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psychology generally, offers an avenue for teachers to probe the spiritual dimensions of teaching and learning in non-dogmatic terms. Mayes' archetypal pedagogy also examines salient issues in curriculum theory and instructional theory through a classically
Jungian lens. Recently, his work has turned
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A second volume, which elaborates on the themes in that book with mostly the same group of contributors, is now in progress at Rowman and
Littlefield and will appear in Summer 2022. Turning his attention to multicultural matters and peace studies, both from an archetypal perspective, Mayes is in the
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Mayes has also edited a volume of recent research by new
Jungian scholars on various applications of archetypal pedagogy to areas ranging from theology to therapy and from teacher education to vocational education. In press and slated for release though Rowman and Littlefield Press in early 2021, it
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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
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appeared in May, 2020 through
Routledge Press. In it, Mayes offers a theory of the archetype that includes Ricoeur's categorization of time into personal/biographical time, cultural/world-historical time, and eternal/Yogic time.
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4. Gitz-Johansen, T. (2016). Jung in
Education: A Review of Historical and Contributions from Analytical Psychology to the Field of Education. Journal of Analytical Psychology, 61(3), 358-385.
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with
Jacquelyn Rinaldi are slated to appear late in Winter 2022. A practicing Roman Catholic, Mayes is also in process of writing an archetypal approach to the Gospel of St. John entitled
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Mayes holds a doctorate in the cultural foundations of education from the
University of Utah and a doctorate in psychology from Southern California University for Professional Studies.
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Hippolyte-Wright, D., and Mayes, C. (2007). Archetype, gender and culture: A Maori psychotherapist reflects on her academic career. In H. Vakalahi, S. Starks, and C. Hendricks (Eds.).
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A Jungian scholar, Mayes has produced the first book-length studies in
English on the pedagogical applications of Jungian and post-Jungian psychology, which is based on the work of
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to what he calls "educative processes," which sees teaching and learning as inherent in all human relationships of any emotional, cognitive, or ethical moment (2020, 2019, 2017).
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3. Bullough, R. V., Jr. (2006). Developing
Interdisciplinary Researchers: What Ever Happened to the Humanities in Education? Educational Researcher, 35(8), 3-10.
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New Visions and New Voices: Extending the Principles of Archetypal Psychology to Include a Variety of Venues, Issues, and Projects (Vol. 2).
24:. Mayes' work, situated in the humanities and depth psychology, is thought to offer an alternative to the social sciences model.
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Mayes, C., and Blackwell Mayes, P. (2006). Sandtray therapy with a 24-year-old woman in the residual phase of schizophrenia.
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The Researcher: The Journal of the Rocky Mountain Division of the American Educational Research Association
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100:, appeared in 2017 through Rowman and Littlefield Press. Mayes has written on various topics in Jungian
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Mayes, C., and Blackwell Mayes, P. (2005). Jung, Mormonism, and the dialectics of exaltation.
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Mayes, C. (2009). The psychoanalysts’ view of teaching and learning: 1922-2002. 41(4), 34-47.
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Mayes, C. (2017). Jung's view of the symbol and the sign in education. 59(2), 191-201.
92:. The latter text is one of the first to extend the holistic approach into the area of
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Archetype, Culture, and the Individual in Education: The Three Pedagogical Narratives,
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Mayes, C. (2000). Three perspectives on recent research in conceptual change theory.
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Archetype, Culture, and the Individual in Education: The Three Pedagogical Narratives
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The Archetypal Hero's Journey in Teaching and Learning: A Study in Jungian Pedagogy
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Teaching and Learning for Wholeness: The Role of Archetypes in Educational Processes
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The Archetypal Hero's Journey in Teaching and Learning: A Study in Jungian Pedagogy
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Mayes, C. (2010). Five dimensions of an existentially authentic pedagogy. 23(1).
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Mayes, C. (2001). A transpersonal developmental model for teacher reflectivity.
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Mayes, C. (2017). Art as Individuation, individuation as art. 46(2), 69-81.
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Mayes, C. (1998). The use of contemplative practices in teacher education.
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Mayes, C. (2005). Teaching and time: Foundations of a temporal pedagogy.
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Intercultural Competence: A Mixed-Methods Case Study of Exchange Programs
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An Introduction to the Collected Works of C.G. Jung: Psyche as Spirit
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An Introduction to the Collected Works of C.G. Jung: Psyche as Spirit
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Psychological Perspectives: A Semi-Annual Journal of Jungian Thought
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Quadrant: Journal of the C.G. Jung Society for Analytical Psychology
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Psychological Perspectives: A Semiannual Journal of Jungian Thought
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Seven Curricular Landscapes: An Approach to the Holistic Curriculum
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Seven Curricular Landscapes: An Approach to the Holistic Curriculum
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New Visions and New Voices: Explorations in Archetypal Pedagogics.
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Understanding the Whole Student: Holistic Multicultural Education
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Clifford Mayes, Ramona Maile Cutri, Clint Rogers, Fidel Montero,
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Understanding the Whole Student: Holistic Multicultural Education
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Developing the Whole Student: New Horizons for Holistic Education
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Understanding the Whole Student: Holistic Multicultural Education
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Women of Color as Social Work Educators: strengths and survival
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Mayes, C. (1999). Reflecting on the archetypes of teaching.
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Inside Education: Depth Psychology in Teaching and Learning
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Inside Education: Depth Psychology in Teaching and Learning
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Clifford Mayes, Ramona Cutri, Neil Goslin, Fidel Montero,
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Compassion and Conflict Resolution: An Archetypal Approach
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Mayes, C. (2002). The teacher as an archetype of spirit.
278:. The Council on Social Work Education: Washington, D.C.
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Jung and Education: Elements of an Archetypal Pedagogy
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Jung and Education: Elements of an Archetypal Pedagogy
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Clifford Mayes (eds.); Rinaldi, Jacquelyn Ann (eds.),
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Teaching Mysteries: Foundations of Spiritual Pedagogy
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Encounter: Education for Meaning and Social Justice
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Encounter: Education for Meaning and Social Justice
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Symbol as Sacrament: A Study in Archetypal Exegesis
358:1.Choice: Academic Libraries Reviews. March 2006.
20:(1875–1961). Jungian psychology is also called
367:. Teachers College Record , 108(8), 1673-1675.
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292:. C.G. Institute of Los Angeles, 48, 84-107.
309:Mayes, C. (2003). Alchemy and the teacher.
31:. His work aims at promoting what he calls
295:Mayes, C. (2005). The teacher as shaman.
283:The International Journal of Play Therapy
187:. 2nd Edition. Rowman Littlefield, 2015.
27:Mayes has developed what he has termed
60:(particularly Kohut's notion of the "
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236:. University Press of America, 2003.
229:. University Press of America, 2004.
190:Clifford Mayes and Ellen Williams,
363:2.Thomson, R. (2006). A Review of
118:process of writing two new books.
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269:The Journal of Curriculum Studies
222:. Rowman & Littlefield, 2005.
215:. Rowman & Littlefield, 2007.
194:. Rowman & Littlefield: 2013.
401:Brigham Young University faculty
311:The Teacher Education Quarterly
180:. Rowman and Littlefield: 2017.
173:. Rowman and Littlefield: 2017.
152:. Rowman and Littlefield: 2023.
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325:Journal of Curriculum Studies
318:Journal of Curriculum Studies
297:Journal of Curriculum Studies
304:Teaching Education Quarterly
192:Nurturing the Whole Student
166:. Rowman Littlefield: 2019.
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208:. Atwood Publishing: 2007.
201:. Atwood Publishing: 2010.
88:(2007), is concerned with
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122:with Dinah D'Antoni and
52:(2010), incorporate the
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66:object relations theory
33:archetypal reflectivity
411:Jungian psychologists
44:Two of Mayes' books,
22:analytical psychology
396:Psychology educators
104:. His latest study,
29:archetypal pedagogy
339:Teaching Education
159:. Routledge: 2020.
90:holistic education
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320:, 34(6), 699-718.
306:, 32(2), 143-160.
299:, 37(3), 329-348.
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241:Selected articles
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78:curriculum theory
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232:Clifford Mayes,
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18:Carl Gustav Jung
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84:(2003) and
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48:(2007) and
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62:selfobject
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143:Books
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