https://doi.org/10.31648/hip.508
In Carl Gustav Jung’s substantial scientific work, the problem of education does not occupy a prominent place. The Swiss psychologist - himself an academic teacher and then a therapist for more than half a century - did not propose any pedagogical theory, nor did he fashion any model of Bildung. Nevertheless it is possible to distinguish and appropriate from his thought certain theoretical threads and conceptions to work as a vital source for developing a pedagogy enriched with new psychological and philosophical insights. In my paper I attempt to perform this task. I analyze here how the knowledge of Jung’s psychological types can bolster the effectiveness of the process of schooling. I discuss the role of myths and fairy-tales for the development of the child’s psyche. I analyze Jung’s views concerning the phenomenon of transference in pedagogical relation and link it to complex webs of emotional exchange between the teacher and the student and the parent and the child. Finally, I use Jung’s theory to construe teaching as a form of archetypal relation and stress the role of humanist education in the process of rooting the individual in the archetypal memory of symbolic culture.
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