Spring: A Journal of Archetype and Culture and Spring Journal Books

Contributor Biographies

James Hillman, Ph.D., is a world-renowned psychologist of imagination and culture. For the past five decades he has been writing and speaking on the imagination that underpins culture and psyche. Founder of Archetypal Psychology and the author of dozens of books and articles, including Re-Visioning Psychology, A Terrible Love of War, The Soul’s Code, and The Force of Character, he has received many honors, including the Medal of the Presidency of the Italian Republic. He has held distinguished lectureships at Yale, Princeton, The University of Dallas, and Pacifica Graduate Institute, among others. For over a decade he was director of the Jung Psychoanalytic Institute in Zurich.

Thomas Moore, Ph.D., is an internationally-known author of works that include Care of the Soul and Soul Mates as well as A Blue Fire, an edited volume on the works of James Hillman. His wide-ranging teaching assignments include teaching music at the primary and secondary levels. He has also taught religion and depth psychology at the university level for thirteen years at such schools as the University of Windsor, Glassboro State College, and Southern Methodist University. In addition, he has taught art therapists at Lesley University for four years. He has given workshops and offered lectures worldwide for the past three decades. His interests in alternative forms of education, including homeschooling, the topic of this essay, continue to deepen.

Ruth Meyer, Ph.D., was one of the first female undergraduates to be admitted to Corpus Christi College at the University of Oxford in 1979. She studied and taught history in England and Spain for ten years before discovering Carl Jung. She is a pioneer in Jungian psychohistory. Her book, Clio’s Circle: Entering the Imaginal World of Historians, is published by Spring Journal. It examines the role of dreams and visions of historians as a missing link in the process of writing history. She has been teaching history for a total of twenty-two years, and she currently teaches world history at a college preparatory school in San Jose, California. She continues to present her research on dreams and history at workshops and conferences.

David L. Miller, Ph.D. is Watson-Ledden Professor of Religion, Emeritus, at Syracuse University and a retired Core Faculty member at Pacifica Graduate Institute. He has also taught at many Jung training institutes, including Zurich, Kyoto, Toronto, New York, Los Angeles, and San Francisco. From 1975 until 1988 he was a member of the Eranos Circle in Ascona, Switzerland, and he lectured there on nine different occasions. He was made an Affiliate Member of the Inter- Regional Society of Jungian Analysts in 2002 and an honorary member of the International Association of Analytical Psychology in 2004. He is the author of six books and more than one hundred articles and book chapters. For more information, see his website at http://web.syr.edu/~dlmiller/. An earlier and more amplified version of this essay appeared as “Nothing to Teach! No Way to Teach It! Together with the Obligation to Teach! Dilemmas in the Rhetoric of Assessment and Accountability,” in Soundings 82.1–2 (Spring/Summer 1999): 219–240.

Robin L. Gordon, Ph.D., is the director of the Secondary Teacher Preparation Program at Mount St. Mary’s College. She began her career as a secondary science teacher in both public and private schools in Southern California. She then completed a Ph.D. in Education at Claremont Graduate University and a second Ph.D. in Depth Psychology at Pacifica Graduate Institute. Her area of research is multidisciplinary. She is writing about classroom strategies that go beyond traditional teaching methods, such as using dialogue and story to help secondary students achieve more depth in their studies. She is also writing a book on women alchemists that crosses the fields of women’s studies, history of science, and depth psychology. See her website at www.womenalchemists.com.

Betty McEady, Ed.D., fascinated by depth psychology and what it can contribute to teaching and learning processes, interrupted her university teaching career to study this at Pacifica Graduate Institute. Her teaching itinerary began in 1966 in secondary schools in Florida, Georgia, and eventually California. Combining a teaching career and advanced studies in teaching, she completed an Ed.D. in Curriculum and Instruction/Language Arts and Literacy at the University of San Francisco in 1982. This launched her twenty-five-year career in teacher education in the California State University system. She was a cofounding faculty and educational leader at CSU, Monterey Bay, from 1995 to 2007. Her professional activity and scholarship areas include: teacher education; literacy development; curriculum and instructional design; multicultural education; outcomes-based education; and best practices in teaching, learning, and assessment. Now, in addition to her studies at Pacifica, she resides in Portland, Oregon and teaches parttime at Portland State University. Now, in addition to her studies at Pacifica, she resides in Oakland, California.

Stephen Aizenstat, Ph.D., is founding president of Pacifica Graduate Institute and a licensed clinical psychologist. His areas of emphasis include depth psychology, dream research, and imaginal and archetypal psychology. His original research centers on a psychodynamic process of “tending the living image,” particularly in the context of dream work. He continues to offer seminars throughout the United States, Europe, and Asia, which he has done for over twenty-five years. He is currently working on a new book, Dream Tending: Teachings for Dream-Centered Life. Last year he was featured in a film on dream tending by local filmmaker Russ Spencer, shown at the Santa Barbara International Film Festival. He has taught both at the secondary and university levels, most specifically at M.A. and Ph.D. levels of counseling and clinical psychology. Visit www.dreamtending.com.

Nancy Treadway Galindo, Ph.D., has worked as an educational consultant, community college instructor, assistant director of a college learning center, and a leader of public seminars. She holds an M.S. in Educational Psychology and a Ph.D. in Depth Psychology. Her teaching experience includes college courses in psychology, communication, personal development, and dream work. She recently presented a workshop on scholarly writing at Pacifica Graduate Institute. She conducts women’s support groups and dream groups as well as consults in private dream work. She has published Tending the Living Dream Image: A Phenomenological Study.

Christopher Bache, Ph.D., has been a professor of Religious Studies at Youngstown State University in Ohio for almost three decades and adjunct faculty at the California Institute of Integral Studies. For two years (2000–2002) he was the director of Transformative Learning at the Institute of Noetic Sciences. An award-winning professor, his areas of teaching include Eastern religious thought, transpersonal psychology, consciousness research, and Buddhism. He is the author of three books: Lifecycles (1990), Dark Night, Early Dawn (2000), and The Living Classroom (2008), from which this essay is an excerpt. His writing explores reincarnation, the philosophical implications of nonstates of consciousness, and teaching and the dynamics of collective consciousness. He has been a Vajrayana practitioner for ten years and is the proud father of three grown children.

Matthew Green, Ph.D., has worked in education for over twenty years. For fifteen years, he served as director and principal teacher of a Study Abroad program for the School for International Training, primarily in Toulouse, France. All the while he was teaching abroad, he wondered how the learning that he saw his students experience, which naturally engaged the imagination and the heart, might be brought to schools “at home.” Since 2002, he has been director of Community Education at Cuesta College in San Luis Obispo, CA. He has a Ph.D. in Depth Psychology from Pacifica Graduate Institute.

Elizabeth Fergus-Jean, M.F.A., Ph.D., is a visual artist and educator. She teaches in the Liberal Arts and Media Studies Departments at Columbus College of Art and Design and was a founding faculty member of the M.A. in Humanities, Mythology, and Education program at Pacifica Graduate Institute. She exhibits her artwork nationally, which has appeared on the covers of eleven books and international journals in the past several years.

Edward S. Casey, Ph.D., is Distinguished Professor at the State University of New York at Stony Brook and teaches as well at the New School for Social Research and at Pacifica Graduate Institute, where he is Distinguished Contributing Faculty. He was chair of the Philosophy Department at Stony Brook from 1991–2001. He has also held teaching positions at Yale, Emory, Amherst College, Williams Collage, and the University of California, Santa Barbara. His books include Spirit and Soul: Essays in Philosophical Psychology; Imagining; Remembering; Getting Back into Place; Representing Place in Landscape Painting and Maps; and Earth-Mapping: Artists Reshaping Landscape. A new book, The World at a Glance, has just appeared. He has edited, with David Miller, a special issue of Spring Journal on Philosophy and Psychology. His recent research bears on the role of edge in human experience.

Christine Downing, Ph.D., currently a professor of Mythological Studies at Pacifica Graduate Institute, taught for almost twenty years in the Department of Religious Studies at San Diego State University (a good part of the time as department chair and during the same period as Core Faculty member at the San Diego campus of the California School of Professional Psychology). From 1963 to 1974 she served as a faculty member of the Religion Department at Douglass College of Rutgers University. She has also taught at the Jung Institute in Zürich and lectures frequently to Jungian groups both here and abroad, and at American and European universities. Her undergraduate degree in literature is from Swarthmore College; her Ph.D. in religion and culture is from Drew University. Her books include The Goddess; Journey Through Menopause; Psyche’s Sisters; Myths and Mysteries of Same- Sex Love; Mirrors of the Self; Women’s Mysteries; Gods In Our Midst; The Long Journey Home; The Luxury of Afterwards; Preludes; and Gleanings.

Claudia Allums, Ph.D., has been a teacher since 1981, teaching high school English and drama in West Virginia; Arlington, Texas; and Addison, Texas. During her career in secondary education, she also served as assistant principal, curriculum coordinator, lead teacher, and department head. After seventeen years in secondary education, she earned a Ph.D. in literature from the University of Dallas in 2002 and taught the undergraduate Literary Tradition course as well as graduate courses in the humanities. She feels blessed to be working at The Dallas Institute of Humanities and Culture, the institution that was her intellectual and spiritual birthplace in 1989, where she has been the associate director and director of the Teachers Academy since the fall of 2004.

Evans Lansing Smith, Ph.D., is a professor of English at Midwestern State University and adjunct professor of Mythological Studies at Pacifica Graduate Institute. He has a B.A. from Williams College, an M.A from Antioch International, and a Ph.D. from The Claremont Graduate School. He is the author of nine books and many articles on comparative literature and mythology. In the late 1970s, he traveled with Joseph Campbell on tours of Northern France, Egypt, and Kenya. He has taught at colleges and universities in Switzerland, Maryland, California, and Texas.

Mary Aswell Doll, Ph.D., earned her doctorate from Syracuse University in Interdisciplinary Studies with three areas of concentration: aesthetics, religious studies, and modern British literature. She has taught at colleges and universities in New York, California, Maryland, Louisiana, and now Georgia, where she teaches in the Liberal Arts Department at Savannah College of Art and Design. She has published chapters and articles on myth, literature, and teaching. Her recent books include To the Lighthouse and Back: Writings on Teaching and Living (1995); Like Letters in Running Water: A Mythopoetics of Curriculum (2000); and Triple Takes on Curricular Worlds (2006). She is currently working on a collection of essays on teaching.

Rosemarie Anderson, Ph.D., is a transpersonal psychologist and Episcopal priest. She is currently Core Faculty at the Institute of Transpersonal Psychology (www.itp.edu) and has taught at the University of Nebraska, Lincoln; Wake Forest University; and in the Asian and European divisions of the University of Maryland. Her publications on Transpersonal Psychology—Embodied Writing; Body Intelligence; and Intuitive Inquiry—are available at www.wellknowingconsulting.org