THE ANTHROPOLOGICAL TURNS OF C. G. JUNG AND ALEXANDER LURIA AND THEIR CONTRIBUTIONS TO EDUCATION

Abstract

At the beginning of the twentieth century, anthropology was undergoing major transformations, the hierarchical paradigm that until then had proposed a vertical scale of customs, beliefs, and modes of thought was gradually being deconstructed and overcome in the face of the advent of the works of Franz Boas, Margaret Mead, Claude Lévi-Strauss, and Gregory Bateson. In this same movement, two exponents of Psychology, namely, C. Jung and A. Luria, contributed a lot – each in his field – to the rise of a horizontal view regarding the various modes of human thought. The reflections contained in his anthropological writings, derived from the deep study of collective psychology and contact with native peoples, are a fruitful source of provocations and subsidies for the construction of an understanding of human cultural nature that takes into account the valorization of knowledge and customs and their historical-social aspects. That said, the objective of this article is to demonstrate its possible contributions to a model of democratic, humane, and cultural education.