Dreaming in the Classroom

Cover

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Title Page, Copyright

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Contents

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Preface

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pp. vii-viii

There are many excellent books on dream theory, research, and practice. This volume is not an effort to add directly to that impressive body of literature. Rather we approach the topic one level removed: in the foothills looking down at the plain, discerning activities, patterns, trends, and opportunities in how dream knowledge is taught broadly throughout the society. We look at classroom...

Acknowledgments

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pp. ix-x

This book owes much to the many persons in the dream education community who filled out surveys, granted us interviews, responded to our questions, provided course materials, and generally impressed us with their creativity and innovation in dream education. Our collective thanks go to Kate Adams, Sheila Asato, Deirdre Barrett, Paula Berggren, Barbara Bishop, Fariba Bogzaran, Bob...

Introduction

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pp. 1-11

This book is probably not the first book you have read about dreams. There are many fine treatments of the subject, which we identify and discuss throughout, and list in a bibliography. This is primarily for dream educators and others who want to extend and deepen their knowledge by involving themselves in dream education as teachers and/or as advanced learners. The relative newcomer...

Chapter 1. Practical Guidelines for Dream Education

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pp. 13-30

There are a number of issues to address in teaching about dreams, whether the instruction is in formal academic settings or in less-structured community environments. In this chapter, we explore the "nuts and bolts" and surrounding questions and concerns of dream education in the college classroom, and beyond. Our comments in this chapter apply in a broad, cross-disciplinary...

Chapter 2. Dreaming as a Fundamental Academic Skill

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pp. 31-44

Although some instructors of dream studies may not require students to keep dream journals, or to participate in in-class dream discussion groups, we have begun with some advice to those who do. Our experience has convinced us of the advantages of these practices as pedagogical tools in the study of dreaming. We also believe that dream studies can stimulate innovative teaching in all...

Chapter 3. Psychology

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pp. 45-63

Dreams, and dreaming, are complex and multifaceted. Because of this, the study and the teaching of dreams inevitably and properly call on a number of academic disciplines. We three authors reflect this in our own scholarly areas of psychology, political science, research methods, statistics and epistemology, philosophy, religious studies, literature, creative writing, and film studies...

Chapter 4. Anthropology

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pp. 65-83

We now shift the focus from psychology to anthropology, the discipline that runs a very close second to psychology in the length and sophistication of its research tradition on dreaming. The primary audience for this chapter is teachers of undergraduate and graduate courses in anthropology who are looking for new strategies to help their students better understand the interaction of...

Chapter 5. Philosophy and Religious Studies

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pp. 85-100

Philosophical and religious issues often emerge of their own accord in classroom discussions of dreaming. Dreaming has been a topic of philosophical debate throughout the ages, and religious traditions all over the world have venerated dreams as important means of human-divine communication. No matter where a dream discussion starts, it frequently leads students to confront the great...

Chapter 6. General Humanities

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pp. 101-118

Any instructor in the humanities who develops an interest in teaching a course on dreams and dreaming has the same initial conceptual hurdle to leap: Aren't dreams by their nature within the province of the psychology department? If we have questions about the origin and functions of dreams, aren't they addressed by empirical observation and by psychological theory? Aren't...

Chapter 7. Film Studies

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pp. 119-128

Although the analogy between dreaming and cinema has been a staple of popular culture and film theory almost since the first appearance of moving pictures, it is only rarely that serious dialogue between dream studies and film studies has been undertaken. Both dreaming and cinema consist of the detailed, elaborate, audiovisual presentation of imagined scenes, in states that induce in the...

Chapter 8. Psychotherapy and Counseling

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pp. 129-151

In this chapter we discuss uses of dreams in psychotherapy and counseling. We ask fundamental questions of whether and to what extent clinicians (psychiatrists, psychotherapists, counseling psychologists, clinical social workers, and others) employ dreams, and the effectiveness of therapy that uses dreams. We state what we believe to be the value of dreamwork in therapy, and discuss...

Chapter 9. Alternative and Community Education

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pp. 153-173

Dream education pops up anywhere interested learners encounter willing teachers. If the formal gardens of higher education have grown dream flowers only sparingly, dream wildflowers have taken root and bloomed elsewhere where the soil is more fertile. Excellent, innovative dream education is taking place outside the hallowed halls of traditional universities and...

Chapter 10. Primary and Secondary Education

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pp. 175-190

The developmental trajectory of dreaming across the life span is a vital topic for all teachers, with implications for pedagogical strategies and classroom practices at every age. Although we are only reaching the subject of dream education for primary and secondary school students now, toward the end of the book, we believe the information presented in this chapter provides a valuable...

Chapter 11. The Future of Dream Education

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pp. 191-208

In considering what the future holds for dream education, we first restate our fundamental perspective: Above all, dreams are multifaceted and complicated. Their study and teaching transcend disciplinary boundaries and evoke the parable of the blind men and the elephant. Which parts of the dream elephant best describe and represent its essence? Can we perhaps hope...

Appendices

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pp. 209-274

Notes

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pp. 275-286

Bibliography

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pp. 287-295

Index

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pp. 297-307