Darrell Dobson received his Ph.D. from the Ontario Institute for Studies in Education at the University of Toronto (Canada). His academic work focuses on the educational implications of analytical psychology, especially in the areas of teacher education and development, teaching methodologies, and course content. He is the president of Jungian Society for Scholarly Studies and the founding editor of the Journal of Jungian Scholarly Studies. Dr. Dobson’s publications include the book Transformative Teaching: Promoting Transformation through Literature, the Arts, and Jungian Psychology (Sense 2007) and chapters in Education and Imagination: Post-Jungian Perspectives (Routledge), and Perpetual Adolescence: Jungian Analysis of American Media, Literature, and Pop Culture (SUNY). He has published numerous articles in peer-reviewed academic journals. Dobson is particularly interested in the roles that creativity, literature, and the arts can and do play in the individuation process.
Dobson, D. (2005). Archetypal literary theory in the postmodern age. Jung: the e-Journal of the Jungian Society for Scholarly Studies, 1(1).
Dobson, D. (2008a). The symbol as teacher: Reflective practices and methodology in transformative education. In R. Jones, A. Clarkson, S. Congram & N. Strattone (Eds.), Education and imagination: Post-Jungian perspectives. London and New York: Routledge.
Dobson, D. (2008b). Transformative teaching: Promoting transformation through literature, the arts, and Jungian psychology Jungian psychology,
n.pr psychologic approach based on the ideas and theories developed by Carl Jung (1875–1961). Includes the concepts of the collective unconscious and symbolic archetypes. Rotterdam, The Netherlands: Sense Publishers.
Dobson, D. (forthcoming). Seeking the mature masculine in pop culture and high art. In J. Baumlin, K. Pollette, & S. Porterfield (Eds.), Perpetual Adolescence: Jung and contemporary American culture. Albany, NY: State University of New York Press.
Dobson, D. (2009). Royal, Warrior, Magician, Lover: Archetypal Reflectivity and the Construction of Professional Knowledge, Teacher Education Quarterly, Summer.
Transformative Teaching: Promoting Transformation through Literature, the Arts, and Jungian Psychology (Sense 2007)