Archetypal Ontology

In this novel re-examination of the archetype construct, philosopher Jon Mills and psychiatrist Erik Goodwyn engage in spirited dialogue on the origins, nature, and scope of what archetypes actually constitute, their relation to the greater questions of psyche and worldhood, and their relevance for Jungian studies and analytical psychology today. Arguably the most definitive feature of Jung’s metapsychology is his theory of archetypes. It is the fulcrum on which his analytical depth psychology rests. With recent trends in post-Jungian and neo-Jungian perspectives that have embraced developmental, relational, social justice, and postmodern paradigms, classical archetype theory has largely become a drowning genre. Despite the archetypal school of James Hillman and his contemporaries, and the archetype debates that captured our attention over two decades ago, contemporary Jungians are preoccupied with the lived reality of the existential subject and the personal unconscious over the collective transpersonal forces derived from archaic ontology. Archetypal Ontology will be of interest to psychoanalysts, philosophers, transpersonal psychologists, cultural theorists, anthropologists, religious scholars, and scholars in many disciplines in the arts and humanities, analytical psychology, and post-Jungian studies.

"A wide-ranging study of the 'way of ideas' and its metaphysics, culminating in a bold reinterpretation of Berkeley."

Exploring the connections between Nietzsche's thought and depth psychology, this book sheds new light on the relation between psychology and philosophy. It examines the status and function of Nietzsche's psychological insights within the framework of his thought; explores the formative impact of Nietzsche's "new psychology" on Freud, Adler, Jung, and other major psychoanalysts; and adopts Nietzsche's original psychological insights on the figure and biography of Nietzsche himself. Contributors include Claude Barbre; Eric Blondel; James P. Cadello; Daniel Chapelle; Daniel W. Conway; Claudia Crawford; Jacob Golomb; Deborah Hayden; Robert C. Holub; Ronald Lehrer; Rochelle L. Millen; George Moraitis; Graham Parkes; Carl Pletsch; Weaver Santaniello; Ofelia Schutte; and Robert C. Solomon.

This book presents a reading of the Nietzschean thought of the eternal return of all things and relates it to Freud's psychoanalysis of the repetition compulsion. Nietzsche's eternal return and Freud's repetition compulsion have never before been so seriously compared. The manner in which this study is executed is drastically different from usual Nietzsche scholarship and Freud studies. Chapelle works with his material until it acquires archetypal levels of significance, even while the level of everyday life experience is never abandoned. He returns the theory and practice of psychologizing and philosophizing to the old ground of imaginative poetic and ultimately mythic thought.

The two-volume set LNCS 8218 and 8219 constitutes the refereed proceedings of the 12th International Semantic Web Conference, ISWC 2013, held in Sydney, Australia, in October 2013. The International Semantic Web Conference is the premier forum for Semantic Web research, where cutting edge scientific results and technological innovations are presented, where problems and solutions are discussed, and where the future of this vision is being developed. It brings together specialists in fields such as artificial intelligence, databases, social networks, distributed computing, Web engineering, information systems, human-computer interaction, natural language processing, and the social sciences. Part 1 (LNCS 8218) contains a total of 45 papers which were presented in the research track. They were carefully reviewed and selected from 210 submissions. Part 2 (LNCS 8219) contains 16 papers from the in-use track which were accepted from 90 submissions. In addition, it presents 10 contributions to the evaluations and experiments track and 5 papers of the doctoral consortium.

This volume is dedicated to questions about the nature and method of metaphysics in Classical German Philosophy. Its chapters offer original investigations into the metaphysical projects of many of the major figures in German philosophy between Wolff and Hegel. The period of Classical German Philosophy was an extraordinarily rich one in the history of philosophy, especially for metaphysics. It includes some of the highest achievements of early modern rationalism, Kant’s critical revolution, and the various significant works of German Idealism that followed in Kant’s wake. The contributions to this volume critically examine certain common themes among metaphysical projects across this period, for example, the demand that metaphysics amount to a science, that it should be presented in the form of a system, or that it should proceed by means of demonstration from certain key first principles. This volume also includes material on influential criticisms of metaphysical projects of this kind. Metaphysics as a Science in Classical German Philosophy is a useful resource for contemporary metaphysicians and historians of philosophy interested in engaging with the history of the methodology and epistemology of metaphysics.

In this book, Clifford Mayes and his associates take archetypal pedagogy—a Jungian approach to teaching and learning—and extend it beyond just the “educational processes” that take place in classrooms, which are those spaces that a culture dedicates to the generation and acquisition of codified scholastic knowledge. It looks at the archetypal dynamics of teaching and learning as fundamental to human existence itself. From the cradle to the grave, we are involved in informing and shaping the worldviews of others, just as they are involved in impacting ours. Deep relationship, an I-Thou relationship not only allows but requires this to be the case so that the discussants can become what Martin Buber called “dialogical partners,” engaged in both mutual critique and mutual affirmation, as they reach knew planes of knowledge and even presence. Such teaching and learning are what Mayes calls “educative acts.” This book explores educative acts in a wide range of venues and concerning a variety of issues.