of the epistemological, ethical and clinical positions developed within the Jungian and post-Jungian traditions for those working in other fields will be elucidated. The wide diversity of topics covered in this module is deliberate; it is intended to explore the broad applicability of these theories whilst at the same time to illustrate the methodology of how general principles are applied to social and cultural issues.
The module will be taught by Professors Renos Papadopoulos, Roderick Main, Susan Rowland and Andrew Samuels; Drs. James Anslow, Kevin Lu and Shiho Main; Toby Reynolds and Mark Saban - all of whom will concentrate on areas of their specialisation.
Readings are either required or recommended. It is essential that students study the required readings prior to the lecture. You will need your Essex ID and password to log in to access an electronic version of The Collected Works of C.G. Jung which can be found at: http://encore.essex.ac.uk/iii/encore/record/C__Rb1874454__Scollected%20works%20of%20c.%20g.%20jung__P0%2C2__Orightresult__U__X7?lang=eng&suite=cobalt
Most other Readings are available on Moodle with the exception of anything from Memories, Dreams, Reflections and some chapters from Jung and the Post-Jungians (this is due to copyright restrictions).
No information available.
By the end of the modules students should:
• Be able to critically assess the viability of applying Jungian and Post-Jungian ideas to elucidate debates in different academic disciplines
• Be able to critically apply Jungian and Post-Jungian ideas to understanding cultural and political phenomena
• Be able to discern the conditions for dialogue (between analytical psychology and other disciplines) to occur
• Be able to indicate where stumbling blocks may exist, and offer ways in which impasses may be overcome
• Be able to creatively engage in a Jungian application based on their unique areas of interest
No additional information available.
Learning and Teaching Methods
The course is taught by weekly two-hour seminars over two terms. In general, each seminar will include an overview of the topic under discussion, presented by the seminar leader, which will be followed by more focused study based on group work and the set readings. At least half of every seminar will normally be devoted to group work and discussion. Attendance at, and participation in, seminars is a requirement of the course.
- Rowland, Susan. (2002) Jung: a feminist revision, Cambridge: Polity.
- Main, S. (2008) 'The children’s rights movement and Fordham’s work with children', in Childhood re-imagined: images and narratives of development in analytical psychology, London: Routledge., pp.118-146
- Papadopoulos, Renos K. (1999-03) 'Storied community as secure base: Response to the paper by Nancy Caro Hollander “Exile: Paradoxes of loss and creativity”', in British Journal of Psychotherapy. vol. 15 (3) , pp.322-332
- Rowland, S. (no date) Jung for/with Feminism? The Gendered Imagination and Jung's Infamous Quote (unpublished).
- Frye, Northrop. (1992) ''The Archetypes of Literature', 'Forming Fours', 'Expanding Eyes'', in Jungian literary criticism, Evanston, Ill: Northwestern University Press.
- Main, R. (2006) 'Numinosity and terror: Jung’s psychological revision of Otto as an aid to engaging religious fundamentalism', in The idea of the numinous: contemporary Jungian and psychoanalytic perspectives, London: Routledge.
- Harding, M. Esther. (1990) Woman's mysteries: ancient and modern, Boston: Shambhala.
- Main, Roderick. (2013-9) 'In a secular age: Weber, Taylor, Jung', in Psychoanalysis, Culture & Society. vol. 18 (3) , pp.277-294
- Singh, G. (2009) 'Film matters, but how, and why?', in Film after Jung: post-Jungian approaches to film theory, London: Routledge.
- Papadopoulos, Renos. (1997-04) 'Is teaching Jung within university possible?: a response to David Tacey', in Journal of Analytical Psychology. vol. 42 (2) , pp.297-301
- Wright, Elizabeth. (1992) Feminism and psychoanalysis: a critical dictionary, Oxford: Blackwell. vol. Blackwell reference
- Singer, T. (2004) 'The cultural complex and archetypal defenses of the group spirit: Baby Zeus, Elian Gonzales, Constantine’s Sword, and other holy wars (with special attention to ‘The Axis of Evil’)', in The cultural complex: contemporary Jungian perspectives on psyche and society, Hove: Brunner-Routledge., pp.13-34
- Mark, Saban. (2005) Theatre & Psyche.
- Lu, Kevin. (2011) 'Jung and History: Adumbrations of a Post-Jungian Approach to Psychoanalytic History', in Sexual revolutions: psychoanalysis, history and the father, Hove: Routledge., pp.11-25
- DEHING, JEF. (1990-10) 'Jung and Knowledge: from Gnosis to Praxis', in Journal of Analytical Psychology. vol. 35 (4) , pp.377-396
- Tosh, John. (2015) 'The Uses of History', in The pursuit of history: aims, methods and new directions in the study of history, Abingdon: Routledge.
- Jung, C. G.; Read, Herbert; Fordham, Michael; Adler, Gerhard. (1957-) The collected works of C. G. Jung, London: Routledge & Kegan Paul.
- (2014) Jung and Moreno: essays on the theatre of human nature, Hove: Routledge.
- Samuels, Andrew. (1989) 'Beyond the feminine principle', in The plural psyche: personality, morality, and the father, London: Routledge.
- Hillman, James. (1995, c1983) 'Dream, Drama, Dionysus', in Healing fiction, Woodstock: Spring Publications., pp.36-41
- Papadopoulos, R. K. (c1996) 'Archetypal Family Therapy: developing a Jungian approach to working with families', in Psyche and family: Jungian applications to family therapy, Wilmette, Ill: Chiron Publications.
- Segal, R. (1960-) 'The allure of gnosticism for Jung', in Harvest, London: Karnac for the Analytical Psychology Club. vol. 41 (1) , pp.78-88
- Singer, Thomas. (2009) 'A Jungian approach to understanding ‘us vs them’ dynamics', in Psychoanalysis, Culture & Society. vol. 14 (1) , pp.32-40
- Lu, Kevin. (2013) 'Can individual psychology explain social phenomena? An appraisal of the theory of cultural complexes', in Psychoanalysis, Culture & Society. vol. 18 (4) , pp.386-404
- Bassil-Morozow, Helena Victor; Hockley, Luke. (2017) Jungian film studies: the essential guide, Abingdon: Routledge. vol. Jung: the essential guides
- D, Fredericksen. (2001) 'Jung/Sign/Symbol/Film', in Jung & film: post-Jungian takes on the moving image, Hove: Brunner-Routledge.
- Samuels, A. (1996) 'The future of Jungian Studies: A Personal Agenda', in Teaching transference: on the foundations of psychoanalytic studies, London: Rebus Press.
- Stannard, David E. (1980) 'The Problem of Logic', in Shrinking history: on Freud and the failure of psychohistory, New York: Oxford University Press., pp.51-82
- Main, Roderick. (2008) 'Secularisation and the 'Holistic Milieu': social and psychological perspectives', in Religion Compass. vol. 2 (3) , pp.365-384
- Papadopoulos, R. K. (1997) The Tyranny of Change., pp.6-14
- Singer, Thomas. (2006-11) 'Unconscious Forces Shaping International Conflicts: Archetypal Defenses of the Group Spirit from Revolutionary America to Confrontation in the Middle East', in The San Francisco Jung Institute Library Journal. vol. 25 (4) , pp.6-28
- Rowland, S. (no date) Feminism, Jung and Transdisciplinarity: a Novel Approach (unpublished).
- Quispel, G. (1990) ''Gnosis and Culture', in C. G. Jung and the humanities: toward a hermeneutics of culture, London: Routledge.
- Papadopoulos, R. K. (2010) 'Sacral Revolutions: Cutting Edges in Psychoanalysis and Jungian Analysis', in Sacral revolutions: reflecting on the work of Andrew Samuels : cutting edges in psychoanalysis and Jungian analysis, Hove: Routledge.
- (2006) 'Jung's Epistemology and Methodology', in The handbook of Jungian psychology: theory, practice, and applications, Abingdon: Routledge.
- Rowland, S. (2005) 'Introduction: Jung and literature. ‘Poetry’ CW15, ‘Psychology and Literature’ CW15, ‘Ulysses’ CW15', in Jung as a writer, London: Routledge.
- Papadopoulos, Renos K. (2011-10) 'The Umwelt and Networks of Archetypal Images: A Jungian Approach to Therapeutic Encounters in Humanitarian Contexts', in Psychotherapy and Politics International. vol. 9 (3) , pp.212-231
- Main, S. (2008) 'Re-imagining the child: challenging social constructionist views of childhood', in Dreaming the myth onwards: new directions in Jungian therapy and thought, Hove: Routledge., pp.168-180
- Monick, Eugene. (c1987) Phallos: sacred image of the masculine, Toronto: Inner City.
- Papadopoulos, R. K. (2002) 'Refugees, home and trauma', in Therapeutic care for refugees: no place like home, London: Karnak. vol. Tavistock Clinic series
- Main, Roderick. (2013-06) 'Secular and religious: the intrinsic doubleness of analytical psychology and the hegemony of naturalism in the social sciences', in Journal of Analytical Psychology. vol. 58 (3) , pp.366-386
The above list is indicative of the essential reading for the course. The library makes provision for all reading list items, with digital provision where possible, and these resources are shared between students. Further reading can be obtained from this module's reading list.
Assessment items, weightings and deadlines
|Coursework / exam
Module supervisor and teaching staff
Professors Andrew Samuels, Professor Renos Papadopoulos, Professor Susan Rowland, Dr Roderick Main and Dr Shiho Main who will concentrate on areas of their specialisation.
Student Administrator 5A.202; Tel: 01206 873745; Email: firstname.lastname@example.org
Dr Lucy Huskinson
Senior Lecturer / Head of School
Available via Moodle
Of 36 hours, 36 (100%) hours available to students:
0 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s).
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