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
Carl Gustav Jung
Carl Gustav Jung ( ; ; 26 July 1875 – 6 June 1961) was a Swiss psychiatrist and psychoanalyst who founded analytical psychology. Jung's work has been influential in the fields of psychiatry, anthropology, archaeology, literature, philo ...
(1875–1961). Jungian psychology is also called
analytical psychology
Analytical psychology ( de , Analytische Psychologie, sometimes translated as analytic psychology and referred to as Jungian analysis) is a term coined by Carl Jung, a Swiss psychiatrist, to describe research into his new "empirical science" ...
. Mayes' work, situated in the humanities and depth psychology, is thought to offer an alternative to the social sciences model.
Mayes has developed what he has termed
archetypal pedagogy
Archetypal pedagogy is a theory of education developed by Clifford Mayes that aims at enhancing psycho-spiritual growth in both the teacher and student. The idea of archetypal pedagogy stems from the Jungian tradition and is directly related to ...
. His work aims at promoting what he calls
archetypal reflectivity
The concept of an archetype (; ) appears in areas relating to behavior, History of psychology#Emergence of German experimental psychology, historical psychology, and literary analysis.
An archetype can be any of the following:
# a statement, pat ...
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
transpersonal The transpersonal is a term used by different schools of philosophy and psychology in order to describe experiences and worldviews that extend beyond the personal level of the psyche, and beyond mundane worldly events.
Definition and context
The t ...
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 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).
Two of Mayes' books, ''Inside Education: Depth Psychology in Teaching and Learning'' (2007) and ''The Archetypal Hero's Journey in Teaching and Learning: A Study in Jungian Pedagogy'' (2010), incorporate the
psychoanalytic
PsychoanalysisFrom Greek: + . is a set of theories and therapeutic techniques"What is psychoanalysis? Of course, one is supposed to answer that it is many things — a theory, a research method, a therapy, a body of knowledge. In what might be ...
theories of
Heinz Kohut
Heinz Kohut (3 May 1913 – 8 October 1981) was an Austrians, Austrian-born United States, American psychoanalyst best known for his development of self psychology, an influential school of thought within psychodynamics, psychodynamic/psychoanaly ...
(particularly Kohut's notion of the
selfobject) and the
object relations theory
Object relations theory is a school of thought in psychoanalytic theory centered around theories of stages of ego development. Its concerns include the relation of the psyche to others in childhood and the exploration of relationships between ...
of
Ronald Fairbairn
William Ronald Dodds Fairbairn () FRSE (11 August 1889 – 31 December 1964) was a Scottish psychiatrist, psychoanalyst and a central figure in the development of the Object Relations Theory of psychoanalysis. He usually used, and was known as ...
and
D.W. Winnicott
Donald Woods Winnicott (7 April 1896 – 25 January 1971) was an English paediatrician and psychoanalyst who was especially influential in the field of object relations theory and developmental psychology. He was a leading member of the Br ...
. Some of Mayes' work in
curriculum theory
Curriculum theory (CT) is an academic discipline devoted to examining and shaping educational curricula. There are many interpretations of CT, being as narrow as the dynamics of the learning process of one child in a classroom to the lifelong lear ...
, especially ''Seven Curricular Landscapes: An Approach to the Holistic Curriculum'' (2003) and ''Understanding the Whole Student: Holistic Multicultural Education'' (2007), is concerned with
holistic education
Holistic education is a movement in education that seeks to engage all aspects of the learner, including mind, body, and spirit. Its philosophy, which is also identified as holistic learning theory, is based on the premise that each person finds i ...
. The latter text is one of the first to extend the holistic approach into the area of
multicultural education
Multicultural education is a set of educational strategies developed to provide students with knowledge about the histories, cultures, and contributions of diverse groups. It draws on insights from multiple fields, including ethnic studies and wom ...
. A recent book, ''An Introduction to the Collected Works of C.G. Jung: Psyche as Spirit'', appeared in 2017 through Rowman and Littlefield Press. Mayes has written on various topics in Jungian
Sand Tray Therapy
Play therapy refers to a range of methods of capitalising on children's natural urge to explore and harnessing it to meet and respond to the developmental and later also their mental health needs. It is also used for forensic or psychological as ...
. His latest study, ''Archetype, Culture, and the Individual in Education: The Three Pedagogical Narratives,'' 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.
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 is entitled ''New Visions and New Voices: Explorations in Archetypal Pedagogics.'' 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 process of writing two new books. ''Intercultural Competence: A Mixed-Methods Case Study of Exchange Programs'' with Dinah D'Antoni and ''Compassion and Conflict Resolution: An Archetypal Approach'' 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 ''Symbol as Sacrament: A Study in Archetypal Exegesis''.
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.
Bibliography
Books
* Clifford Mayes, ''Archetype, Culture, and the Individual in Education: The Three Pedagogical Narratives''. Routledge: 2020.
* Clifford Mayes, ''Developing the Whole Student: New Horizons for Holistic Education''. Rowman Littlefield: 2019.
* Clifford Mayes, ''An Introduction to the Collected Works of C.G. Jung: Psyche as Spirit''. Rowman and Littlefield: 2017.
* Clifford Mayes, ''Teaching and Learning for Wholeness: The Role of Archetypes in Educational Processes''. Rowman and Littlefield: 2017.
* Clifford Mayes, Ramona Cutri, Neil Goslin, Fidel Montero, ''Understanding the Whole Student: Holistic Multicultural Education''. 2nd Edition. Rowman Littlefield, 2015.
* Clifford Mayes and Ellen Williams, ''Nurturing the Whole Student''. Rowman & Littlefield: 2013.
* Clifford Mayes, ''The Archetypal Hero's Journey in Teaching and Learning: A Study in Jungian Pedagogy''. Atwood Publishing: 2010.
* Clifford Mayes, ''Inside Education: Depth Psychology in Teaching and Learning''. Atwood Publishing: 2007.
* Clifford Mayes, Ramona Maile Cutri, Clint Rogers, Fidel Montero, ''Understanding the Whole Student: Holistic Multicultural Education''. Rowman & Littlefield, 2007.
* Clifford Mayes, ''Jung and Education: Elements of an Archetypal Pedagogy''. Rowman & Littlefield, 2005.
* Clifford Mayes, ''Teaching Mysteries: Foundations of Spiritual Pedagogy''. University Press of America, 2004.
* Clifford Mayes, ''Seven Curricular Landscapes: An Approach to the Holistic Curriculum''. University Press of America, 2003.
Selected articles
* Mayes, C. (2017). Art as Individuation, individuation as art. 46(2), 69-81. ''Quadrant: Journal of the C.G. Jung Society for Analytical Psychology''.
* Mayes, C. (2017). Jung's view of the symbol and the sign in education. 59(2), 191-201. ''Psychological Perspectives: A Semi-Annual Journal of Jungian Thought''.
* Mayes, C. (2010). Five dimensions of an existentially authentic pedagogy. 23(1). ''Encounter: Education for Meaning and Social Justice''.
* Mayes, C. (2009). The psychoanalysts’ view of teaching and learning: 1922-2002. 41(4), 34-47. ''The Journal of Curriculum Studies''.
* 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.). ''Women of Color as Social Work Educators: strengths and survival''. The Council on Social Work Education: Washington, D.C.
* Mayes, C., and Blackwell Mayes, P. (2006). Sandtray therapy with a 24-year-old woman in the residual phase of schizophrenia. ''The International Journal of Play Therapy'', 15(1), 101-117.
* Mayes, C., and Blackwell Mayes, P. (2005). Jung, Mormonism, and the dialectics of exaltation. ''Psychological Perspectives: A Semiannual Journal of Jungian Thought''. C.G. Institute of Los Angeles, 48, 84-107.
* Mayes, C. (2005). The teacher as shaman. ''Journal of Curriculum Studies'', 37(3), 329-348.
* Mayes, C. (2005). Teaching and time: Foundations of a temporal pedagogy. ''Teaching Education Quarterly'', 32(2), 143-160.
* Mayes, C. (2003). Alchemy and the teacher. ''The Teacher Education Quarterly'', 30(3), 81-98.
* Mayes, C. (2002). The teacher as an archetype of spirit. ''Journal of Curriculum Studies'', 34(6), 699-718.
* Mayes, C. (2001). A transpersonal developmental model for teacher reflectivity. ''Journal of Curriculum Studies'', 33(4), 477-493.
* Mayes, C. (2000). Three perspectives on recent research in conceptual change theory. ''The Researcher: The Journal of the Rocky Mountain Division of the American Educational Research Association'', 15(1), 57-70.
* Mayes, C. (1999). Reflecting on the archetypes of teaching. ''Teaching Education'', 10(2), 3-16.
* Mayes, C. (1998). The use of contemplative practices in teacher education. ''Encounter: Education for Meaning and Social Justice'', 11(3), 17-31.
Notes
:1.Choice: Academic Libraries Reviews. March 2006.
:2.Thomson, R. (2006). A Review of ''Jung and Education: Elements of an Archetypal Pedagogy''. Teachers College Record , 108(8), 1673-1675.
:3. Bullough, R. V., Jr. (2006). Developing Interdisciplinary Researchers: What Ever Happened to the Humanities in Education? Educational Researcher, 35(8), 3-10.
: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.
{{DEFAULTSORT:Mayes, Clifford
Living people
Jungian pedagogues
Brigham Young University faculty
1953 births