暗网吃瓜

Abstract

What we are witnessing on college and university campuses today threatens institutional

values of open inquiry and critical thinking. As a unique and vital part of society,

institutions of higher education were once viewed as laboratories for ideas. Today鈥檚

display of intellectual intolerance, hostile discourse, and stifled free speech in the name

of 鈥渟afety鈥� threaten this vision. These threats also represent an opportunity for healing.

Applying depth psychological principles to educational theory has the potential for

meaningful educational reform by bringing attention to one-sided tendencies,

acknowledging the shadow aspects within ourselves and society, and fostering uniquely

human qualities of intuition and subjectivity.

Correspondingly, this study investigates the Jungian archetypal shadow as a

guiding metaphor for enhancing educational practices that foster development of the

whole student. Utilizing a hermeneutical analysis of texts that describe the origin,

purpose, and challenges of public education in America, this investigation correlates

current educational landscapes and practices with Jung鈥檚 notions of one-sidedness.

Ultimately, it argues for a framework in education that fosters more meaningful and

transformative learning experiences.