An Essay on Transformative Learning in Relation to Jungian Synchronicity and Individuation


  • Linda Lazzeretti Sofia University


teaching and learning, transformative learning


This essay is an exploration of transformative learning in relation to synchronicity and individuation. It is meant to offer for discussion another way or model in which to understand and explore transformative learning. It is a reflection of my own interest in this exploration as well. As such, I am focusing this exploration on applications for transformative learning from the writings of William James and Carl Jung in the following areas:
1 William James's "compass needle" (James, 1987, p. 214) within the psyche turning to successor stages or emergent transformation of consciousness.
2 A closer look at the margins of the psyche where these successor stages happen.
3 The emergence of the individuation process through imaginal work in the unconscious and conscious that involves fantasy thinking and active imagination (Jung, 1989, p. 171).
4 The connection involving the "phase transition" concept (Cambray, 2009, p. 64) of synchronistic emergence as part of the successor stages in the individuation process.

Author Biography

Linda Lazzeretti, Sofia University

Adjunct faculty, Masters of Education in Transformative Learning Program, Sofia University

Field supervisor, credential coach, Oakland Unified School District


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