Thesis (D.Min.)--Acadia University, 2000. / Includes bibliographical references (leaves 268-282). Also available on the Internet via the World Wide Web.

Thesis (D. Min.)--Denver Seminary, 1999. / Includes bibliographical references.

Thesis (Ph.D.)--University of Western Sydney, 2008. / A thesis submitted to the University of Western Sydney, College of Arts, School of Psychology in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliography.

Thesis (D. Min.)--Denver Seminary, 1999. / Includes bibliographical references.

Thesis (M. A.) -- Pacifica Graduate Institute, 2006. / Production thesis: contains podcasts by the author. Includes bibliography.

Within my thesis I propose to establish the existence of what I call 21st century expressionism. This genre of art is an extension of the movement that began in 20th century post-war America. 21st century expressionists create works that are intended to promote emotional responses within the viewer. “The term ``expressionism'' can be used to describe various art forms but, in its broadest sense, it is used to describe any art that raises subjective feelings above objective observations. Its aim is to reflect the artists’ state of mind rather than the reality of the external world”. Lee Krasner and Tony Smith, represent prime examples of 20th century expressionists and, Etsuko Ishikawa and Beth Cavener Stichter represent artists of 21st century expressionism.

This thesis is directed towards investigating the nature of English language learning in a foundation-year programme in one public university in the United Arab Emirates. The aims of the thesis were based on the need to provide a possible explanation for the significant number of learners achieving low results, or failing their English language courses, in this programme. It was felt that a critical Jungian perspective could help uncover the existence in the Emirati tertiary system of both conscious and unconscious student resistance to English and of, synchronous, discursive forms of linguistic imperialism. This notion was based on findings in the literature, principally in Analytical Psychology, which suggest that the individual psyche is composed of profound and powerful personal and collective unconscious elements as well as critical theory, which maintains that the language classroom cannot be extricated from the influence of surrounding political, or even geopolitical, forces. The thesis sought, through the use of both a critical discourse analysis and critically-oriented case studies, to provide insight into the nature of the dialectical tension believed to exist, in this milieu, between the propagators of the language and those adopting it. The findings provided considerable evidence of a tension operating both at the discursive level and at the psychological level in the use of English in the foundation-year programme. The findings suggested that the discourse presented to learners, from western textbook writers and editors, is heavily Anglo-Saxon in its use of motifs and topics and that there is room, at least on a macrostructural level, to offset this tendency and reconsider the cultural weighting of topical content so as to more appropriately cater to an Arabic and Muslim audience. Also, the primary data revealed that the study’s participants were critical of the use of English as the university’s medium of instruction and there was consensus among them that a significant number of Emirati students, as well as some members of the public, were not receptive to the intrusion of this foreign language into their lives. Critical Discourse Analysis and critical case studies were combined in the shaping of the research methodology and this enabled the researcher to gain an in-depth and qualitative insight into the nature of English propagation and adoption. Key data collected from the research interviews was placed into a Jungian taxonomy and combined with the critical discourse analysis. Upon examination, it provided the researcher with information, supported by relevant literature, that led to a number of recommendations directed, in particular, to language teachers (and publishers) regarding the need to shape discourse to cater to the cultural needs of the learners and to consider the psychological impact that the tertiary English language policy was having on the Arab student body. The thesis strongly maintains that the discursive content of the language materials delivered to such students needs to be more extensively adapted in order to cater to the student body so as to minimize, as much as possible, potential cultural alienation. It also advocates the provision of Jungian psychological counseling in English language programmes because it would encourage policy makers to acknowledge the role of the unconscious in learning as well as provide invaluable support to language learners who are experiencing conscious or unconscious resistance to the English language in such a setting.

x, 147 p. A print copy of this title is available from the UO Libraries, under the call number: KNIGHT PR6053.A6944 Z75 2008 / This study explores and demonstrates how Marina Can uses Irish folktale motifs in her plays to bring the audience to a state of mind where they viscerally, as opposed to intellectually, engage with Ireland's search for a cultural post-colonial identity. The analysis of Carr's works focuses on four of her post- Mai plays: The Mai, Portia Coughlan, By the Bog of Cats, and On Raftery's Hill. The focus is on the connection between these plays and Irish folklore, and explores Carr's use of folklore motifs within her plays. The analysis uses the folkloristic research approach, which classifies items or stories in the folktales by identifying distinguishing characteristics or specific items within a tale genre. The indices used in the analysis are Aarne-Thompson Index, Tom-Peete Cross's Motif-index of Early Irish Literature, and Sean O'Sullivan's Motif-Index of Irish Folklore. The plays were searched for motifs that correspond with those of the folktale motifs, and were then compared with these found in the indices. A second analysis showed that, within these four plays, Marina Carr mainly uses Irish folktales from before England's colonization. She modifies the folktales within her plays, specifically around the issue of agency for her female protagonists. The concluding chapter offers a Jungian explanation of Carr's use of these folktales as a means to engage the Irish national discussion of the development of a cultural identity. / Adviser: John Watson

vi, 63 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / In 1927, James Weldon Johnson published God's Trombones: Seven Negro Sermons in Verse, a book of poems based on sermons heard in the African American Church. There are eight accompanying illustrations by Aaron Douglas. These images visually interpret the subject matter of the poems in a style that blends Cubism, Orphism, and Art Deco. Douglas depicted all the figures in these images, human and supernatural, in the form of shadow silhouettes, a stylistic practice he continued throughout his artistic career. The shadow is an ancient archetype in human mythology and psychology. This thesis looks at the depiction of shadows in a Jungian context. I explore the possibility that the use of the shadow allows deeper communication between the audience and the image by accessing the collective unconscious. I also examine the shadow as a metaphor for the socio-political oppression of African Americans rampant in the period between the wars. / Committee in Charge: Dr. W. Sherwin Simmons, Chair; Dr. Kate Mondloch; Dr. Karen Ford

Na psicologia analítica o desenvolvimento da discussão sobre a natureza da imagem, suas manifestações e aplicações clínicas manifesta-se, primeiramente, na reflexão teórica e, posteriormente, na identificação de práticas clínicas que refletem a operacionalização e a constante atualização desses postulados. Esse estudo busca identificar no exercício da psicoterapia de que modo diferentes profissionais dialogam com as questões teóricas e as transformam em práticas clínicas efetivas, validando, operacionalizando e enriquecendo as mesmas. Investigou-se a evolução da questão da imagem na psicologia analítica sob quatro aspectos: o desenvolvimento do conceito de imagem nas três principais vertentes da psicologia analítica - clássica, desenvolvimentista e arquetípica -; a operacionalização e a atualização dessa discussão na prática clínica de terapeutas junguianos; a formação do psicoterapeuta e a capacitação para o trabalho clínico com imagens; e a viabilidade de uma psicologia pautada por imagens. Mediante a discussão teórica identificou-se questões que, agrupadas em seis eixos temáticos, serviram como base para a interlocução com psicoterapeutas de orientação junguiana. Realizaram-se seis entrevistas que foram analisadas qualitativamente. Os resultados indicam que a questão da imagem vem sendo atualizada e ampliada. Destacaram-se, entre outros, os aspectos funcionais da imagem e seu potencial clínico, a tendência da abordagem imagética não interpretativa da imagem, as peculiaridades e dificuldades do processo de formação do psicoterapeuta e a possibilidade de metaforização da reflexão em psicologia. / The development of the discussion about the nature of image in Analytical Psychology, its manifestations and its clinical applications manifest firstly in theoretical reflection and subsequently in the identification of clinical practices that reflect the execution and the constant updating of three principles. This present study aims to identify in psychotherapy how different professionals interchange ideas with theoretical issues and transform them into effective clinical practices, validating, executing and enriching them. The evolution of image in Analytical Psychology has been categorized under four aspects: the development of the concept of image in the three main schools of Analytical Psychology - Classical, Developmental and Archetypal, the execution and the updating of this discussion obtained at clinical practices of Jungian therapists, the professional development of psychotherapists and their training for clinical work using images and the viability of a psychology based on images. Through theoretical discussion, some issues have been identified and grouped into six thematic axis which have served as basis for the interlocution with Jungian psychotherapists. Six interviews have been conducted and analyzed qualitatively. The results show that the image issue has been updated and amplified. Functional aspects of image and its clinical potential, the tendency of a non-interpretative imagetic approach, the peculiarities and difficulties found in the psychotherapists' development process and the possibility of building metaphors for reflection in psychology among others have been highlighted in this study.