Synopsis
Excerpt from The Jung Analysis and Education: Three Lectures Given by Chella Hankin
But let us return to the differences between the sensitiveness of the young genius and the neurotic. I, personally, am inclined to believe that, the reason why the outrush from the unconscious is valuable to the one and inimical to the other, is due to the fact that, in the first, the outrush is through and under the control of the cerebro-spinal system, while in the other it is instinctive, and makes use of the sympathetic system. An interesting book has recently been written by Rivers, in which he endeavours to give a biological explanation of the instincts, the disturbance or sup pression of which lead to the neuroses. He divides the instincts into the protopathic type, which uses the autonomous or sympathetic system and the optic thalamus or the old brain as its field of activity, and the epicritic which is concerned with cortical activity. The instincts of the protopathic type and the emotional activities attached to them are immediate and uncontrolled in their action, whilst the instinctive emotional reactions of the epicritic type are capable of gradation in relation to the conditions which call them forth. I just mention these views in passing, as they advance this interesting hypothesis in relation to the two modes of expression of consciousness, and they may, I think, throw some light on the nature of the two types of consciousness which we have just been discussing. Thus we see that the sensitiveness of the genius is to be encouraged, whilst that of the neurotic child is to be discouraged, and an attempt made, figuratively speaking, to render the partition between the conscious and the unconscious less pervious.
It is interesting to note that, in relation. To other types of extraordinary ability, Jung would say that mathematics and music Show themselves out in the temperamental types which contact the number or quantity ultimate, whilst painting and architecture are connected with the. Material or quality ultimate.
We will now consider the third type of abnormal child; the Child who, although born normal, becomes inharmonious owing to his environment. I will here reiterate what was emphasised in my last lecture, which is the absolute necessity for all those who are in close contact with children of being themselves free from dis harmonies and repressions. Otherwise it is perfectly certain that the school or family which contains such inharmonious conditions will turn out neurotic and repressed children. Jung considers that the influence of the parents is so supreme that, if a neurotic child living with its family is brought to him to analyse, he always considers his chief work to be with the parents, and that the detailed analysis of the child is really unnecessary. In any case he considers the analysis of children very difficult, because children have very little psychology of their own, for they repeat, and even dream about, their parents' conflicts. 'he believes that children who live under what he considers the unnatural conditions of the boarding-school, do develop in an embryonic way conflicts of their own, and in consequence it is often necessary to analyse them.
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Excerpt from The Jung Analysis and Education: Three Lectures Given by Chella Hankin Elementary books on the Freudian outlook are really almost innumerable; in fact, judging from their number, nearly every one who takes up the Freudian analysis seems inspired to write a book on the same. The consequence is, that any seeker after knowledge in relation to analysis is almost driven to books with a Freudian bias. It is true that there are books on the Jung analysis written by Jung himself, but the beginner sometimes finds these too difficult. Still more difficult is it to apply the Jung standpoint to the practical everyday difficulties and questions with which the educationist is faced. In these lectures I am going to try, in some small measure, to supply this want by showing the application of the Jung analysis to the practical details of education. Probably one reason why the followers of the Jung school are not as prolific in their writings as are those of Freud, is that the person who has been analysed by the Jung method realises how impossible it is to make unchangeable psychological forms into which every psyche is expected to fit. The varieties of temperament are very numerous, and although certain psychological laws have been discovered, yet each individual psyches adaptation to these laws is different. Therefore, there cannot be a few set rules which, once mastered, can readily be made into a book. Indeed, Jung himself is by no means even convinced of the value of teaching his method through lectures. I remember him once saying that it was by passing his method on from individual to individual, or at least to small numbers of students, that the greatest good could be done. He further pointed out that the collective consciousness of a crowd was always at a lower level than that of the individual members composing it, therefore it was much more difficult to give instruction, especially as, to be really helpful, this had to be more or less individual. I am presumin
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