Journal of Jungian Scholarly Studies
formerly known as
JUNG: the e-Journal
of the Jungian Society for Scholarly Studies
Editors:Inez Martinez, Ph.D.
Darrell Dobson, Ph.D
Volume 5, 2009
Copy Editor: Matthew Fike, Ph.D
Table of Contents and Abstracts
Peer-Reviewed Academic Articles
The paper first considers the role of Jungian ideas in relation to academic disciplines and to literary studies in particular. Jung is a significant resource in negotiating developments in literary theory because of his characteristic treatment of the ‘other’. The paper then looks at The Lion, the Witch and the Wardrobe (1950) by C.S. Lewis whose own construction of archetypes is very close to Jung’s. By drawing upon new post-Jungian work from Jerome Bernstein’s Living in the Borderland (2005), the novel is revealed to be intimately concerned with narratives of trauma and of origin. Indeed, a Jungian and post-Jungian approach is able to situate the text both within nature and in the historical traumas of war as well as the personal traumas of subjectivity. Where Bernstein connects his work to the postcolonial ethos of the modern Navajo shaman, this new weaving of literary and cultural theory points to the residue of shamanism within the arts of the West.
Jung claims that visionary imaginative literature, because its source is the collective unconscious, helps the collective psyche self-regulate. Proving Jung’s claim is difficult since shifts in collective consciousness have many causes, but an instance of literature’s playing a part in such a shift is Robert Browning’s The Ring and the Book which contributed to collective realization of the inherent limitations of point of view. Sometimes literature contributes to collective consciousness through tales bringing into focus a collective crisis, such as Jorge Luis Borges’s stories “The Garden of Forking Paths,” “The Library of Babel,” and “The Secret Miracle” which convey the modern dilemma of loss of absolute transcendent truths. Literature, however, cannot bring unconscious contents to consciousness if readers read with rigid ego boundaries, what I call ego readings. Slipping free from ego readings is more likely if one becomes aware that one is so reading. If readers already have experience of psyche beyond ego, they are more likely to be able to read for psyche. Still, even if readers do not have such experience, literature itself can initiate one into the existence of psyche as my reading of Mark Twain’s The Mysterious Stranger initiated me. One can become aware of performing ego readings through clues such as habitually discovering in the text what one already thinks, reading for plot, becoming angry at a text, discovering that one has been in denial about a text, and reading to find support for an argument. This latter practice characterizes literary criticism, as illustrated by Jacques Lacan’s, Jacques Derrida’s, and Barbara Johnson’s responses to Edgar Allen Poe’s “The Purloined Letter.” Paradoxically, the professional response to literature may obstruct reading literature for psyche. If one can overcome ego resistance to a text, as I suggest through my experience of reading D.H. Lawrence’s “The Rocking Horse Winner,” one can garner a story’s psychological riches. Still, resistance may arise from ethical concerns, including responsibility to oneself, so that the relationship between self and text requires conscious and conscientious negotiation, an unsettling process as I detail in reference to my reading of Roberto Bolano’s 2666. Once readers are aware of performing ego readings, they can attempt to loosen their ego boundaries through focused attention (an insight emerging from reading Virginia Woolf’s “Kew Gardens”), particularly toward numinous moments for characters in a text or numinous responses in themselves. Reading for psyche also is furthered through re-reading, conscious intention, and reflection. For the institutions of literary criticism and of teaching to help readers be open to the contents of the unconscious psyche in literature, teachers and critics need to be aware of the difference between ego readings and reading for psyche. Jungian literature teachers and literary critics can take the lead.
The Content of Their Complexes: The Wounded Leadership of Martin Luther King, Jr. and Barack Obama
Jennifer L. Selig, PhD
Pacifica Graduate Institute
Since his first appearance before the collective psyche at the 2004 Democratic National Convention, Barack Obama has been compared to Martin Luther King, Jr. While the content of their characters may be similar, this article takes up the dissimilar content of their complexes. In The Wounded Researcher, Robert Romanyshyn wrote, “A complex is a kind of wounding, and for the wounded researcher it is both the obstacle and the pathway into the unfinished business in the soul of his or her work.” This article extends Romanyshyn’s theory into the realm of leadership, exploring the marriage of a wounded leader (King and Obama) and a wounded collective (America) with the same complex. That this sympathetic complex may prove an obstacle and provide a pathway into the unfinished work in the soul of both the leader and his or her followers was certainly true with King; will it hold true with Obama?
Transformative Teaching: Promoting Transformation through Literature, the Arts, and Jungian Psychology
by Darrell Dobson, SensePublishers, 2008 and Education and Imagination: Post-Jungian Perspectives
edited by Raya A. Jones, Austin Clarkson, Sue Congram, and Nick Stratton, Routledge, 2008
Reviewed by Susan Rowland,Ph.D.
University of Greenwich
Possession: Jung’s Comparative Anatomy of the Psyche
by Craig E. Stephenson, Routledge, 2009
Reviewed by Susan Rowland, Ph.D.
University of Greenwich