In this provocative reassessment of C. G. Jung's thought, Richard Noll boldly argues that such ideas as the "collective unconscious" and the theory of the archetypes come as much from late nineteenth-century occultism, neo-paganism, and social Darwinian teachings as they do from natural science. Noll sees the break with Sigmund Freud in 1912 not as a split within the psychoanal...(展开全部)

TheodoreRoszak

杰佛瑞‧芮夫（Jeffrey Raff）于贝慈学院（Bates College）获得文学士学位、新社会研究学院（New School of Social Research）获得心理学硕士学位、联盟研究学院（Union Graduate School）获得心理学博士学位。一九七二年至一九七六年至苏黎世荣格学院（C.G. Jung Institute）研究，并获得荣格心理分析师证书。着有数篇论文，以荣格观点探讨萨满教（shamanism）与炼金术，一九七六年起并在科罗拉多州利托顿（Littleton）开设私人荣格心理分析诊所。他同时也在全美各地讲座、工作室等教授荣格心理学及炼金术。 2002年，他和Linda Bonnington Vocatura共同出版了《治疗受伤的上帝》（Healing the Wounded God），对主动想象及“与盟友合作”两...(展开全部)

Just as formal religion appears to dwindle to a minority interest, 'New Age' spirituality gathers increasing momentum and and baffles us with its popular appeal. What is more, it has appropriated Jung as one of its spiritual leaders.In his own trenchant style, David Tacey offers a theoretical and philosophical account of the New Age phenomenon and the archetypal imperatives tha...(展开全部)

Just as formal religion appears to dwindle to a minority interest, 'New Age' spirituality gathers increasing momentum and and baffles us with its popular appeal. What is more, it has appropriated Jung as one of its spiritual leaders.In his own trenchant style, David Tacey offers a theoretical and philosophical account of the New Age phenomenon and the archetypal imperatives tha...(展开全部)

杰佛瑞‧芮夫（Jeffrey Raff）于贝慈学院（Bates College）获得文学士学位、新社会研究学院（New School of Social Research）获得心理学硕士学位、联盟研究学院（Union Graduate School）获得心理学博士学位。一九七二年至一九七六年至苏黎世荣格学院（C.G. Jung Institute）研究，并获得荣格心理分析师证书。着有数篇论文，以荣格观点探讨萨满教（shamanism）与炼金术，一九七六年起并在科罗拉多州利托顿（Littleton）开设私人荣格心理分析诊所。他同时也在全美各地讲座、工作室等教授荣格心理学及炼金术。 2002年，他和Linda Bonnington Vocatura共同出版了《治疗受伤的上帝》（Healing the Wounded God），对主动想象及“与盟友合作”两...(展开全部)

Raymond Callahan's lively study exposes the alarming lengths to which school administrators went, particularly in the period from 1910 to 1930, in sacrificing educational goals to the demands of business procedures. He suggests that even today the question still asked is: "How can we operate our schools?" Society has not yet learned to ask: "How can we provide an excellent educ...(展开全部)