Clifford Mayes is an American professor in the Brigham Young University

Brigham Young University

Brigham Young University is a private university located in Provo, Utah. It is owned and operated by The Church of Jesus Christ of Latter-day Saints , and is the United States' largest religious university and third-largest private university.Approximately 98% of the university's 34,000 students...

 McKay School of Education.

A Jungian scholar, Mayes has produced the first book-length studies in English on the pedagogical applications of Jungian and neo-Jungian psychology, which is based on the work of Carl Gustav Jung (1875–1961). Jungian psychology is also called analytical psychology

Analytical psychology

Analytical psychology is the school of psychology originating from the ideas of Swiss psychiatrist Carl Jung. His theoretical orientation has been advanced by his students and other thinkers who followed in his tradition. Though they share similarities, analytical psychology is distinct from...

. His work, based in humanities and depth psychology, is thought to offer an alternative to the social sciences paradigm that is generally used in educational research.

Mayes has developed what he has termed archetypal pedagogy

Archetypal pedagogy

Archetypal pedagogy is a theory of education which was developed Clifford Mayes. It is in the Jungian tradition and directly related to analytical psychology.- History :...

. Mayes' work also aims at promoting what he calls archetypal reflectivity in teachers; this is a means of encouraging teachers to examine and work with psychodynamic issues, images, and assumptions as those factors affect their pedagogical practices. Archetypal reflectivity, which draws not only upon Jungian psychology but transpersonal

Transpersonal

The term transpersonal is often used to refer to psychological categories that transcend the normal features of ordinary ego-functioning. That is, stages of psychological growth, or stages of consciousness, that move beyond the rational andprecede the mystical...

 psychology generally, offers an avenue for teachers to probe the spiritual dimensions of teaching and learning in non-dogmatic terms.

Two of Mayes' most recent works, Inside Education: Depth Psychology in Teaching and Learning (2007) and The Archetypal Hero's Journey in Teaching and Learning: A Study in Jungian Pedagogy (2010), incorporate the psychoanalytic theories of Heinz Kohut

Heinz Kohut

Heinz Kohut was an Austrian-born American psychoanalyst best known for his development of Self psychology, an influential school of thought within psychodynamic/psychoanalytic theory which helped transform the modern practice of analytic and dynamic treatment approaches.-Early life:Kohut was born...

 (particularly Kohut's notion of the selfobject) and the object relations theory

Object relations theory

Object relations theory is a psychodynamic theory within psychoanalytic psychology. The theory describes the process of developing a mind as one grows in relation to others in the environment....

 of Ronald Fairbairn

Ronald Fairbairn

William Ronald Dodds Fairbairn was a Scottish psychiatrist, psychoanalyst and a central figure in the development of the object relations theory of psychoanalysis.-Life:He was born in Edinburgh in 1889...

 and D.W. Winnicott. Some of Mayes' work in curriculum theory

Curriculum theory

Curriculum theory is the theory of the development and enactment of curriculum. Within the broad field of curriculum studies, it is both a historical analysis of curriculum and a way of viewing current educational curriculum and policy decisions...

, especially Seven Curricular Landscapes: An Approach to the Holistic Curriculum (2003) and Understanding the Whole Student: Holistic Multicultural Education (2007), is concerned with holistic education

Holistic education

Holistic education is a philosophy of education based on the premise that each person finds identity, meaning, and purpose in life through connections to the community, to the natural world, and to humanitarian values such as compassion and peace. Holistic education aims to call forth from people...

. The latter text is one of the first to extend the holistic approach into the area of multicultural education

Multicultural education

Multicultural education is a set of strategies and materials in U.S. education that were developed to assist teachers to promote democracy while responding to the many issues created by rapidly changing demographics of their students. Multicultural education means to ensure the highest levels of...

. Dr. Mayes is a senior consultant at the psycho-educational consultancy firm of Renaissance Thinkers (Renaissance-thinkers.com).

Mayes has written on various topics in Jungian Sand Tray Therapy. Additionally, he has examined parallels between Mormon

Mormon

The term Mormon most commonly denotes an adherent, practitioner, follower, or constituent of Mormonism, which is the largest branch of the Latter Day Saint movement in restorationist Christianity...

 theology

Theology

Theology is the systematic and rational study of religion and its influences and of the nature of religious truths, or the learned profession acquired by completing specialized training in religious studies, usually at a university or school of divinity or seminary.-Definition:Augustine of Hippo...

and classical Jungian psychology.

Mayes holds a doctorate in the cultural foundations of education from the University of Utah and a doctorate in psychology from Southern California University for Professional Studies.

Books

• Clifford Mayes, Five Dimensions of Holistic Teaching: Elements of a Nurturing Pedagogy. Rowman & Littlefield: in press, Spring 2012
• Clifford Mayes, The Archetypal Hero's Journey in Teaching and Learning: A Study in Jungian Pedagogy. Atwood Publishing: 2010
• Clifford Mayes, Inside Education: Depth Psychology in Teaching and Learning. Atwood Publishing: 2007
• Clifford Mayes, Ramona Maile Cutri, Clint Rogers, Fidel Montero, Understanding the Whole Student: Holistic Multicultural Education. Rowman & Littlefield, 2007
• Clifford Mayes, Jung and Education: Elements of an Archetypal Pedagogy. Rowman & Littlefield, 2005
• Clifford Mayes, Teaching Mysteries: Foundations of Spiritual Pedagogy. University Press of America, 2004
• Clifford Mayes, Seven Curricular Landscapes: An Approach to the Holistic Curriculum. University Press of America, 2003

Selected articles

• Mayes, C. (2010). Five Dimensions of an Existentially Authentic Pedagogy. 23(1). Encounter: Education for Meaning and Social Justice
• Mayes, C. (2009). The Psychoanalysts’ View of Teaching and Learning: 1922-2002. 41(4), 34-47. The Journal of Curriculum Studies
• Hippolyte-Wright, D., and Mayes, C. (2007). Archetype, gender and culture: A Maori Psychotherapist Reflects on Her Academic Career. In H. Vakalahi, S. Starks, and C. Hendricks (Eds.). Women of Color as Social Work Educators: strengths and survival. The Council on Social Work Education: Washington, D.C.
• Mayes, C., and Blackwell Mayes, P. (2006). Sandtray therapy with a 24-year-old woman in the residual phase of schizophrenia. The International Journal of Play Therapy, 15(1), 101-117
• Mayes, C., and Blackwell Mayes, P. (2005). Jung, Mormonism, and the Dialectics of Exaltation. Psychological Perspectives: A Semiannual Journal of Jungian Thought. C.G. Institute of Los Angeles, 48, 84-107
• Mayes, C. (2005). The teacher as shaman. Journal of Curriculum Studies, 37(3), 329-348
• Mayes, C. (2005). Teaching and time: Foundations of a temporal pedagogy. Teaching Education Quarterly, 32(2), 143-160
• Mayes, C. (2003). Alchemy and the Teacher. The Teacher Education Quarterly, 30(3), 81-98
• Mayes, C. (2002). The Teacher as an Archetype of Spirit. Journal of Curriculum Studies, 34(6), 699-718
• Mayes, C. (2001). A transpersonal developmental model for teacher reflectivity. Journal of Curriculum Studies, 33(4), 477-493
• Mayes, C. (2000). Three perspectives on recent research in conceptual change theory. The Researcher: The Journal of the Rocky Mountain Division of the American Educational Research Association, 15(1), 57-70
• Mayes, C. (1999). Reflecting on the Archetypes of Teaching. Teaching Education, 10(2), 3-16
• Mayes, C. (1998). The use of contemplative practices in teacher education. Encounter: Education for Meaning and Social Justice, 11(3), 17-31