Transformative Teaching: Promoting Transformation Through Literature, the Arts, and Jungian Psychology

Transformative Teaching: Promoting Transformation Through Literature, the Arts, and Jungian Psychology

Volumn , Issue , 2008, Pages 1-242

  Dobson, Darrell ^a   Booth, David ^b  

^a District School Board   (Canada)

^b UNIVERSITY OF TORONTO   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79958787870     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Book

References (305)

1. Amobi, F. A. (2005, Winter). Preservice teachers’ reflectivity on the sequence and consequences of teaching actions in a microteaching experience. Teacher Education Quarterly.
2. Arieti, S. (1976). Creativity: The magic synthesis. New York: Basic Books.
3. Barone, T. (2000). Aesthetics, politics, and educational inquiry. New York: Peter Lang Publishing.
4. Baumlin, J., Baumlin, T. F., & Jensen, G. (Eds.). (2004). Post-Jungian criticism: Theory and practice. Albany, NY: State University of New York.
5. Beattie, M. (1995a). Constructing professional knowledge in teaching: A narrative of change and development. New York: Teachers’ College Press.
6. Beattie, M. (1995b). The making of a music: The construction and reconstruction of a teacher’s personal practical knowledge during inquiry. Curriculum Inquiry, 25(2), 133–150.
7. Beattie, M. (1997a). Collaboration in the construction of professional knowledge: Finding answers in your own reality. In H. Christiansen, I. Goulet, C. Krentz, & M. Maeers (Eds.), Recreating relationships: Collaboration and educational reform. Albany, NY: SUNY Press.
8. Beattie, M. (1997b). Fostering reflective practice in teacher education: Inquiry as a framework for the construction of a professional knowledge in teaching. Asia-Pacific Journal of Teacher Education & Development, 25(2).
9. Beattie, M. (2000). Narrative inquiry, educational leadership and the creation of learning communities.
10. Beattie, M. (2001). The art of learning to teach: Preservice teacher narratives. Upper Saddle River, New Jersey, NJ: Merrill Pentice Hall.
11. Beattie, M. (2003). Construction of professional knowledge: The interaction and enactment of narrative. Unpublished manuscript, Toronto.
12. Beattie, M. (2004). Narratives in the making: Teaching and learning at corktown community high school. Toronto, Canada: University of Toronto Press.
13. Beattie, M., Dobson, D., Hegge, L., & Thornton, G. (2005). Intension: Seeking spirit – A work in progress. Paper presented at the American Educational Research Association.
14. Beattie, M., Dobson, D., Thornton, G., & Hegge, L. (2007). Interacting narratives: Creating and recreating the self. The Journal of Lifelong Learning, 26(2), 119–141.
15. Beattie, M., Hegge, L., Dobson, D., & Thornton, G. (2006). Interacting narratives: The arts and the transformation of self. Paper presented at the American Educational Research Association.
16. Beattie, M., Thornton, G., Dobson, D., & Hegge, L. (2005). Intentionally seeking spirit: A work in progress. Journal of Curriculum and Pedagogy, 2(2), 102–106.
17. Beck, C., & Kosnik. (2001). Reflection-in-action: In defence of thoughtful teaching. Curriculum Inquiry, 31(2), 217–227.
18. Beebe, J. (1992). Integrity in depth. Houston, TX: Texas A&M University Press.
19. Beebe, J. (2006). Psychological types. In R. K. Papadopoulous (Ed.), The handbook of Jungian psychology: Theory, practice and applications. New York: Routledge.
20. Bern, D. (2001). New American language. New York: Messenger Records.
21. Boal, A. (1974). Theatre of the oppressed (C. A. McBride & M.-O. L. McBride, Trans.). New York: Theatre Communications Group, Inc.
22. Boal, A. (1992). Games for actors and non-actors (2nd ed.). New York: Routledge.
23. Bodkin, M. (1958). Archetypal patterns in poetry. New York: Vintage Books.
24. Bogdan, D. (2003). Musical spirituality: Reflections on identity and the ethics of embodied aesthetic experience in/and the academy. The Journal of Aesthetic Education, 37(2), 80–98.
25. Boron, D. (2001). Merlin and the Grail: Joseph of Arimathea, Merlin, Perceval (N. Bryant, Trans.). Cambridge, MA: D. S. Brewer.
26. Boyd, R. D. (1988). Transformative education. International Journal of Lifelong Education, 7(4), 261– 284.
27. Boyd, R. D. (1991). Personal transformation in small groups: A Jungian perspective. New York: Routledge.
28. Britzman, D. (1998). Lost subjects, contested objects: Toward a psychoanalytic inquiry of learning. Albany, NY: State University of New York Press.
29. Bullough, R. V. (1991). Exploring personal teaching metaphors in preservice teacher education. Journal of Teacher Education, 42(1), 43–51.
30. Calderhead, J. (1989). Reflective teaching and teacher education. Teaching and Teacher Education, 5(1), 43–51.
31. Calderhead, J., & Gates, P. (Eds.). (1993). Conceptualizing reflection in teacher development. London: The Falmer Press.
32. Campbell, L. H. (2005). Spiritual reflective practice in preservice art education. Studies in Art Education, 47(1), 51–69.
33. Carter, C. (1993). The place of story in the study of teaching and teacher education. Educational Researcher, 22(1), 5–12.
34. Carter, K., & Doyle, W. (1996). Personal narrative and life history in learning teach. In B. Sikula and Guyton (Ed.), Handbook of research on teacher education. New York: Simon & Schuster MacMillan.
35. Cavanaugh, S. (2005). Sublime science: Dewey, the sublime, and science education. Paper presented at the American Educational Reserach Association.
36. Chadwell, N. (2004). Psychological type and epistemology in college freshman, elementary teachers, preservice science teachers, and scientists: Implications for science education reform. Unpublished Ph.D. Dissertation, University of Tennessee.
37. Chodorow, J. (2006). Active imagination. In R. K. Papadopoulous (Ed.), The handbook of Jungian psychology: Theory, practice and applications. New York: Routledge.
38. Clandinin, D. J. (1985). Personal, practical knowledge: A study of teachers’ classroom images. Curriculum Inquiry, 15(4), 361–385.
39. Clandinin, D. J. (1986). Classroom practice: Teacher images in action. London: Falmer Press.
40. Clandinin, D. J. (1989). Developing rhythm in teaching: The narrative study of a beginning teacher’s personal practical knowledge of classrooms. Curriculum Inquiry, 19(2), 121–141.
41. Clandinin, D. J., & Connelly, F. M. (1996). Teachers’ professional knowledge landscapes: Teacher stories. Stories of teachers. School stories. Stories of Schools. Educational researcher, 25(3), 24–30.
42. Clandinin, D. J., & Connelly, F. M. (1998). Stories to live by: Narrative understandings of school reform. Curriculum Inquiry, 28(2), 149–164.
43. Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass.
44. Clark, C. M. (1992). Teachers as designers in self-directed professional development. In A. Hargreaves & M. G. Fullan (Eds.), Understanding teacher development. New York: Teachers College Press.
45. Clarke, L. (2002). Parzival and the stone from heaven. London: Thorsons.
46. Clarkson, A. (2002). A curriculum for the creative imagination. In T. Sullivan & L. Willingham (Eds.), Creativity and music education. Edmonton, Alberta, Canada: Canadian Music Educator’s Association.
47. Clarkson, A. (2003). On the music of Stefan Wolpe: Essays and recollections. Hillsdale, NY: Pendragon Press.
48. Clarkson, A. (2005a). Educating the creative imagination: A course design and its consequences. Jung: the e-Journal of the Jungian Society for Scholarly Studies, 1(2).
49. Clarkson, A. (2005b). “Structures of fantasy and fantasies of structures”: Engaging the aesthetic self Current Musicology, 79 & 80, 7–34.
50. Clarkson, A.(2006a). Exploring creativity in depth: Assessment of an elementary school program for activating the creative imagination. Paper presented at the 2006 conference of the Jungian Society for Scholarly Studies.
51. Clarkson, A. (forthcoming). The intelligence of the imagination: Personal stories of the creative process. Toronto, ON.
52. Clarkson, A., & Worts, D. (2005). The animated muse: An interpretive program for creative viewing. Curator: The Museum Journal, 48(3), 257–280.
53. Congram, S., Jones, R., & Statton, N. (forthcoming). Education and imagination. Unpublished essay collection.
54. Conle, C. (1996). Resonance in preservice teacher inquiry. American Educational Research Journal, 33, 297–325.
55. Conle, C. (2000). Narrative inquiry: research tool and medium for professional development. European Journal of Teacher Education, 23(1), 49–63.
56. Connelly, F. M., & Clandinin, D. J. (1982). Personal practical knowledge at Bay Street School.
57. Connelly, F. M., & Clandinin, D. J. (1986). On narrative method, personal philosophy, and narrative unities in the story of teaching. Journal of Research in Science Teaching, 23(4), 292–310.
58. Connelly, F. M., & Clandinin, D. J. (1988). Teachers as curriculum planners: Narratives of experience. New York: Teachers’ College Press.
59. Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2–14.
60. Connelly, F. M., & Clandinin, D. J. (1991a). Narrative and story in practice and research. In D. Schon (Ed.), The reflective turn: Case studies in and on educational practice. New York: Teachers College Press.
61. Connelly, F. M., & Clandinin, D. J. (1991b). Narrative inquiry: Storied experience. In E. Short (Ed.), Forms of curriculum inquiry: Guidelines for the conduct of educational research (pp. 121–154). Albany, NY: SUNY Press.
62. Connelly, F. M., & Clandinin, D. J. (1992). Teacher as curriculum maker. In P. W. Jackson (Ed.), Handbook of research on curriculum. New York: MacmIllan Publishing Company.
63. Connelly, F. M., & Clandinin, D. J. (1999). Shaping a professional identity: Stories of educational practice. London, Ontario, ON: Althouse Press.
64. Connelly, F. M., & Clandinin, D. J. (2001). Exploring the landscape of Canadian teacher education. Asia-Pacific Journal of Teacher Education &Development.
65. Connelly, F. M., Clandinin, D. J., & He, M. F. (1997). Teachers’ personal practical knowledge on the professional knowledge landscape. Teaching and Teacher Education, 13(7), 665–674.
66. Craig, R. P. (1994, March/April). The face we put on: Carl Jung for teachers. The Clearing House.
67. Cranton, P. (1996). Professional development as transformative learning. New York: Jossey-Bass.
68. Cranton, P. (2003). When the bottom falls out of the bucket: Toward a holistic perspective on transformative learning. Journal of Transformative Education, 1(2), 86–98.
69. Cranton, P. (2006). Understanding and promoting transformative learning (2nd ed.). San Francisco: Jossey-Bass.
70. Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: HarperPerenial. Dallas, E. S. (1866). The gay science. New York: Johnson Reprint Company.
71. Dante. (1948 [1321?]). The divine comedy (L. G. White, Trans.). New York: Pantheon Books.
72. de Troyes, C. (1987). Arthurian romances including Perceval. London: Everyman’s Library.
73. Denzin, N. K., & Lincoln, Y. S. (2000). Introduction: The discipline and practice of qualitative research.
74. In N. K. Denzin & Y. S. Lincoln (Eds.), The handbook of qualitative research (pp. 1–29). ThousandOaks, CA: Sage Publications.
75. Dewey, J.(1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: D.C. Heath and Company.
76. Dewey, J. (1934). Art as experience. New York: Perigree Books.
77. Dewey, J. (1938). Experience and education. New York: Collier Books, MacMillan Publishing Company.
78. Diamond, C. T. P., & Mullen, C. A. (Eds.). (1999). The postmodern educator: Arts-based inquiries and teacher development. New York: Peter Lang Publishing, Inc.
79. Dirkx, J. (2000). Transformative learning and the journey of individuation. ERIC Digest, 223, 7.
80. Dirkx, J. (2001). Images, transformative learning and the work of soul. Adult Learning, 12(3), 15–17.
81. Dirkx, J. (2001b). The power of feeling: Emotion, imagination, and the construction of meaning in adult learning. In S. B. Merriam (Ed.), The new update on adult learning theory. San Francisco: Jossey- Bass.
82. Dirkx, J., Mezirow, J., & Cranton, P. (2006). Musings and reflections on the meaning, context, and process of transformative learning: A dialogue between J. M. Dirkx & J. Mezirow. Journal of Transformative Education, 4(2), 123–139.
83. Dobson, D. (2004). Unpublished professional journal.
84. Dobson, D. (2005a). Archetypal literary theory in the postmodern age. Jung: The e-Journal of the Jungian Society for Scholarly Studies, 1(1).
85. Dobson, D. (2005b, November 10). Field notes. Toronto, Ontario, Canada.
86. Dobson, D. (2005c). From spotlight to fluorescent bulb: Aesthetic dimensions of personal, practical knowledge in an actor training to be a high school teacher. Research in Drama Education, 10(3),327–340.
87. Dobson, D. (Ed.). (2005d). JUNG: The e-journal of the Jungian society for scholarly studies.
88. Dobson, D. (2006a). Royal, warrior, magician, lover: Images of teachers’ professional knowledge. Paper presented at the 2006 conference of the Jungian society for scholarly studies.
89. Dobson, D. (2006b). Unpublished professional journal.
90. Dobson, D. (Ed.). (2006c). JUNG: The e-journal of the Jungian society for scholarly studies.
91. Dobson, D. (Ed.). (2007). JUNG: The e-journal of the Jungian society for scholarly studies.
92. Donmoyer, R. (1980). Alternative conceptions of generalization and verification for educational research. Unpublished Ph.D., Stanford University, Stanford.
93. Driver, D. (2005). Releasing non-hegemonic masculinities. Harvest: International Journal for Jungian Studies, 51(1), 23–44.
94. Edinger, E. (1972). Ego and archetype: Individuation and the religious function of the psyche. London: Shambhala.
95. Edinger, E. (1995). The mysterium lectures: A journey through C.G. Jung’s mysterium coniunctionis. Toronto, ON: Inner City Books.
96. Egan, K. (1986). Teaching as storytelling: An alternative approach to teaching and curriculum in the elementary school. London, Ontario, ON: The Althouse Press.
97. Eisner, E. (1979). The educational imagination: On the design and evaluation of school programs. New York: MacMillan Publishing Company.
98. Eisner, E. (1991). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. New York: MacMillan Publishing Company.
99. Eisner, E. (1995). Foreword. In Constructing professional knowledge in teaching: A narrative of change and development.
100. Eisner, E. (2002). The arts and the creation of mind. New Haven, CT: Yale University Press.
101. Eisner, E. (2004). What can education learn from the arts about the practice of education? International Journal of Education and the Arts. Retrieved October 20, 2004, from http://ijea.asu.edu.v5n4/
102. Eisner, E. (2005). Reimagining schools: The selected works of Elliot W. Eisner. New York: Routledge.
103. Eisner, E., & Barone, T. (1988). Arts-based educational research. In R. Jaeger (Ed.), Complementary methods for research in education. Washington, DC: AERA.
104. Eisner, E., & Peshkin, A. (Eds.). (1990).Qualitative inquiry in education:The continuing debate.NewYork:Teachers’ College Press
105. Eisner, E., & Vallance, E. (1974). Conflicting conceptions of education. Berkeley, CA: McCutchan.
106. Elbaz-Luwisch, F. (1997). Narrative research: Political issues and implications. Teaching and Teacher Education, 13(1), 75–83.
107. Elbaz-Luwisch, F. (2001). Understanding what goes on in the heart and the mind: Learning about diversity and co-existence through story-telling. Teaching and Teacher Education, 17, 133–146.
108. Elbaz-Luwisch, F. (2004). Immigrant teachers: Stories of self and place. International Journal of Qualitative Studies in Education, 17(3).
109. Elbaz, F. (1983). Teacher thinking: A study of practical knowledge. New York: Nichols Publishing Company.
110. Elbaz, F. (1991). Research on teachers’ knowledge: The evolution of a discourse. Journal of Curriculum Studies, 23, 1–19.
111. Ellis, C., & Bochner, A. (2000). Autoethnography, personal narrative, reflexivity. In N. K. L. Denzin & S. Yvonna (Ed.), Handbook of qualitative research (2nd ed., pp. 733–768). Thousand Oaks, CA: Sage Publications.
112. Eng, B. C. (2005). Exploring teacher knowledge through personal narratives: Experiences of identity, culture, and sense of belonging. Unpublished Ph.D. Dissertation, University of Toronto, Toronto.
113. Estes, C. P. (1992). Women who run with the wolves: Myths and stories of the wild woman archetype. New York: Ballantine Books.
114. Feuerverger, G. (2001). Oasis of dreams: Teaching and learning peace in a Jewish-Palestinian village in Israel. New York: RoutledgeFalmer.
115. Fontana, A., & Frey, J. H. (2000). The interview: From structured questions to negotiated text. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research. Thousand Oaks, CA: Sage Publications, Inc.
116. Forbes, S. (2002). Krishnamurti’s approach to education. In J. Miller & Y. Nakagawa (Eds.), Nurturing our wholeness: Perspectives on spirituality in education. Brandon, VT: Foundation for Educational Renewal.
117. Forbes, S. (2003). Holistic education: An analysis of its ideas and nature. Brandon, VT: Foundation for Educational Renewal.
118. Frye, N. (1963). The educated imagination. Toronto, ON: House of Anansi Press, Ltd.
119. Frye, N. (1976). Motive for metaphor. In Modern Canadian essays. Toronto, ON: Macmillan of Canada.
120. Frye, N. (1983). Literature as a critique of pure reason. Descant, 14(2), 7–21.
121. Frye, N. (2000). On teaching literature. In O’Grady (Ed.), Northrop Frye’s writings on education. Toronto, ON: University of Toronto Press.
122. Frye, N. (2000a). The social importance of literature. In O’Grady (Ed.), Northrop Frye’s writings on education. Toronto, ON: University of Toronto Press.
123. Frye, N. (2003). Northrop Frye’s notebooks and lectures on the Bible and other religious texts: Collected works (Vol. 13). Toronto, ON: University of Toronto Press.
124. Gallagher, K. (2000). Drama education in the lives of girls: Imagining possibilities. Toronto, ON: University of Toronto Press.
125. Gandhi. (1993). Gandhi: An autobiography. Boston: Beacon Press.
126. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences, tenth anniversary edition. New York: BasicBooks.
127. Gardner, H. (2006). The development and education of the mind: The selected works of Howard Gardner. New York: Routledge.
128. Ghaye, T. (2005). Editorial: Reflection for spiritual practice. Reflective Practice, 5(3), 291–295.
129. Girod, M., & Wong, D. (2002). An aesthetic (Deweyan) perspective on science learning: Case studies of three fourth graders. The Elementary School Journal, 102(3), 199–224.
130. Goleman, D.(1995). Emotional intelligence: Why it can matter more than IQ. NewYork: BantamBooks.
131. Gonzalez, J. B. (2002). From page to stage to teenager: Problematizing ‘transformation’ in theatre for and with adolescents. Stage of the art, 14(3).
132. Goodson, I. F. (1992). Sponsoring the teacher’s voice: Teachers’ lives and teacher development. In A. Hargreaves & M. G. Fullan (Eds.), Understanding teacher development. New York: Teachers’ College Press.
133. Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change. San Francisco: Jossey-Boss Publishers.
134. Greene, M. (2004). Carpe diem: The arts and school restructuring. In G. Diaz & M. B. McKenna (Eds.), Teaching for aesthetic experience. New York: Peter Lang.
135. Grimm, J., & Grimm, W. (1992). The fisherman and his wife (J. Zipes, Trans.). In The complete fairy tales of the brothers Grimm. New York: Bantam Books.
136. Guggenbuhl-Craig. (1971). Power in the helping professions. Dallas, TX: Spring Publishing.
137. Hargreaves, A., & Fullan, M. G. (1992). Understanding teacher development. New York: Teachers College Press.
138. Hart, T. (2001). From information to transformation: Education for the evolution of consciousness. New York: Peter Lang Publishing.
139. Hauke, C. (2000). Jung and the postmodern: The interpretation of realities. London: Routledge.
140. He, M. F. (1998). Professional knowledge landscapes: Three Chinese women teachers’ enculturation processes in China and Canada. Unpublished Doctoral Dissertation, University of Toronto, Toronto.
141. Heaney, S. (1988). The government of the tongue. London: Faber.
142. Hillman, J. (1975). Re-Visioning psychology. New York: HarperPerennial.
143. Hillman, J. (1996). The soul’s code: In search of character and calling. New York: Random House.
144. Howard, T. C. (2003). Culturally relevant pedagogy: Ingredients for critical teacher reflection. Theory into Practice, 42(3), 195–202.
145. Huber, J., & Whelan, K. (1999). A marginal story as a place of possibility: Negotiating self on the professional knowledge landscape. Teaching and Teacher Education, 15, 381–396.
146. Hughes, J. (2004). Playing a part: The impact of youth theatre on young people’s personal and social development. Research in drama education, 9(1).
147. Hunt, C. (2001). Shifting shadows: Metaphors and maps for facilitating reflective practice. Reflective Practice, 2(3), 275–287.
148. Irwin, R., & de Cosson, A. (Eds.). (2004). A/r/tography: Rendering self through arts-based living inquiry. Vancouver: Pacific Educational Press.
149. Jackson, P. W. (1986). The practice of teaching. New York: Teachers College Press. Jackson, P. W. (1992). Helping teachers develop. In A. Hargreaves & M. G. Fullan (Eds.),Understanding teacher development. New York: Teachers College Press.
150. Jacobi, J. (1959). Complex/archetype/symbol in the psychology of C. G. Jung. Princeton, NJ: Princeton University Press.
151. Jung, C. (1947/1997). Three letters to Mr. O. In J. Chodorow (Ed.), Jung on active imagination. Princeton, NJ: Princeton University Press.
152. Jung, C. (1951). Aion: Researches into the phenomenology of the self (Vol. 9ii). Princeton, NJ: Princeton University Press.
153. Jung, C. (1953a). Psychology and alchemy (R. F. C. Hull, Trans., Vol. 12). Princeton, NJ: Princeton University Press.
154. Jung, C. (1953b). Two essays on analytical psychology (R. F. C. Hull, Trans., Vol. 7). New York: Princeton University Press.
155. Jung, C. (1953–1991). The collected works of C. G. Jung (R. F. C. Hull, Trans.). Princeton, NJ: Princeton University Press.
156. Jung, C. (1954). The development of personality :Papers on child psychology, ducation and related subjects,CW17(R.F.C.Hull,Trans.). Princeton, NJ: Princeton University Press.
157. Jung, C. (1956). Symbols of transformation (R. F. C. Hull, Trans., Vol. CW 5). Princeton, NJ: Princeton University Press.
158. Jung, C. (1959). The archetypes and the collective unconscious (R. F. C. Hull, Trans., Vol. 9, Part 1). New York: Princeton University Press.
159. Jung, C. (1960). The structure and dynamics of the psyche (R. F. C. Hull, Trans., Vol. 8). Princeton, NJ: Princeton University Press.
160. Jung, C. (1961). Memories, dreams, reflections (R. Winston & C. Winston, Trans.). New York: Vintage Books.
161. Jung, C. (1964). Man and his symbols. New York: Dell Publishing.
162. Jung, C. (1966). The spirit in man, art, and literature, CW 15 (R. F. C. Hull, Trans.). Princeton, NJ: Princeton University Press.
163. Jung, C. (1968). Alchemical studies (R. F. C. Hull, Trans.). Princeton, NJ: Princeton University Press.
164. Jung, C. (1971 [1921]). Psychological types (Vol. CW 6). Princeton, NJ: Princeton University Press, Bollingen Series.
165. Jung, C. (1976). The symbolic life: Miscellaneous writings (R. F. C. Hull, Trans., Vol. 18). Princeton, NJ: Princeton University Press.
166. Jung, E., & von Franz, M.-L. (1998 [1960]). The grail legend (2nd ed.). Princeton, NJ: Princeton University Press.
167. Kessler, R. (2002). Eros and the erotic shadow in teaching and learning. In J. Miller & Y. Nakagawa (Eds.), Nurturing our wholeness: Pespectives on spirituality in education. Brandon, VT: Foundation for Educational Renewal.
168. Kilbourn, B. (1998). For the love of teaching. London, Ontario, ON: The Althouse Press.
169. King, T. (2003). The truth about stories: A native narrative. Toronto, ON: House of Anansi Press.
170. Knowles, J. G. (1993). Life-history accounts as mirrors: A practical avenue for the conceptualization of reflection in teacher education. In J. Calderhead & P. Gates (Eds.), Conceptualizing reflection in teacher development. London: The Falmer Press.
171. Knowles, J. G., & Holt-Reynolds, D. (1991). Shaping pedagogies through personal histories in preservice teacher education. Teachers College Record, 93(1), 87–113.
172. Kohn, A. (2000). Burnt at the high stakes. Journal of Teacher Education, 51(4), 315.
173. Kohn, A. (2001). Two cheers for an end to the SAT. The Chronicle of Higher Education, 47(26), B12.
174. Korman, G. (1978). This can’t be happening at MacDonald Hall. Toronto, ON: Scholastic Book Services.
175. LaBoskey, V. (1991). A conceptual framework for reflection in preservice teacher education. In J. Calderhead & P. Gates (Eds.), Conceptualizing reflection in teacher development. London: The Falmer Press.
176. LaBoskey, V. (1993). A conceptual framework for reflection in preservice teacher education. In J. Calderhead & P. Gates (Eds.), Conceptualizing reflection in teacher development. London: The Falmer Press.
177. Lampert, M. (1985). How do teachers manage to teach? Perspectives on problems in practice. Harvard Educational Review, 55(2), 178–194.
178. Lang, A. (Ed.). (1993). Tales from King Arthur. Ware, Hertfordshire: Wordsworth Editions.
179. Langer, S. (1942). Philosophy in a new key. Cambridge, MA: Harvard University Press.
180. Lawrence-Lightfoot, S. (2000). Respect: An exploration. New York: HarperCollins.
181. Lawrence-Lightfoot, S., & Davis, J. H. (1997). The art and science of portrature. San Francisco: Jossey-Bass.
182. Levin, B. (1994, March 4). Education looks at poverty: Conceptions and misconceptions. Paper presented at the education and community: The collaborative solution conference, Toronto, ON.
183. Lin, L., Cranton, P., & Bridglall, B. (2005). Psychological type and asynchronous written dialogue in adult learning. Teachers College Record, 107(8), 1788–1813.
184. MacDonald, G. (2001, October 11). Media fear censorship as Bush requests caution. Globe and Mail.
185. MacIntyre, A. (1981). After virtue: A study in moral theory. London: Gerald Duckworth.
186. Mayes, C. (1998). The use of contemplative practices in teacher education. Encounter: Education for meaning and social justice, 11(3), 17–31.
187. Mayes, C. (1999). Reflecting on the archetypes of teaching. Teaching Education, 10(2), 3–16.
188. Mayes, C. (2001a, Spring). Cultivating spiritual reflectivity in teachers. Teacher Education Quarterly, 5–22.
189. Mayes, C. (2001b). A transpersonal model for teacher reflectivity. The Journal of Curriculum Studies, 33(4).
190. Mayes, C. (2002). The teacher as an archetype of spirit. The Journal of Curriculum Studies, 34(6), 699–718.
191. Mayes, C. (2003, Summer). Alchemy and the teacher. Teacher Education Quarterly, 81–98.
192. Mayes, C. (2005a). Jung and education: Elements of an archetypal pedagogy. Toronto, ON: Rowman & Littlefield Education.
193. Mayes, C. (2005b). The teacher as shaman. The Journal of Curriculum Studies, 37(3), 329–348.
194. Mayo, P. (2003). A rationale for a transformative approach to education. Journal of Transformative Education, 1(1), 38–57.
195. McCrae, J. (1982 [1915]). In Flander’s fields. In M. Atwood (Ed.), The New Oxford Book of Canadian verse in English. Toronto, ON: Oxford University Press.
196. McWhinney, W., & Markos, L. (2003). Transformative education across the threshold. Journal of Transformative Education, 1(1), 16–37.
197. Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.
198. Mezirow, J. (1994). Understanding transformation theory (Vol. 44, pp. 222–232).
199. Mezirow, J. (2000). Learning to think like an adult: Core concepts of transformation theory. In J. Mezirow (Ed.), Learning as transformation. San Francisco: Jossey-Bass.
200. Miller, J. (1993). The holistic teacher. Toronto, ON: OISE Press.
201. Miller, J. (1994). The contemplative practitioner: Meditation in education and the professions. Toronto,ON: OISE Press.
202. Miller, J. (2000). Education and the soul: Toward a spiritual curriculum. Albany, NY: University of New York Press.
203. Miller, J. (2001 [1988]). The holistic curriculum, revised and expanded edition. Toronto, ON: OISE Press.
204. Miller, J. (2002a). Emerson, Thoreau and Alcott: Prophets of holistic learning. In J. Miller (Ed.), Nurturing our wholeness: Perspectives on spirituality in education.
205. Miller, J. (2005a). Educating for wisdom and compassion: Creating conditions for timeless learning. Thousand Oaks, CA: Corwin Press.
206. Miller, J. (2005b). Introduction. In J. Miller, S. Karsten, D. Denton, D. Orr, & I. Kates (Eds.), Holistic learning and spirituality in education. Albany, NY: SUNY.
207. Miller, J. (Ed.). (2002b). Nurturing our wholeness: Perspectives on spirituality in education. Brandon, VT: Foundation for Educational Renewal.
208. Miller, R. (1997). What are schools for? Holistic education in American culture (3rd Rev. ed.). Brandon, VT: Holistic Education Press.
209. Milner, R. (2003). Teacher reflection and race in cultural contexts: History, meanings, and methods in teaching. Theory into Practice, 42(3).
210. Miscisin, M. (2001). Showing our true colors. Riverside, CA: True Colors.
211. Mitchell, S. (Ed.). (1988). Tao Te Ching. New York: Harper and Row.
212. Molnar, A. (1996). Giving kids the business: The commercialization of America’s schools. Boulder, CO:Westview Press.
213. Molnar, A. (2005). School commercialism: From democratic ideal To market commodity. NewYork: Routledge.
214. Moore, R. (2006). A way forward for Jungian psychoanalysis and research: Elements for a neo-Jungian structural psychoanalysis. Paper presented at the 2006 conference of the Jungian society for scholarly studies.
215. Moore, R., & Gillette, D. (1990). King, warrior, magician, lover: Rediscovering the archetypes of the mature masculine. New York: HarperCollins.
216. Moore, R., & Gillette, D. (1992a). The king within: Accessing the king in the male psyche. New York: William Morrow and Company, Inc.
217. Moore, R., & Gillette, D. (1992b). The warrior within: Accessing the knight in the male psyche. New York: Avon Books.
218. Moore, R., & Gillette, D. (1993a). The lover within: Accessing the lover in the male psyche. New York: William Morrow and Company, Inc.
219. Moore, R., & Gillette, D. (1993b). The magician within: Accessing the shaman in the male psyche. New York: Avon Books.
220. Moore, T. (2005). Educating for the Soul. In J. Miller, S. Karsten, D. Denton, D. Orr, & I. Kates (Eds.), Holistic learning and spirituality in education. Albany, NY: SUNY.
221. Munby, H. (1986). Metaphor in the thinking of teachers: An exploratory study. The Journal of Curriculum Studies, 18, 197–209.
222. Munby, H., & Russell, T. (1993). Reflective teacher education: Technique or epistemology. Teaching and Teacher Education, 9(4), 431–438.
223. Munro, A. (1996). Selected stories. Toronto, ON: Penguin Books.
224. Myers, I. B., & Myers, P. B. (1980). Gifts differing. Mountain View, CA: Davies-Black Publishing.
225. Nakagawa, Y. (2000). Education for awakening: An Eastern approach to holistic education. Brandon,VT: The Foundation for Educational Renewal.
226. Neapolitan, J. E. (2004). Doing professional development school work: A tale of heroes, allies and dragons at the door. Reflective Practice, 5(1), 79–90.
227. Neelands, J. (2004). Miracles are happening: Beyond the rhetoric of transformation in the western traditions of drama education. Research in Drama Education, 9(1).
228. Neumann, E. (1959). Art and the creative unconscious: Four essays (R. Manheim, Trans.). New York: Harper and Row.
229. Neville, B. (2005). Educating psyche: Emotion, imagination and the unconscious in learning (2nd ed.). Greensborough, Australia: Flat Chat Press.
230. Norris, T. (2006, October). School commercialism and the fate of public schooling: What’s “good” for America? Educational Researcher, 32–35.
231. Nozawa, A. (2005). Flowing together in the rainbow: Experiences from two workshops on art making and meditation. In J. Miller, S. Karsten, D. Denton, D. Orr, & I. Kates (Eds.), Holistic learning and spirituality in education. Albany, NY: SUNY.
232. O’Brien, M. A. (2004). Personal images in second language teacher development: Exploration of a reflective teaching tool. Unpublished Masters thesis, University of Toronto, Toronto.
233. O’Neill, C. (1995). Drama worlds: A framework for process drama. Portsmouth, NH: Heinemann.
234. O’Sullivan, E. (1999). Transformative learning. Toronto, ON: University of Toronto Press.
235. O’Sullivan, E. (Ed.). (2002). Expanding the boundaries of transformative learning: Essays on theory and praxis. New York: Palgrave.
236. Otto, R. (1924). The idea of the holy: An inquiry into the non-rational factor in the idea of the divine and its relation to the rational. London: Oxford University Press.
237. Palmer, P. J. (1993). To know as we are known: Education as a spiritual journey. San Francisco: Harpercollins.
238. Palmer, P. J. (1998). The courage to teach. San Francisco: Jossey-Bass.
239. Paterson, P. (1997). Through the looking glass: In search of transformative teachers. Unpublished Masters, the University of Western Ontario, London, Ontario.
240. Pearson, C.S. (1986).The hero within: Six archetypes we live by. NewYork: HarperCollins.
241. Perry, C., & Cooper, M. (2001). Metaphors are good mirrors: Reflecting on change for teacher educators. Reflective Practice, 2(1), 41–45.
242. Piirto, J. (2002). The question of quality and qualifications: Writing inferior poems as qualitative research. Qualitative Studies in Education, 15(4), 431–445.
243. Pinnegar, B. A. (2001, April). Guidelines for quality in autobiographical forms of self-study research. Educational Researcher.
244. Pitman, W. (1998). Learning the arts in an age of uncertainty. North York, ON: Arts Education Council of Ontario.
245. Polanyi, M. (1958). Personal knowledge: Towards a post-critical philosophy. Chicago: University of Chicago Press.
246. Polkinghorne, D. E. (1988). Narrative knowing and the human sciences. Albany, NY: State University of New York Press.
247. Pugh, K. J. (2002). Teaching for transformative experiences in science: An investigation of the effectiveness of two instructional elements. The Teachers College Record, 104(6), 1101–1137.
248. Pugh, K. J., & Girod, M. (2002). What Dewey’s aesthetics has to offer education. Paper presentedat the American Educational Research Association annual conference, New Orleans, LA.
249. Pugh, K. J., & Girod, M. (2005). Transformative experience: Conceptualization, illustration, and pedagogy. Paper presented at the American Educational Research Association, Montreal, Quebec, Canada.
250. Pugh, K. J., & Girod, M. (2007). Science, art, and experience: Constructing a science pedagogy from Dewey’s aesthetics. Journal of Science Teacher Education, 18, 9–27.
251. Purpel, D. (1989). The moral and spiritual crisis in education: A curriculum for justice and compassion in education. Granby, MA: Bergin & Garvey.
252. Purpel, D. (2002). The prophetic tradition and education. In J. Miller & Y. Nakagawa (Eds.), Nurturing our wholeness: Perspectives on spirituality in education. Brandon, VT: Foundation for Educational Renewal.
253. Raine, K. ([2000] 1970). William Blake. London: Thames and Hudson.
254. Rank, O. (1932). Art and artist: Creative urge and personality development. New York: W.W. Norton & Company, Inc.
255. Raymond, D., Butt, R., & Townsend, D. (1992). Context for teacher development: Insights from teachers’ stories. In A. Hargreaves & M. G. Fullan (Eds.), Understanding teacher development. New York: Teachers’ College Press.
256. Reinsmith, W. A. (1992). Archetypal forms in teaching: A continuum. Westport, CT: Greenwood Press.
257. Richardson, C. (2006). Collaborative consonance: Hearing our voices while listening to the choir. Unpublished Ph.D., University of Toronto, Toronto.
258. Rosenstein, B. (2002). The Sorcerer’s apprentice and the reflective practioner. Reflective Practice, 3(3),255–261.
259. Rosiek, J. L., & Sconiers, Z. D. (2000). Historical perspective as an important element of teachers’ knowledge: A sonata-form case study of equity issues in a chemistry classroom. Harvard Educational Review, 70(3), 370–404.
260. Rowland, S. (2002). Jung: A feminist revision. Cambridge, MA: Polity Press/Blackwell Publishers, Ltd.
261. Rowland, S. (2005). Jung as a writer. New York: Routledge.
262. Russell, T., & Munby, H. (1991). Reframing: The role of experience in developing teachers’ professional knowledge. In D. Schon (Ed.), The reflective turn: Case studies in and on educational practice. New York: Teachers College Press.
263. Saltman, K. J. (2000). Collateral damage: Corporatizing the schools – a threat to democracry. New York: Rowman and Littlefield.
264. Saltman, K. J. (2005). The Edison schools: Corporate schooling and the assault on public education. New York: Routledge.
265. Schechner, R. (1988). Performance theory. New York: Routledge.
266. Schon, D.(1983). The reflective practitioner: How professionals think in action. NewYork: BasicMBooks.
267. Schon, D. (1987). Educating the reflective practitioner: Towards a new design of teaching and learning in the professions. San Francisco: Jossey-Bass.
268. Sen, J. (2002). Understanding teachers’ professional growth through their articulation of personal, practical knowledge. Journal of Education for Teaching, 28(1), 75–78.
269. Shaker, P. (1982). The application of Jung’s analytical psychology to education. Journal of Curriculum Studies, 14(3), 241–250.
270. Shearer, A. (2005). Searching for adulthood in Homer’s Odyssey. Harvest: International Journal for Jungian Studies, 51(1), 7–21.
271. Sinner, A., Leggo, C., Irwin, R., Gouzouasis, P., & Grauer, K. (2006). Arts-based educational research dissertations: Reviewing the practices of new scholars. Canadian Journal of Education, 29(4), 1223–1270.
272. Sloan D. (2005). Education and the modern assault on being human. In J. Miller, S. Karsten, D. Denton, D. Orr, & I. Kates (Eds.), Holistic learning and spirituality in education. Albany, NY: SUNY.
273. Stevens, A. (1995). Private myths: Dreams and dreaming. Cambridge, MA: Harvard University Press.
274. Stiler, G. M., & Philleo, T. (2003). Blogging and blogspots: An alternative format for encouraging reflective practice among preservice teachers. Education, 123(4), 789–797.
275. Sykes, J. B. (Ed.). (1985). The concise oxford dictionary, seventh edition. Oxford: Oxford University Press.
276. Tann, S. (1993). Eliciting student teachers’ personal theories. In J. Calderhead & P. Gates (Eds.), Concetualiziing reflection in teacher development. London: The Falmer Press.
277. Taylor, E. W. (2007). An update of transformative learning theory: A critical review of the empirical research (1999–2005). International Journal of Lifelong Education, 26(2), 173–191.
278. Tennyson, A. (2003). Idylls of the king and a selection of poems. New York: Signet Classic.
279. Thiessen, D. (1992). Classroom-based teacher development. In A. Hargreaves & M. G. Fullan (Eds.), Understanding teacher development. New York: Teachers’ College Press.
280. Tremmel, R. (1993). Zen and the art of reflective practice in teacher education. Harvard Educational Review, 63(4), 434–458.
281. Troyes, C. D. (1987). Arthurian romances including Perceval (D. D. R. Owen, Trans.). London: Everyman’s Classic.
282. Turner, V. (1982). From ritual to theatre: The human seriousness of play. New York: Performing Arts Journal Publications.
283. Turner, V. (1995 [1969]). The ritual process: Structure and anti-structure. Hawthorne, NY: Aldine de Gruyter.
284. Uhrmacher, P. B. (1997). The curriculum shadow. Curriculum Inquiry, 27(3), 317–329.
285. Valli, L. (1992). Reflective teacher education: Cases and critiques. Albany, NY: SUNY Press.
286. Valli, L. (1993). Reflective teacher education programs: An analysis of case studies. In J. Calderhead & P. Gates (Eds.), Conceptualizing reflection in teacher development. London: The Falmer Press.
287. van Meurs, J. (1988). Jungian literary criticism 1920–1980: An annotated, critical bibliography of works in English (with a selection of titles after 1980). Boston: Sigo Press.
288. von Franz, M.-L. (1970). The interpretation of fairy tales. London: Shambala.
289. Wallas, G. (1926). The art of thought. London: Jonathon Cape.
290. Weaver-Hightower, M. (2003). The ‘Boy Turn’ in research on gender and education. Review of Educational Research, 73(4), 471–498.
291. Whitman, W. (1992 [1855]). Leaves of grass. New York: Quality Paperback Book Club.
292. Whitmont, E. C. (1991 [1969]). The symbolic quest: Basic concepts of analytical psychology. Princeton, NJ: Princeton University Press.
293. Wilber, K. (1996). A brief history of everything. Boston: Shambala.
294. Willis, G. (2000). Spirituality, mysticism,thearts, and education. Educational Horizons,78(4),173–175.
295. Willis, P. (2005). Re-enchantment education for democratic educators. In P. Heywood, T. McCann, B. Neville, & P. Willis (Eds.), Towards re-enchantment: Education, imagination and the getting of wisdom. Queensland, Australia: Post Pressed Publishers.
296. Wolfram, V. E. (2004 [1200]). Parzival (A. T. Hatto, Trans.). London: Penguin.
297. Wong, D. (2005). Beyond control and rationality: Dewey, aesthetics, motivation and educative experiences. Paper presented at the American Educational Research Association.
298. Woodman, M. (1985). The pregnant virgin: A process of psychological transformation. Toronto, ON: Inner City Books.
299. Woodman, M. (1993). Conscious feminity. Toronto, ON: Inner City Books.
300. Woolf, V. (1927 [1994]). To the lighthouse. London: Chancellor Press.
301. Yeoman, A. (1998). Now or neverland: Peter Pan and the myth of eternal youth. Toronto, ON: Inner City Books.
302. Yeoman, A. (2005a, September 15). Interview 1. Toronto, ON.
303. Yeoman, A. (2005b, November 11). Interview 2. Toronto, ON.
304. Zeichner, K. M., & Liston, D. P. (1987). Teaching student teachers to reflect. Harvard Educational Review, 57(1), 23–28.
305. Zeichner, K. M., & Liston, D. P. (1990). Traditions of reform and reflective teaching in U.S. teacher education. East Lansing, MI: National Centre for Research in Teacher Education