On the Nature of the Psyche: (Routledge Classics)

Data metrics in schools are becoming increasingly complex, but despite their best efforts, teachers and academics generally find them something of a 'black-box'. This book lifts the lid on that box, exploring the provenance and problematization of existing techniques and developing new algorithms for measuring the more oblique aspects of in-school performance. Using contextual value-added measures in England as a foundation - they have become the template of choice for policy-makers around the world and a basis for some excellent school effectiveness research - the book explores the potential of performance and progress data to guide student and teacher self-evaluation, to set targets and allocate resources, to evaluate initiatives and identify good practice, to assess and reward staff responsibility, and to inform policy in relation to emerging issues like school choice, equality of opportunity and post-compulsory progression. Chapters are sectioned in three parts - 'Past', 'Present' and 'Future' - and cover: the historical journey from raw-threshold to refined-contextual measures of school effectiveness research and policy on pupil attainment and value-added data the leading UK government and Fischer Family Trust models issues relating to differential effectiveness and the interpretation of data how best to blend data from different sources new non-cognitive metrics for assessing social and emotional aspects of learning (SEAL) and staff responsibility managing data for school improvement and understanding professional attitudes to it. Using Effectiveness Data for School Improvement brings together for the first time in one place the various metrics and models, and their basis in research. A full technical specification is included so that both 'data experts' and 'data novices', academics and practitioners, can use the book to understand and maximize what is potentially a hugely transforming, but under-utilized, resource and an increasingly important aspect to school and curriculum management.

Table of Contents:
Part 1 On Psychic Energy1[First published as “Über die Energetik der Seele” in a volume of the same title (Zurich, 1928), which version was translated by H. G. and C. F. Baynes as “On Psychical Energy” in Contributions to Analytical Psychology (London and New York, 1928). The translators’ foreword to the latter volume states that this paper “was framed soon after the author had finished the Psychology of the Unconscious, i.e., Wandlungen und Symbole der Libido, pub. 1912]. It was, however, pressed aside by the greater importance of the type-problem …. and, originally entitled ‘The Theory of the Libido,’ was taken up again only last summer.” The original version was republished, under the same title, in Über psychische Energetik und das Wesen der Träume (Zurich, 1948). Both Swiss volumes are no. II of the Psychologische Abhandlungen.—EDITORS.; Chapter 1 General Remarks on the Energic Point of View in Psychology; Chapter 2 Application of the Energic Standpoint; Chapter 3 Fundamental Concepts of the Libido Theory; Chapter 4 The Primitive Conception of Libido; Part 2 On the Nature of the Psyche1[Originally published as “Der Geist der Psychologie,” Eranos-Jahrbuch 1946 (Zurich, 1947), pp. 385–490. This essay, revised and augmented, was republished as “Theoretische Überlegungen zum Wesen des Psychischen” in Von den Wurzeln des Bewusstseins (Psychologische Abhandlungen, IX; Zurich, 1954), pp. 497–608. The former version was translated by R. F. C. Hull as “The Spirit of Psychology” and published in Spirit and Nature (Papers from the Eranos Yearbooks, 1; New York, 1954; London, 1955), pp. 371–444. That translation is now further revised to bring it into conformity with the 1954 German version.—EDITORS.; Chapter 5 1. The Unconscious in Historical Perspective; Chapter 6 2. The Significance of the Unconscious in Psychology; Chapter 7 3. The Dissociability of the Psyche; Chapter 8 4. Instinct and Will; Chapter 9 5. Conscious and Unconscious; Chapter 10 6. The Unconscious as a Multiple Consciousness; Chapter 11 7. Patterns of Behaviour and Archetypes; Chapter 12 8. General Considerations and Prospects;

About the Author :
Carl Gustav Jung (1875-1961) Founded the analytical school of psychology and is responsible for bringing psychology into the twentieth century by developing a new theory of the unconscious.

Review :
'Indispensable for anyone who wants to understand something of Jung's psychology and metapsychology.' - Rosemary Gordon, Journal of Analytical Psychology 'In this essay Jung reveals himself as the most original and widely informed psychologist of the twentieth century. With a dazzling combination of scholarship and clinical acumen, he addresses the problem of how we can know that the unconscious exists and how we can bring its contents to consciousness. With his characteristic emphasis on the primacy of psychic experience - 'the only reality which is given to us without a medium' - he carries his thinking beyond the psychodynamics of patients in analysis to examine the social and political catastrophes which follow when collective consciousness becomes dissociated from the collective unconscious. A basic text for anyone concerned with the spiritual life and psychic destiny of our species.' - Anthony Stevens 'Next to Freud, no psychiatrist of today has advanced our insight into the nature of the psyche more than Jung has.' - Hermann Hesse