On the ‘Art and Science’ of Personal Transformation: Some critical reflections

Conscious Cooperation With the Individuating Adult Learner

“…Dirkx (1997) notes that the purpose of providing an open space for the unconscious is not to “teach” soul or to “facilitate” soulwork; “To nurture soul is to recognize what is already inherent in our relationships and experiences, to acknowledge its presence within the teaching and learning environment, to respect its sacred message…” (p. 83). Nothing is forced within the open space, nor is there any attempt to manipulate or coerce the unsuspecting learner into bringing unconscious content into awareness, as one critic has suggested (Jones, 2013). Such attempts would be futile, since the independent unconscious is wholly in charge of when, where, and how it will reveal itself to the ego.…”

“…No one in the disciplines of education and psychology is suggesting that educators adopt the role of psychotherapist. The intimacy of the therapeutic relationship is neither necessary nor appropriate in an educational setting and “a different set of rights and duties is reciprocally assigned when people acknowledge themselves as partners in an educational process as opposed to therapy” (Jones, 2013, p. 13). Nevertheless, as Semetsky (2013) has pointed out, “…the absolute line of division between educational and clinical aspects with regard to Jung’s conceptualizations is no longer feasible” (p. viii).…”

“…(p. 83). Nothing is forced within the open space, nor is there any attempt to manipulate or coerce the unsuspecting learner into bringing unconscious content into awareness, as one critic has suggested (Jones, 2013). Such attempts would be futile, since the independent unconscious is wholly in charge of when, where, and how it will reveal itself to the ego.…”