Jungs Psychology of the Soul
Spring Semester 2016


Course Outline:

Week One

Format and Dates

Readings and Assignments

Readings are due for the day
on which they are listed

Abbreviations:

      Jung Reader (JR)

      How to Read Jung (HTRJ)

      Memories, Dreams, Reflections (MDR)

      Blackboard document (BB)

 

 

 

Introduction

Jan. 20: Introduction to the subject matter, course-requirements

 

 

Jan. 22: Introduction to the Person and Ideas of Jung

 

      BB: Palmer, Michael.  Introduction: A short Biography

 

 



The Structure of the Psyche

Week Two

Jan. 25: Primary Texts

      JR, ch 1: Basic Postulates of Analytical Psychology

Jan. 27: Lecture and Discussion:
Basic Postulates 1

      BB: The Structure of the Psyche [BB]

 

Jan.  29: Lecture and Discussion:
Basic Postulates 2

 

 

           

 

The Role of the Unconscious and the Dark Side

Week Three

Feb. 01: Primary Readings

      JR, ch 2: The Role of the Unconscious

      JR, ch 6, pp. 155-160: Phenomenology of the Self; sections on the ego and the shadow

Feb. 03: Lecture and Discussion

 

      HTRJ, ch 5: The Dark Side in Individuals and Nations

Feb. 05: Tutorials

 

 

 

 

Jungs Autobiography: A Plural Psyche

Week Four

Feb. 08:  Primary Readings

 

 

      MDR, chs 1-3

Feb. 10: Lecture and Discussion

 

      HTRJ, ch 3: The Underground God

Feb. 12:  Tutorials

 



 

 

Mythos: Dream, Symbol, and Image

Week Five

Feb. 15:  Primary Readings

 

      Armstrong, Karen.  Mythos and Logos, from the Preface to The Case for God [BB]

      Jung, C.G.  Concerning Two Kinds of Thinking, From Psychology of the Unconscious.

Feb. 17: Lecture and Discussion

 

      HTRJ ch 1: The Language of Dreams and Symbols

Feb. 19:  Tutorials

 



 

 

Jungs Symbolic Approach to Religion

Week Six

Feb. 22:  Primary Readings

 

      JR, ch 9: Psychology an Religion: The Autonomy of the Unconscious

Feb. 24: Lecture and Discussion

 

      JR, ch 10:  Preface to Answer to Job: Lectori benevolo

Feb. 26:  Tutorials

 



 

 

Gender and Archetype

Week Seven

Feb. 29:  Primary Readings

 

      Jung, Archetypes of the Collective Unconscious

Mar. 02: Lecture and Discussion

 

      Ulanov, The Feminine

Mar. 04: Tutorials

 



 

 

The Spiritual Problem of Modern Individuals

Week Eight

Mar. 07: Primary Reading

 

      JR, ch. 8: The Spiritual Problem of Modern Man

Mar. 09: Lecture and Discussion

 

      HTRJ, ch. 9: Secular Society and the Perils of the Soul

Mar. 11:  Tutorials

 



 

 

Week Nine

 

Mar. 14-18: No Class (Spring Recess)

 

 

 

Ego and the Unconscious in the Stages of Life

Week Ten

Mar. 21: Primary Readings

 

      JR, ch. 3: The Stages of Life

      Jr, ch. 4: The Relations between Ego and the Unconscious

Mar. 23: Lecture and Discussion

 

 

Mar. 25:  Tutorials

 



 

God as Archetype of the Self

Week Eleven

Mar. 28: Reading

 

      Palmer, God as Archetype of the Collective Unconscious

Mar. 30: God and Individuation

 

      God and Individuation

April 01: Tutorials

 



 

Jungs Autobiography:
Break with Freud / Encounter with the Unconscious

Week Twelve

April 11: Primary Reading

 

      MDR: chs. 4, 5, 6, 9

April 13: Lecture and Discussion

 

      HTRJ: chs. 7 & 8

April 15:  Tutorials

 



 

April 17: Equus.  8:00 PM

 

Reading Equus via Freud and Jung

Week Thirteen

April 04:  Lecture and Discussion

 

      Equus, Act One

April 06: Lecture and Discussion

 

      Equus, Act Two

April 08:  Tutorials

 



 

 

 

Psychology East and West

Week Fourteen

April 18: Primary Reading

 

      JR, ch. 12: The Difference between Eastern and Western Thinking

April 20: Lecture and Discussion

 

 

April 22:  No Class

 



 

 

Synchronicity

Week Fifteen

April 25: Primary Reading

 

      JR, ch. 14: On Synchronicity 

April 27: Lecture and Discussion

 

      HTRJ, ch. 10

April 29: Tutorials

 



 

 

 

 

 



 

 

 

 

Video Options:

The Wisdom of the dream

 

 

To Do:

 

Create an assignment page for reading the primary texts

Dates for exams

Writing assignments

Set up google docs for the class

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Assignments and Grading

Summaries and Questions [SQ]

150

Discussion Leading [DL]

50

Discussion Responses [DR]

50

Analytical Essays [AE]

150

Self Study Writing Assignments [SS]

100

Midterm Exam 1

150

Final Writing Assignment

100

Participation

150

Portfolio

100

 

 

Final Grade Values
1000 Points Possible


920 to 1000 = A

         900 to 919 = A-

880 to 899 = B+

820 to 879 = B

800 to 819 = B-

780 to 799 = C+

 


720 to 779 = C

700 to 719 = C-

680 to 699 = D+

620 to 679 = D

600 to 619 = D-

599 & below = F

 

Track your progress on Blackboard

 

My Office Hours: Fridays 11:00 to Noon



Descriptions of Assignments

Summary and Questions:  This should be done for each reading assignment on the syllabus.  The summary and questions should include one or two single-spaced pages on which the student summarizes -- separately and in the students own words (full sentences) -- the central points of the reading.  Please number each central point. After the summary page there should be a separate page with three of your own discussion questions.  These must not be factual questions.  Each question should be written to lead a discussion into a deeper consideration of the reading )see the link below for how to compose a good discussion question).  Label the first page of each assignment at the top with the exact reading title, taken from the syllabus.  If  the reading is a selection from M&B, please label the assignment with the major sub-headings.  All of the summary and questions assignments must be in print, single-spaced with 12-point font and 1 margins.

 

Discussion Questions: Each student will co-direct a discussion session in class, each time in cooperation with two other student respondents.  I will assign the dates and the specific students for each discussion.  The two students should come up with four discussions questions (two each) and consult with each other in advance to be sure that the questions are sufficiently different and that together they should generate a comprehensive discussion of the reading assignment(s) for that day.  After completing the questions, one of the two students should compile them into a single document.  That document must be sent to me via email by 5:00 PM, two days before the class discussion.  I will approve the questions or suggest alterations.  The final list of four questions should be posted as one document on the discussion board by 8:00 PM the evening before the discussion.  List each pair of questions under the name of the discussion leader who wrote them.  Each student should then write responses to his or her own two questions.  Those responses should be at least one substantial paragraph each.  Do not post these responses but bring a printed copy to class.  At the end of class on the day of the discussion, one of the two students should give me a paper copy of the four questions along with the responses from both students.

      Any of the following will result in a 10 point reduction each: late submission of the questions for my approval, late posting of the questions on the question board, late submission of the responses.

      If a student does not show up in class to lead a discussion, s/he receives no points for the assignment, a 10 point reduction from the participation score, and an undocumented absence.

      For a good explanation of how to compose a good discussion question, go to http://homepages.wmich.edu/~acareywe/discussion.html

 

Discussion Responses:  I will assign a date for each student to act as respondent, in cooperation with another student.  Each time, students will compose written responses of no less than one full paragraph for each of the four posted questions.  These responses should be submitted to me on the day of the discussion, at the end of class.  No need to post the responses.  Late responses will not be accepted.

      Any of the following will result in a 10 point reduction: late posting of the questions on the question board.

      If a student does not show up in class to act as respondent, s/he receives no points for the assignment, a 20 point reduction from the basic participation score, and an undocumented absence.

 

Analytical Essays: The paper counts for 40% of the total grade.  It is an opportunity to develop your knowledge and thinking about a focused topic concerning possession, divine madness, or ecstatic states in South Asia. I also ask you to bring in at least two different approaches to your

 

Exams: The two take-home exams give you the opportunity to show your knowledge of the content of the course readings and lectures, and to apply their theoretical aspects to case studies that we have studied in class.

 

Self Study: Included as part of Exam 2, the self study essays invites you to explore your own experiences.

 

 

The Portfolio:

 

Students will compile a portfolio of their work through the semester.  The portfolio will help me to grade holistically, taking into consideration the overall trajectory in the level and quality of your work.  The 40 point score will reflect the apparent care that went into creating the portfolio, and the apparent thoughtfulness that went into your integrative reflections.  The contents of the portfolio should be organized into the following sections, divided by labeled tabs for each section:

 

1.    Table of Contents

2.    Summary and Questions pages for all reading assignments.

3.    Discussion leading and response paragraphs

4.    Two Analytical Essays

5.    Midterm Exam – Including my comments.

6.    Integrative reflections – two parts.  Minimum 300 words.

Class Policies


Participation:
Participation means (1) wakeful presence, (2) preparation of reading assignments, (3) active involvement in class interactions, (4) punctual arrival at the beginning of class, (5) having the assigned text and/or printed article in hand (running out of pay-for-print does not justify coming without the text), and (6) completion of all in-class writing assignments, (7) keeping of any appointments made outside of class.  Lack of any of these will affect the grade, excessive lack is reason for dismissal from the class. Participation will be evaluated after the last class before Spring Recess and at the end of the class.  For this purpose there will be two participation scores.


Attendance:
Attendance is required, though I will allow three free days-off during the semester.  Without regular attendance, students do not tend to do well in the class.  A note from a doctor, dentist, coach, or funeral director will render any absence excused.  The note is due to me within one week of the absence.  Without such a note, of after the one week period, the absence will not be excused.  Please note that a phone call or email message saying that you are ill is not sufficient, nor is a note from the health center confirming an appointment. Leaving class early will result in an absence.  Each unexcused absence results in a 20 point reduction from the final score. 


Website, Online Syllabus, and Computer Failure. 
This online syllabus can be accessed through the Blackboard course page but I recommend that you bookmark it so as to bypass BB when it goes down.  Computer failure is not a valid excuse for a late assignment.  Broken or unreliable computer?  Use the computers at the college.  The syllabus is my best projection of how our time will be organized.  I might alter the assignment schedule as appropriate or necessary, but I will not change the grading policies.

Academic dishonesty
in any form -- including plagiarism of self or others, falsified documentation of a doctor
s note, etc. -- will not be tolerated.  Cheating of any kind results, without exception, in an F for the course.


Food in class:
Class is not the place to have a meal.  Very quiet snacks are acceptable.

Electronics in the class: 

 

      Use of cell phones and smart phones is not allowed in the classroom at any times (please turn them off at the beginning of each class period).  Anyone who is seen texting will be asked to leave the classroom and will be counted as absent for that day.  Continued use is grounds for dismissal from the class.

      Use of computers and readers is not allowed in the classroom at any time, unless the student is authorized through student services to use one as a result of a disability.  The reason for this policy is the widespread misuse of computers in class when allowed.  The reduced cost in using downloaded texts does not outweigh this problem; plus it is important for students to be able to make notes and marks in their texts.

Email:  Please Note

 

      Students are responsible for checking the online syllabus and their email every day.  I will announce any and all changes via email -- e.g., a changed deadline or altered reading assignment.

      I do not accept any assignments by email unless I have indicated in the syllabus that the assignment should be sent by email, or we have made prior arrangements.