1873:
1863:
22:
1853:
526:
unconscious and conscious feelings. Young men rarely say "I feel angry." or "I feel sad." This is because they have not yet rejoined the human collective experience, commonly reestablished in their older, wiser years, according to Jung. A common theme is for young rebels to "search" for their true selves and realize that a contribution to humanity is essentially a necessity for a whole
382:– the novice, beginner who is about to embark on his/her life journey, but has yet to conquer the challenges. This archetypal orientation (Sage/Novitiate) frees the teacher "from the impossible burden of feeling that must have all the answers" that is characteristic of the omniscient all-knowing authority figure archetypes: the Wise One, the Great Mother and the Great Father.
188:, has developed what he has termed archetypal pedagogy. Mayes' work aims at promoting what he calls archetypal reflectivity in teachers; this is a means of encouraging teachers to examine and work with psychodynamic issues, images, and assumptions as those factors affect their pedagogical practices. Archetypal reflectivity, which draws not only upon Jungian psychology but
1843:
273:
According to Jung, archetypes heavily influence the human life cycle, propelling a neurologically hard-wired sequence which he called the stages of life. Each stage is mediated through a new set of archetypal imperatives which seek fulfillment in action. These may include being parented, initiation,
521:
According to Jung, self-realization can be divided into two distinct tiers. In the first half of their lives, humans separate from humanity. They attempt to create their own identities (I, myself). This is why there is such a need for young men to be destructive, and can be expressed as animosity
506:
Individuation is a process of psychological differentiation, having for its goal the development of the individual personality. "In general, it is the process by which individual beings are formed and differentiated; in particular, it is the development of the psychological individual as a being
342:
Archetypes can help educators become more deeply self-aware and recognize themselves in the collective unconscious or "soul of the world" through images of not only 'the teacher' but also "healers, great mothers, warriors, visionaries, tricksters, and so on". Teachers can engage in a process of
525:
In the second half of their lives, humans reunite with the human race. They become part of the collective once again. This is when adults start to contribute to humanity (volunteer time, build, garden, create art, etc.) rather than destroy. They are also more likely to pay attention to their
347:
through such practices as journal work, interpersonal writing exercises, meditation, or even psychotherapy in order to make unconscious factors of their teaching practice conscious and "to 'surface' the deeper images and assumptions that inform their sense of calling and classroom practice".
266:, innate universal psychic dispositions that form the substrate from which the basic themes of human life emerge. Being universal and innate, their influence can be detected in the form of myths, symbols, rituals and instincts of human beings. Archetypes are components of the
522:
from teens directed at their parents. Jung also said they have a sort of "second puberty" that occurs between 35 and 40 – outlook shifts from emphasis on materialism, sexuality, and having children to concerns about community and spirituality.
490:
Teacher becomes "minister of light and love", and teaching is seen as a sacred act that incarnates religious doctrine into a teaching practice in order to create a positive learning environment for all students (regardless of faith
364:, a teacher's "wax wings will melt in the unforgiving daily sun of classroom reality" if they lack the humility to recognize themselves as "co-learners" involved in the process of learning with their students.
335:, e.g. a mother complex associated with the mother archetype. Jung treated the archetypes as psychological organs, analogous to physical ones in that both are morphological constructs that arose through
470:
Zen teaching becomes a mysterious and paradoxical form of "non-teaching" and counsellor/mother teaching is grounded in receptiveness, relatedness and responsiveness (focused on the needs of the Other).
331:
The archetypes are innate, universal prototypes for ideas and may be used to interpret observations. A group of memories and interpretations associated with an archetype is a
1703:
1254:
408:
encourages the
Novitiate through the guidance of riddles and conundrums, the Novitiate's world is deconstructed, thus forcing the Novitiate to seek "a higher wisdom".<
292:. The term generally refers to strategies of instruction, or a style of instruction. Pedagogy is also sometimes referred to as the correct use of teaching strategies (see
533:
Jung proposes that the ultimate goal of the collective unconscious and self-realization is to pull humans to the highest experience. This, of course, is spiritual.
1708:
882:
Gitz-Johansen, T. (2016). Jung in education: A review of historical and contemporary contributions from analytical psychology to the field of education.
456:
the teacher as a shadow prophet can call students toward a "bias against merit, wealth, individual achievement" – understanding these to be racist vices.
497:
Teachers may consciously or unconsciously project their faith commitments onto their students in the context of increasingly multicultural classrooms.
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1400:
39:
1392:
997:
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192:
psychology generally, offers an avenue for teachers to probe the spiritual dimensions of teaching and learning in non-dogmatic terms.
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Henderson, James L. (1956). "Jung's analytical psychology and its significance for education in the light of recent literature".
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that aims at enhancing psycho-spiritual growth in both the teacher and student. The idea of archetypal pedagogy stems from the
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The ontological exemplar can deteriorate into elitism, anti-intellectualism and self-absorption for both teacher and student.
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distinct from the general, collective psychology" (C.G. Jung. Psychological Types. Collected Works Vol. 6., par. 757).
1902:
1025:
588:
72:
1846:
1123:
404:
The
Novitiate-hero meets the wise old man or woman who has already completed his or her archetypal quest. As this
32:
1907:
1723:
1313:
185:
1856:
54:
182:
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Teachers who function as "co-learners" and authoritative facilitators create the best classroom environments
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1270:
990:
450:
calls students to their "noblest traditions and aspirations" in terms of social justice and communal equity.
212:
1515:
1432:
1246:
1195:
1180:
1070:
322:
267:
609:
Laughlin, C.D. & Tiberia, V.A. (2012). "Archetypes: Toward a
Jungian anthropology of consciousness".
1576:
1020:
636:
Bean, J.P. (1998). "Alternative models of professorial roles: New languages to reimagine faculty work".
542:
167:
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1100:
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956:
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653:
236:
163:
79:
377:– has already conquered many challenges and developed a deeper understanding of life's lessons.
208:
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leads people to explore and integrate these rejected materials. This natural process is called
339:. For example, an archetype "is as much an organ to the psyche as the liver is to metabolism".
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862:
840:
818:
796:
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when archetype is balanced it can foster 'cognitive intelligence' and 'higher order thinking'
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over emphasis on this archetype constricts other domains i.e. poetics and spiritual insights
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Stevens, Anthony (2006). "'The archetypes' (Chapter 3.)". In
Papadopoulos, Renos (ed.).
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Archetypal pedagogy is the discovery of self and knowledge by means of the archetypes.
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Merritt, Dennis L. (1996–1997). "Jung and the
Greening of Psychology and Education".
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701:
622:
515:
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301:
197:
Teaching and
Learning for Wholeness: The Role of Archetypes in Educational Processes
189:
897:
Shaker, P. (1982). "The
Application of Jung's Analytical Psychology to Education".
771:
The
Archetypal Hero's Journey in Teaching and Learning: A Study in Jungian Pedagogy
405:
260:
415:
Mayes explores four variations of Jung's idea of teacher as archetype of spirit.
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527:
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199:(2017), develops his ongoing project of incorporating into Jungian pedagogy the
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and serve to organize, direct and inform human thought and behaviour.
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361:
649:
229:
Seven
Curricular Landscapes: An Approach to the Holistic Curriculum
815:
Understanding the Whole
Student: Holistic Multicultural Education
233:
Understanding the Whole Student: Holistic Multicultural Education
979:
281:
15:
813:; Maile Cutri, Ramona; Rogers, Clint; Montero, Fidel (2007).
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793:
Inside Education: Depth Psychology in Teaching and Learning
722:
Mayes, C. (2002). "The teacher as an archetype of spirit".
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Mayes, C. (2003). "Foundations of an archetypal pedagogy".
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Jung and Education: Elements of an Archetypal Pedagogy
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Teacher as "co-learner" is balanced by two Archetypes:
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Aion: Researches into the Phenomenology of the Self
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Aion: Researches into the Phenomenology of the Self
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1203:
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46:. Unsourced material may be challenged and removed.
274:courtship, marriage and preparation for death.
991:
8:
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518:, or the process of becoming an individual.
463:– Teacher as Zen master, counsellor, mother
352:Archetypal dimensions for teacher reflection
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998:
984:
976:
1408:Archetypes and the Collective Unconscious
325:) "to drive, to raise, to take the way".
106:Learn how and when to remove this message
393:-hero (the novice) who is beginning the
892:https://doi.org/10.1111/1468-5922.12234
554:
1852:
1704:Int'l Assoc. for Analytical Psychology
1401:Structure & Dynamics of the Psyche
920:Oregon Friends of C.G. Jung Newsletter
158:is a theory of education developed by
1714:Jungian Society for Scholarly Studies
312:
7:
1842:
591:from the original on 6 February 2006
207:(particularly Kohut's notion of the
44:adding citations to reliable sources
1393:Two Essays on Analytical Psychology
1454:Spirit in Man, Art, and Literature
564:The Handbook of Jungian Psychology
502:Individuation and self-realization
412:Teacher as an Archetype of Spirit:
14:
933:International Review of Education
389:The student is understood as the
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1871:
1861:
1851:
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1709:Int'l Assoc. for Jungian Studies
884:Journal of Analytical Psychology
623:10.1111/j.1556-3537.2012.01063.x
357:Teacher as the Icarus Archetype:
122:
20:
1828:The Secret of the Golden Flower
1362:Psychogenesis of Mental Disease
1139:Wise Old Man and Wise Old Woman
638:The Journal of Higher Education
31:needs additional citations for
1694:C. G. Jung Institute in Zürich
1228:Modern Man in Search of a Soul
861:. Princeton University Press.
443:– Teacher as national prophet
1:
1800:Archetypal literary criticism
1378:Psychology of the Unconscious
1290:Memories, Dreams, Reflections
1212:Psychology of the Unconscious
1170:Extraversion and introversion
899:Journal of Curriculum Studies
611:Anthropology of Consciousness
481:4. Incarnational Spirituality
839:. Rowman & Littlefield.
817:. Rowman & Littlefield.
461:3. Ontological Spirituality
420:1. Discursive Spirituality
166:and is directly related to
1929:
1466:Development of Personality
1420:Civilization in Transition
1368:Freud & Psychoanalysis
1031:Interpretation of religion
682:Psychological Perspectives
401:Teacher as Sage Archetype:
386:Student as Hero Archetype:
246:
235:(2007), is concerned with
1837:
1460:Practice of Psychotherapy
1374:Symbols of Transformation
1314:Seven Sermons to the Dead
1306:The Red Book: Liber Novus
736:10.1080/00220270110118816
694:10.1080/00332920308405775
223:. Some of Mayes' work in
195:Mayes' most recent work,
186:McKay School of Education
1480:(Revised Edition) (1990)
911:10.1080/0022027820140303
859:Psychology and education
422:– Teacher as philosopher
183:Brigham Young University
1673:C. G. Jung House Museum
1448:Mysterium Coniunctionis
1426:Psychology and Religion
1356:Experimental Researches
1271:Mysterium Coniunctionis
345:archetypal reflectivity
280:, or paedagogy, is the
243:Archetypes and pedagogy
213:object relations theory
1724:Psychology Club Zürich
1516:Marie-Louise von Franz
1433:Psychology and Alchemy
1247:Psychology and Alchemy
1181:Participation mystique
1071:Collective unconscious
268:collective unconscious
1898:Analytical psychology
1376:(1967, a revision of
1021:Analytical psychology
795:. Atwood Publishing.
773:. Atwood Publishing.
543:Archetypal psychology
441:2. Civic Spirituality
168:analytical psychology
55:"Archetypal pedagogy"
1689:Bollingen Foundation
1628:Laurens van der Post
1478:General Bibliography
1091:Personal unconscious
483:– Teacher as priest
294:instructional theory
40:improve this article
1805:Archetypal pedagogy
1719:Philemon Foundation
1623:Joseph L. Henderson
1385:Psychological Types
1350:Psychiatric Studies
1337:The Collected Works
1298:Man and His Symbols
1220:Psychological Types
1026:Cognitive functions
945:1956IREdu...2..368H
583:Boeree, C. George.
510:An innate need for
181:, professor in the
119:Archetypal pedagogy
1903:Jungian archetypes
1741:A Dangerous Method
1441:Alchemical Studies
1160:Active imagination
1101:Jungian archetypes
1046:Theory of neurosis
953:10.1007/BF01416640
724:Curriculum Studies
256:are, according to
237:holistic education
1885:
1884:
1656:
1655:
1493:
1492:
1472:The Symbolic Life
1190:
1189:
877:Selected articles
855:Jung, Carl Gustav
314:[paiˈdos]
225:curriculum theory
164:Jungian tradition
116:
115:
108:
90:
1920:
1908:Crowd psychology
1875:
1874:
1867:Wikisource texts
1865:
1855:
1854:
1845:
1844:
1777:Persona (series)
1572:Sabina Spielrein
1502:
1201:
1109:Anima and animus
1059:
1036:Personality type
1000:
993:
986:
977:
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927:
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512:self-realization
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217:Ronald Fairbairn
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16:
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1918:
1917:
1888:
1887:
1886:
1881:
1833:
1810:Bollingen Prize
1788:
1771:The Soul Keeper
1733:Popular culture
1728:
1677:
1668:Bollingen Tower
1652:
1643:Anthony Stevens
1633:Sonu Shamdasani
1618:Jordan Peterson
1598:Joseph Campbell
1586:
1582:Richard Wilhelm
1545:
1489:
1339:
1330:
1277:
1234:
1186:
1148:
1095:
1081:Electra complex
1050:
1009:
1004:
930:
926:(1): 9, 12, 13.
917:
896:
879:
869:
853:
847:
833:Mayes, Clifford
831:
825:
811:Mayes, Clifford
809:
803:
789:Mayes, Clifford
787:
781:
767:Mayes, Clifford
765:
762:
757:
755:Further reading
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751:
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650:10.2307/2649107
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1648:Marion Woodman
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1567:Wolfgang Pauli
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1526:Jolande Jacobi
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1521:Barbara Hannah
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1154:
1150:
1149:
1147:
1146:
1144:Wounded healer
1141:
1136:
1131:
1126:
1121:
1116:
1111:
1105:
1103:
1097:
1096:
1094:
1093:
1088:
1083:
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1038:
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1028:
1023:
1017:
1015:
1011:
1010:
1005:
1003:
1002:
995:
988:
980:
974:
973:
939:(3): 368–372.
928:
915:
905:(3): 241–250.
894:
890:(3): 365-384.
878:
875:
874:
873:
867:
851:
845:
829:
823:
807:
801:
785:
779:
761:
760:Selected books
758:
756:
753:
750:
749:
730:(6): 699–718.
707:
688:(1): 104–115.
663:
628:
601:
575:
569:
553:
552:
550:
547:
546:
545:
538:
535:
503:
500:
499:
498:
492:
478:
477:
471:
458:
457:
451:
438:
437:
431:
353:
350:
317:) "child" and
244:
241:
221:D.W. Winnicott
201:psychoanalytic
179:Clifford Mayes
175:
172:
160:Clifford Mayes
114:
113:
28:
26:
19:
13:
10:
9:
6:
4:
3:
2:
1925:
1914:
1911:
1909:
1906:
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1830:
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1825:
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1818:
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1808:
1806:
1803:
1801:
1798:
1797:
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1778:
1775:
1773:
1772:
1768:
1766:
1763:
1761:
1758:
1756:
1753:
1751:
1749:
1748:Synchronicity
1745:
1743:
1742:
1738:
1737:
1735:
1731:
1725:
1722:
1720:
1717:
1715:
1712:
1710:
1707:
1705:
1702:
1700:
1697:
1695:
1692:
1690:
1687:
1686:
1684:
1682:Organizations
1680:
1674:
1671:
1669:
1666:
1665:
1663:
1659:
1649:
1646:
1644:
1641:
1639:
1636:
1634:
1631:
1629:
1626:
1624:
1621:
1619:
1616:
1614:
1611:
1609:
1608:Erich Neumann
1606:
1604:
1603:James Hillman
1601:
1599:
1596:
1595:
1593:
1589:
1583:
1580:
1578:
1575:
1573:
1570:
1568:
1565:
1563:
1562:Maria Moltzer
1560:
1558:
1557:Sigmund Freud
1555:
1554:
1552:
1548:
1542:
1539:
1537:
1534:
1532:
1529:
1527:
1524:
1522:
1519:
1517:
1514:
1513:
1511:
1509:
1508:
1503:
1500:
1496:
1485:
1484:General Index
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1479:
1476:
1473:
1470:
1467:
1464:
1461:
1458:
1455:
1452:
1449:
1446:
1443:
1442:
1438:
1435:
1434:
1430:
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51:Find sources:
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29:This article
27:
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1877:All articles
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1577:Victor White
1531:Aniela Jaffé
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38:Please help
33:verification
30:
1638:June Singer
1324:Black Books
1086:Inner child
585:"Carl Jung"
288:of being a
231:(2003) and
205:Heinz Kohut
96:August 2010
1913:Archetypes
1892:Categories
1815:Burghölzli
1765:Shadow Man
1613:Maud Oakes
1550:Colleagues
1541:Toni Wolff
1507:Jungfrauen
1282:Posthumous
1063:The psyche
868:0691017530
846:157886254X
644:(5): 505.
617:(2): 137.
595:2006-03-09
488:Potential:
468:Potential:
448:Potential:
428:Potential:
305:παιδαγωγία
254:Archetypes
247:See also:
211:) and the
209:selfobject
66:newspapers
1857:Wikiquote
1591:Followers
1536:Emma Jung
1134:Trickster
1007:Carl Jung
969:145760468
744:144879229
702:142658291
549:Footnotes
391:Novitiate
337:evolution
264:Carl Jung
249:Archetype
1055:Concepts
1014:Theories
857:(1969).
835:(2005).
791:(2007).
769:(2010).
589:Archived
537:See also
495:Problem:
474:Problem:
454:Problem:
434:Problem:
375:The Sage
298:Pedagogy
278:Pedagogy
1847:Commons
1821:I Ching
1380:, 1912)
1309:(2009)
1119:Persona
1076:Complex
961:3441276
941:Bibcode
886:, vol.
658:2649107
397:quest.
333:complex
290:teacher
286:science
174:History
80:scholar
1755:song 1
1750:(album
1699:Eranos
1661:Houses
1498:People
1486:(1979)
1474:(1977)
1468:(1954)
1462:(1966)
1456:(1966)
1450:(1970)
1444:(1968)
1436:(1944)
1428:(1970)
1422:(1970)
1416:(1969)
1410:(1969)
1404:(1969)
1396:(1967)
1388:(1971)
1370:(1961)
1364:(1960)
1358:(1973)
1352:(1970)
1327:(2020)
1317:(1916)
1301:(1964)
1293:(1961)
1274:(1956)
1266:(1954)
1258:(1951)
1250:(1944)
1231:(1933)
1223:(1921)
1215:(1912)
1129:Shadow
1114:Apollo
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362:Icarus
323:[ˈaɡɔː
309:παιδός
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1793:Other
1239:Later
1204:Early
1153:Other
965:S2CID
957:JSTOR
740:S2CID
698:S2CID
654:JSTOR
360:Like
307:, of
258:Swiss
87:JSTOR
73:books
1783:Soul
1124:Self
863:ISBN
841:ISBN
819:ISBN
797:ISBN
775:ISBN
528:self
406:Sage
219:and
59:news
949:doi
907:doi
732:doi
690:doi
646:doi
619:doi
319:ἄγω
296:).
284:or
282:art
215:of
42:by
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