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The lecture intends to point out how C. G. Jung developed key conceptual ideas as proposed in CW VII and CW VIII in differentiation from Freud and within the context of his time and of history of ideas.
Analytical Psychology started with the study of complexes probably because of the strong physical reaction when a complex constellates. It appears and robs consciousness from the ego. Other psychological schools have described this same reaction in similar terms. We will look first at what is a complex, and then how this compares with similar concepts.
The house is an important symbol in dreams, drawings and art.
In the first part we look at houses in drawings by children and adults and artists. How do they affect us? What can we learn about the creator of the image? In the second part, participants can create their personal presentation of a house. Material provided.
The symbol is one of the most important basics in Analytical Psychology of C.G. Jung. In addition to dreams and active imagination, it allows direct access to the unconscious.
This lecture explores why Jungians interpret myths and fairy tales and creates a relationship to personal myth. Is personal myth the consequence of your ongoing individuation process? We will take a glimpse at the greater pictures and patterns in universal and individual stories.
We shall be looking at the development of the inner core of the psyche as it unfolds in Jung’s Red Book from the viewpoint of psychiatry, in particular the transformation of the ego and other inner figures. Jung’s insights into these processes is greatly needed in today’s world.
The transference relationship in analysis is chiefly non verbal, even though we spend the majority of our analytic hours talking. In this course we will be looking at ways to be more aware of the messages from our bodies and our imagination to understand the depth of communication between people.
It is Carl Jung’s great contribution to discover and focus on the creative potential of our complexes. He demonstrated in the WAE that gaps in consciousness provide the invisible bridge where inner and outer reality can dialogue.
Examples from the arts, neuroscience, everyday life and clinical practice will help us deepen consciousness of what might emerge from the gap: a wound as well as an opening.
This course will explore the developmental theories of S. Freud, E. Erickson, D. Stern, D. Levinson, and C.G. Jung.
Exploring the analytic encounter as a co-created dance of “two people playing together” (Winnicott, 1971), engaging in the experience of psyches in dialogue uncovering and bringing to birth possibilities not yet conscious or formulated. The prospective functions of joining in the dance, generative enactment, active imagination, and transference and counter-transference will be examined for their healing and creative potential.
The “filter” theory of mind proposed by Frederick W. H. Myers and William James — both known to Jung, and resonant with his concept of the collective unconscious — is attracting renewed interest in many disciplines. We will explore what has led to this.
In contrast to the religious problem of psychology, which tends to elevate research findings and “objective” observation to the level of blind dogma, here we’ll consider the psychological problem of religion: an unconscious and unpsychological mythic, narrative and emotional assault on what is essentially human, as disclosed to us by our own self-conscious experiences. The human alienation from our being in the world as human is expressed in religious wars, large and small, intrapsychic, interpersonal and geopolitical, which we suffer, and by which we are confounded.
This seminar will examine similarities and differences between Jung and Freud as their psychologies developed from their initial encounters to their split and beyond.
This lecture will focus on the clinical contributions of C.G. Jung. It will give an overview of what Jung himself wrote about the importance of the therapeutic relationship, highlight his early contributions to the field of psychotherapy and link this to case studies from the clinical practice of today.
We will follow Maria Anna Bernasconi as she incarnates for us the legend of Hildegard and Berta’s siting and following of the stag – antlers lighted- in nearby forests of Uetliberg, a “trail” that culminated at the locus of Zurich’s Fraumünster and prompted its construction.
From the forest trail above Uetliberg, we’ll stop along the way to honor, with small rituals, the stag siting and other legends, along with archaeological findings used for religious purposes, progressing to the Fraumünster Crypt, by way of the Landesmuseum, Wasserkirche / Grossmünster, and possibly too, Lindenhof.
The excursion, starting out from Zurich’s Hauptbahnhof at 9:15, is designed around the archetypal experience of rootedness, to the place where we are, as well as to sense of homeland or wherever we happen to live.
Wear comfortable walking shoes and dress in layers.
The excursion fee of CHF 45.- (CHF 35.- for students / participants who have a half fare Abo) includes: round trip group travel; admission fees; and a coffee! Lunch is self-pay.
English and German
For more information and registration: [email protected], +41 (0)79 521 22 21
by Friday 2.10.20. Students receive 4 hours of course credit.
Psychotherapy for one individual is different from that for another — its personal dimension is obvious. However, Zen master Shin’ichi Hisamatsu’s question to C. G. Jung whether psychotherapy could liberate people from suffering once and for all is on a different level. We therefore explore the less obvious impersonal dimension in psychotherapy. The dialogue is in Awakening and Insight – Zen Buddhism and Psychotherapy. Edited by Polly Young-Eisendrath and Shoji Muramoto.
The English woman mystic Julian of Norwich is known for her saying: “All shall be well ...” In this lecture we will look at Julian’s visions in detail. Julian felt that her initial reaction to these “Showings” was too unforgivable even to confess.
Murray Stein, PhD, will moderate a discussion on this topic with panelists, ISAP Analysts
Brigitte Egger, Dr. sc. nat. ETH;
Allan Guggenbuehl, Dr. Phil.;
and Evangelos Tsemplis , PhD.
Supposedly, we live in a visual culture, hyper-alert to the image. Nevertheless, many images have lost their numinosity partly because of commercial exploitation, leaving us unsatisfied. In compensation, Jung supposes, we might be projecting luminous flying forms into the heavens. Today, even more than in the 1960s, we are so besieged by images that their energy is often discharged. How might Psyche compensate for such depletion?
Based on passages of Proust’s In Search for the Lost Time, and Jung’s illuminating insights on memory and imagination, I will be addressing the significant value of listening to memory and its prospective meaning and purpose.
The first double hour on Friday I will introduce body work to create a safe environment, little experiences on body awareness, emotional awareness, kinesthetic communication. The second double hour will be dedicated to the explanation and practice of Authentic Movement.
Dance/movement as active imagination makes it possible to perceive psyche and body as a unity within which a series of bridges allows for passage and communication between one and the other. Authentic movement explores the inner-directed movement as a way to bridge the realms of conscious and unconscious experience. It promotes healing and creative process through individual and collective transformative journeys.
This seminar is open to all. It is required for anyone wanting to attend the intensive seminar over the weekend who has not been in a workshop with me before.
An illustrated interpretation of a Hindu boy’s initiation path, the Sacred Thread is a symbol of the invisible tie that links humans with the transcendent. In India, women and men are considered to be mature only when they are consciously related to the beyond.
Participants are encouraged to read my book on the Sacred Thread.
Jung’s remarks on “Child Development and Education” and “The Significance of the Unconscious” in Individual Education (CW 17) remain relevant although challenging in a Zeitgeist bound to a restricted lens on education and its aims. We’ll examine Jung’s views, especially the role and requirements of the educator. Participants will greatly benefit from reading in advance CW 17, Chapters III and VI.
This is a guided walking tour of Basel that creates a parallel between C.G. Jung’s interest in alchemy and Basel as a center of alchemy in the 15th and 16th century. Besides visiting two buildings where Jung studied as well as a brief tour around the Basel Cathedral, we will venture down to Kleinhüningen to see the parish where Jung grew up and the church where his father worked. The tour ends at Totengässlein at the Pharmaceutical Museum. Costs for train tickets, museum tickets and lunch are responsibility of the participants. Further information will be provided upon request and/or registration. Registration with [email protected] mandatory. Please wear good walking shoes!
Considering Jung’s ideas on structure of the psyche as well as developmental psychodynamics we will focus on the interconnectedness of all things to explore how we can meaningfully contribute towards a shift in the environmental crisis, which our humanity is imposing on our natural home, Earth.
This course requires extra work on the part of the student between sessions.
What do literature and other art forms express and reflect about the artist and context? What value or meaning can such expressions offer us? What should we really look for? C.G. Jung, in two lectures comprising Chapter IV of CW 15, elicits key considerations in the interplay between psychology and art, the role of art vis-à-vis artist, archetypal implications, and treasures rendered. It will be helpful but not essential to read in advance “On the Relation of Analytical Psychology to Poetry” and “Psychology and Literature”.
With reference to Jung’s understanding of dreams, specific dreams will be addressed.
We will work on one or two case studies with selected dreams from my practice to demonstrate both the developmental and individuation progress in analytic work.
We will explore the interactive field of music and psychoanalysis with regard to archetypal, behavioral and symbolic processes, dreams and individuation, including case examples. We will also discuss why music improvisation used as active imagination within analysis has not yet been generally implemented and explore future possibilities for training in its use. If there is sufficient enrollment, an experiential component in using music improvisation within analysis may be included in the seminar.
The word “enchantment” is derived from “chanter” to sing. Music awakens us to a world of magic where barriers that keep things separate collapse. Enchantment is not without shadow. We cannot become addicted to the miraculous and loose contact with reality. This is tempting living in a world that has become increasingly disenchanted. How can we embrace the enchanted without loosing contact with reality?
This lecture briefly addresses historical development of global environmental awareness and the empirical, psychological and spiritual links to the theme.
In the face of numerous crises and catastrophes of extinction, it is argued that the human species is at a threshold of maturation ushering in an epoch of mutual respect and responsibility worldwide. Resonance of theories and practices environmentally, economically and educationally are key to both pragmatic survival and spiritual integrity.
I. Symbol: from revelation to interpretation key – a vivifying experience
II. Neurosis: Jung’s seminal neurosis theory as revealing a program
III. Projection: dynamic manifestation of unconscious motives
IV. Amplification: a basic method for psychological interpretation
Each animal species is an undisguised expression of basic life patterns, a unique manifestation of the world soul. Connecting with animals and their ecology as much as with their symbolic role in our dreams and in human culture may contribute to healing our dissociation from inner and outer nature. We will explore:
Jung sees the sexual instinct as one of the drives, but it did not cease to make us creative, happy, anxious, depressive, etc. A relation is established with Jungian notions and clinical practice.
We will look at the analytic field both from the point of view of transference and countertransference and what might be possible scientific explanations for it. We will also consider the parallels and difference with the Bion Field Theory.
Longing played a crucial role for Jung: “Yearning is the way of life. If you do not acknowledge your yearning, then [...] you do not live your life” (Red Book, p. 249/250). The lecture will explore the etymology of longing, its symbolism in writings by mystics, and Jung’s writings on longing.
Psychodrama is a more embodied way of working with the psyche. It has a potential to address hidden issues, feelings and patterns. We work with the archetypal figures and images which arise from within the participants.