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PhD Depth Psychology with an Emphasis in Psychotherapy |
Psyche in Nature; DPP 732 |
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TI____TII____TIII_X___ Winter/2010 |
Elizabeth A. Perluss, Ph.D. |
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2 Units/19.5Contact Hours |
Email: betsy@psycheandnature.com |
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Office hours: by appointment |
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That the world inside and outside us
rests on a transcendental background is as certain as our own existence, but it
is equally certain that the direct perception of the archetypal world inside us
is just as doubtfully correct as that of the physical world outside us. – Jung, CW 14, par. 787.
For what is inside you is what is
outside of you and the one who fashions you on the outside is the one who
shaped the inside of you. And what you see outside of you, you see inside of
you, it is visible and it is your garment. – Terry Tempest Williams,
Refuge, 1992, p. 267
One of the most pervasive
fantasies of our time is that psyche is a phenomenon of interiority; an entity
which resides inside each of us and is manifest solely through our personal
dreams, feelings, and experiences.
Within this ego construct, psyche is imprisoned within the individual,
exiled from the larger realm of nature. Furthermore, this fantasy maintains the
diminutive role that nature plays in our psychological lives. That nature is
someplace “out there”, a place to go to, rather than an intrinsic part of our
being.
On the other hand, when
we choose step outside of our ego constructions and turn our focus to psyche in nature, the perceived split between
our interior lives and the outer realm becomes less distinct. Dreams, memories,
and fantasies begin to emerge while walking the unbounded territory of nature,
and psyche begins to speak, once again, to our hearts and minds through the
voices of wind, rock, river, and tree. All our preconceived notions about what
is real and not real begin to dissolve. Everything becomes pregnant with its own
meaning.
This class will involve
both theoretical discussions and experiential practices that reveal the
ecological dimensions of psyche. Here we will look closely at the nature of
psyche and the psyche of nature. We will attend to psyche’s autonomous character
as she appears in fantasies, dreams, complexes, and archetypes, while
simultaneously tuning our ears to her voice as she speaks to us in the language
of the living landscape. We will track her footprints through the oak strewn foothills
and follow her scent through the coastal sage. By turning our focus to the
movements of psyche in nature, we
will experience a shift in consciousness that gives equal weight to both
psychic and natural events.
In this course students
will gain both theoretical understanding of the course content and the ability
to apply this material in both professional and personal settings. Students will:
including traditional and contemporary
wilderness rites of passage.
ecopsychology
with cultural diversity, social justice, and the ethic of reciprocity.
9.
be
able to incorporate a variety of ecotherapeutic practices into their
professional and personal lives.
Session #1: During this session we will discuss major theoretical ideas
pertaining to psyche and nature presented in Jung’s writings, among others. We
will also look at the relationship between psyche and matter, and how this
relationship is expressed symbolically.
For this session read:
Neumann, E. (1994). The
meaning of the Earth archetype for modern times in The fear of
the feminine (pp. 165 – 226). Princeton, NJ: Princeton
University Press.
Noel, D. (1991).
Soul and earth: Traveling with Jung toward an archetypal ecology.
Quadrant, 24 (1), 83-91.
Sabini,
M. (2002). The earth has a soul: The
nature writings of C.G. Jung. Berkeley, CA: North
Atlantic Books. Read pages 1-220
von
Franz, M.-L. (1992). Psyche and matter in alchemy and modern Science in Psyche and
matter (pp. 145-168). Boston: Shambhala.
Session #2: This experiential session will take place outdoors, location TBA. During
this session you are invited to leave behind the discourse of psychological
language and truly step into the liminal threshold of psyche and nature. Here you will pay attention to the
phenomenology of the sensual and the symbolic. We will begin with a teaching of
the Four Shields of Human Nature, followed by a “medicine walk”, story council,
and mirroring. Please come prepared for weather. Bring cool and warm clothing,
walking shoes, a hat, sunscreen, and water. Lunch will be provided.
Many
of the readings for this session veer from the purely psychological and move
into “nature writing”. Here we don’t
just talk about nature, as if nature is an objective thing to be studied from a
distance, but rather, experience the living landscape through the poetics of
place. It is through intimate engagement
with the land and storytelling that we are able to bring into consciousness the
inherent relationship between the human psyche and the natural world. Without
this, our psychological discourse is meaningless. There are many essays that
could be included here. This is just a sampling.
For this session read:
Hogan, L. (1995).
Creations in Dwellings (pp. 77-98).
New York: Simon & Schuster.
Meloy, E. (2002).
AhaMakav walkabout in The anthropology of
turquoise (pp. 76-101). New York:
Vintage
Books.
Meloy, E. (2002). The
deeds and sufferings of light in The
anthropology of turquoise (pp. 3-17).
New
York: Vintage Books.
Fisher, A. (2006). To
praise again: Phenomenology and the project of ecopsychology, Spring
Journal, Issue 76, part 2, pp. 153-174.
Perluss, Elizabeth
(2007), Touching earth: Finding spirit: A passage into the symbolic
landscape,
Spring Journal, Issue 76, part 2, pp.
201-222.
Plotkin, B. (2003). The
vision quest and soulcentric ritual in Soulcraft:
Crossing in the mysteries of
nature and
psyche (pp. 210-228). Novato, CA:
New World Press.
Silko, Leslie Marmon.
(1987). Landscape, history, and the Pueblo imagination in On nature (pp.
83-94).
San Fransisco: North Point Press
Session #3: In this session we will discuss the inextricable role that the
natural landscape plays in the development of archetypal themes, including
individuation. We will also look at the influence of nature on the development
of alchemical and religious ideas, using metaphor as a means for tracking the
movements of psyche in self and world.
For this session read:
Colegrave, S. (1979).
Microcosm and macrocosm in The spirit of
the valley (pp. 143-166). Los
Angeles:
J.P. Tarcher, Inc.
Hillman, J. (1991). Peaks
and vales In J. Hillman (Ed.), Puer
papers (pp. 54-74). Dallas: Spring
Publications.
Hillman, J. (1978).
Therapeutic value of alchemical language, Dragonflies:
Studies in imaginal
psychology.
Vol 1, Issue I, pp 33-42.
Perluss, Elizabeth
(2008). Climbing the alchemical mountain, Psychological
Perspectives, Vol. 51,
Issue
1, pp. 87-107
Snyder, G. (1990). The practice of the wild. New York: North
Point Press. Pay particular attention to the following essays: The etiquette of
freedom; Good, wild, sacred; Blue mountains constantly walking; and On the
path, off the trail.
1.
Reading, class participation (medicine
walk, story-telling, and mirroring) (20 points). It is important that you
read the assigned readings before coming to class. This will insure you’re able
to participate in class discussions and better assimilate course content. Also,
given that this course deals with the concept of nature, it is beneficial to
actually spend time in nature. For this reason, this course has a highly
experiential component that you will be expected to participate in, which
includes an outdoor “medicine walk”, telling of stories, and the practice of
mirroring. If you have concerns about this, please inform the instructor.
2.
Final Paper (80 points): This is an
opportunity for you to dig deeper into an area of psyche and nature that
triggers your curiosity. Please choose one of the following topics. If you wish to work on a topic not listed
below, please consult with the instructor.
Your paper should be 10-12
pages in length, using APA format. Ideally, the paper will include both
personal reflection and theoretical ideas. Make sure to back up your ideas with
at least five references and material presented in class. Please number your pages and use a heading
that includes your name, course title, and instructor’s name. Also, there is no
need to use fancy folders or coverings. A simple staple on the right top corner
is adequate.
Neumann, E. (1994). The fear of the feminine. Princeton, NJ:
Princeton University Press.
Sabini, M. (2002). The earth has a soul: The nature writings of
C.G. Jung. Berkeley, CA: North
Atlantic
Books. Read pages 1-220
Snyder, G. (1990). The practice of the wild. New York:
North Point Press.
Colegrave, S. (1979).
Microcosm and macrocosm in The spirit of
the valley (pp. 143-166). Los
Angeles:
J.P. Tarcher, Inc.
Fisher, A. (2006). To
praise again: Phenomenology and the project of ecopsychology, Spring
Journal, Issue 76, part 2, pp. 153-174.
Hogan, L. (1995).
Creations in Dwellings (pp. 77-98).
New York: Simon & Schuster.
Hillman, J. (1991). Peaks
and vales. In J. Hillman (Ed.), Puer
papers (pp. 54-74). Dallas: Spring
Publications.
Hillman, J. (1978).
Therapeutic value of alchemical language, Dragonflies:
Studies in imaginal
psychology.
Vol 1, Issue I, pp 33-42.
Meloy, E. (2002). The
deeds and sufferings of light in The
anthropology of turquoise (pp. 3-17).
New
York: Vintage Books.
Meloy, E. (2002). AhaMakav
walkabout in The anthropology of
turquoise (pp. 76-101). New York:
Vintage
Books.
Noel, D. (1991). Soul and earth: Traveling with Jung toward an archetypal ecology.
Quadrant, 24 (1), 83-91.
Perluss, Elizabeth
(2008). Climbing the alchemical mountain, Psychological
Perspectives, Vol. 51,
Issue
1, pp. 87-107
Perluss, Elizabeth
(2007), Touching earth: Finding spirit: A passage into the symbolic
landscape,
Spring Journal, Issue 76, part 2, pp.
201-222.
Plotkin, B. (2003). The
vision quest and soulcentric ritual in Soulcraft:
Crossing in the mysteries of
nature and
psyche (pp. 210-228). Novato, CA:
New World Press.
Silko, Leslie Marmon.
(1987). Landscape, history, and the Pueblo imagination in On nature (pp.
83-94).
San Fransisco: North Point Press
von Franz, M.-L. (1992).
Psyche and matter in alchemy and modern science in Psyche and matter
(pp. 145-168). Boston: Shambhala.
Abram,
D. (1996). The spell of the sensuous.
New York: Vintage Books.
Bishop.
P. (1990). The greening of psychology. Dallas:
Spring Publications.
Conforti,
M. (1999). Field, form, and fate.
Woodstock: Spring.
Cronon,
W. (Ed.) (1995). Uncommon ground: Toward
reinventing nature. New York: W.W. Norton &
Company.
Corbin,
H. (1977). Spiritual body and celestial
earth. Princeton: Princeton University Press.
Deloria,
V. (2009). C.G. Jung and the Sioux
traditions. New Orleans: Spring Journal Books.
Fisher, A. (2002). Radical ecopsychology. New York: State
University of New York
Press.
Foster, S. & Little,
M. (1989). The roaring of the sacred
river: The wilderness quest for
vision and self-healing. Big Pine, CA: Lost Borders Press.
Jung, C. G. (1970). Mind
and Earth. In R. F. C. Hull (Trans.), The collected works of
C. G. Jung (Vol. 10). Princeton, NJ: Princeton University Press. (Original
work published 1931)
Kidner, D. (2001). Nature and psyche: Radical environmentalism
and the politics of
subjectivity. New York: State University of New York Press.
Lane, B. C. (1998). The solace of fierce landscapes. New
York & Oxford: Oxford
University Press.
Leopold,
A. (1987). A sand county almanac.
Oxford: Oxford University Press.
Lopez,
B. (ed.) (2006). Home ground: Language
for an American landscape. San Antonio: Trinity
University Press.
Shepard, P. (1998). Coming home to the Pleistocene. Washington DC: Island Press.
Tuan, Y. (1974). Topophilia. New York: Columbia University Press.
Yunt, J. D. (2001). Jung's contribution to an
ecological psychology.
Journal of Humanistic Psychology, 41(2), pp. 96-121.
Watson, L.
(1995). Dark nature: A natural history of
evil. New York: HarperCollins.
William, T.
Tempest (2008). Finding beauty in a
broken world. New York: Pantheon Books.
West, R. (2007). Out of the shadow: Ecopsycology, story, and
encounters with the land.
Charlottesville:
University of Virginia Press.
Students will be graded based upon the following rubric:
Reading and class participation (20 points). This includes classroom discussion, and participation
in outdoor experiential exercise.
Final Paper (80 points).
Papers will be assessed according to the following graded criteria:
72-80 points (90%) is given to papers of excellent quality as evidenced by clear and concise articulation of the ideas, thoroughness, thoughtful application of class content, in-depth understanding of the topic, original thinking, demonstrates cultural sensitivity, and adherence to the required format (APA) with none or very few grammatical errors.
64-71 points (80%) is given to papers of above average quality as evidenced by clear
articulation of the ideas, careful application of class content, knowledge of the topic, demonstrates cultural sensitivity, and adherence to the required format (APA) with few grammatical errors.
56-63 points (70%) is given to papers of average quality as evidenced by understandable written communication of the ideas, content covering the basic information required, application of class content, working knowledge of the topic, cultural sensitivity, and adherence to the required format (APA) with some grammatical errors.
0-55 points (60% and lower) is given to papers deficient in one or more areas required for average quality proposals.
The combined grading scale is as follows:
90-100=A
75-89 =B
60-74 =C
50-59 =D
Less than 50=F
Paper or Request for Incomplete Form is due postmarked on or before DATES INSERTED BY PROGRAM ADMINISTRATOR and should be addressed to Betsy Perluss at 1821 Evans Ave, Ventura, CA 93001. Please be sure to include the course number and group on both the title page and the envelope. Very important: Do not send your paper via certified mail. It is difficult for me to make repeated visits to the post-office. If you want notice of receipt, send a S.A.S. postcard. No credit will be given for late papers.
Incompletes: Students are allowed four incompletes per academic year. Students must submit a request for an incomplete on or before the assignment due date. Incomplete work for this class is due postmarked on or before DATES INSERTED BY PROGRAM ADMINISTRATOR. When you complete the paper send it directly to the faculty and include a Grade Change Form.