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Person Centered Teaching in the Clas...

Guynn, Claudius Lyttleton.

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Person Centered Teaching in the Classroom; Use of Jung's Active Imagination by High School Mathematics Teachers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Person Centered Teaching in the Classroom; Use of Jung's Active Imagination by High School Mathematics Teachers./
作者:	Guynn, Claudius Lyttleton.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	179 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-02, Section: B.
Contained By:	Dissertations Abstracts International81-02B.
標題:	Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13807109
ISBN:	9781085589635

Person Centered Teaching in the Classroom; Use of Jung's Active Imagination by High School Mathematics Teachers.
Guynn, Claudius Lyttleton.

Person Centered Teaching in the Classroom; Use of Jung's Active Imagination by High School Mathematics Teachers. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 179 p.

Source: Dissertations Abstracts International, Volume: 81-02, Section: B.

Thesis (Psy.D.)--Saybrook University, 2019.

This item must not be sold to any third party vendors.

Carl Jung introduced using creative expression (active imagination (AI)) to connect with contents of ourselves of which we are not aware (the unconscious mind). AI is a powerful technique in psychology and education. Approaches in American education are proving inadequate in several ways. This study applied AI to mathematics classrooms by answering this question: Can the Inner Self connect in student and teacher to improve the educational process? As subordinate questions, Can AI be used to improve academic performance of teachers and students in mathematics classrooms and can IP dialogues improve problem solving through creativity and living symbolically?This multiple-case cross-case mixed methods study applies AI to mathematics classes over six weeks, including one week of preparation and a week-long wrap up. It was accomplished by instructing five teachers (participants) on AI, then using AI as a student assignment at the end of a class period. Participants performed dialogues with their "Inner Professor (IP)," the source of inner wisdom. The effectiveness was measured using comparative statistics derived from the IP dialogues and from stories. Interpretive ethnography, a qualitative method using stories and perceptions as data, was also used to analyze data. The intention was to use the unconscious to improve classroom education.This dissertation presented an activity as a starting point for the participating teachers' personal introspections. Five teachers served as inside reporters. This was done by teaching participants AI, assigning dialogues as student assignments and keeping an IP dialogue. Student comments ranged from "This is cool!" to creating a math rap and a conversation with the hypotenuse. Participants were asked to reflect through bi-weekly questionnaires and personal dialogues, to focus on improvement. Supportive comments increased throughout the study and totaled 149 supportive comments, opposed to the 50 critical comments (a supportive to critical ratio of 3:1.) As a result, the participants received a tool for assessment and communication to personally develop. Greater creative and symbolic educational practices resulted. The conclusion is that assignments can be open-ended and give students more creative freedom but still be used as an accurate assessment tool.This study represents an initiation into connections to inner wisdom with discoveries of connected aspects of education (motivation and involvement). The results show that classroom exercises can be individualized yet satisfy common goals. Simultaneously, this exercise can lead to explorations into deeper introspection. However, needs to be more flexibility in this educational innovation for the students lacking belief in their creativity and for those lacking endurance as an effective exercise beyond its inherent novelty.

ISBN: 9781085589635Subjects--Topical Terms:

519075
Psychology.

Person Centered Teaching in the Classroom; Use of Jung's Active Imagination by High School Mathematics Teachers.
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