The Seba library treats School in 9 passages, across 4 authors (including Samuels, Andrew, Hillman, James, Plato).
The Developmental School would weight these possibilities in the order 3, 2, 1... The Archetypal School would consider archetypal imagery first, the self second, and development would receive less emphasis.
Samuels systematically maps the Classical, Developmental, and Archetypal schools as distinct post-Jungian lineages distinguished by their hierarchical ordering of self, development, and archetypal imagery in theory and clinical practice.
, Jung and the Post-Jungians, 1985thesis
three fifths of the subjects 'had serious school problems': 'Rejection of the classroom is an international phenomenon and has little to do with whether the schools are public or private, secular or clerical, or with the philosophy of teaching employed.'
Hillman marshals empirical evidence that school failure among the eminent is statistically pervasive and cross-cultural, arguing it reflects the daimon's resistance to institutional tuition rather than personal or familial deficiency.
, The Soul's Code: In Search of Character and Calling, 1996thesis
The composer Edvard Grieg said: 'School developed in me nothing but what was evil and left the good untouched.'
Through a litany of eminent figures who failed or despised school, Hillman constructs the argument that the institution systematically suppresses rather than cultivates the soul's authentic capacities.
, The Soul's Code: In Search of Character and Calling, 1996thesis
An exam tests more than your endurance, ability, and knowledge; it tests your calling. Does your daimon want the path you have chosen? Is your soul really in it?
Hillman reframes the school examination as a ritual ordeal through which the daimon communicates assent or refusal regarding a chosen path, sacralizing academic failure as potential vocational guidance.
, The Soul's Code: In Search of Character and Calling, 1996supporting
When the morning dawns, let the boy go to school. As the sheep need the shepherd, so the boy needs a master; for he is at once the most cunning and the most insubordinate of animals.
Plato frames compulsory schooling as civic and moral necessity, positioning the boy's unregulated energy as requiring institutional containment analogous to pastoral governance.
, Laws, -348supporting
being a freeman, he must be controlled by teachers, no matter what they teach, and by studies; but he is also a slave, and in that regard any freeman who comes in his way may punish him.
Plato articulates the paradoxical dual status of the schoolboy — simultaneously free citizen and subject of comprehensive social discipline — underscoring education's function as a civilizing constraint.
, Laws, -348supporting
Group Influences and the Maladjusted Child: The School Aspect (1955)
Winnicott's bibliography references school as a specific environmental context for understanding maladjustment in children, situating the institution within his object-relations developmental framework.
, The Maturational Processes and the Facilitating Environment, 1965aside
He would fix the amusements of children in the hope of fixing their characters in after-life... 'Let the amusements of children be unchanged, and they will not want to change the laws.'
Plato's educational philosophy, as glossed here, subordinates school to the broader project of character formation, insisting that early habituation in play is more formative than later instruction.
, Laws, -348aside
the uneducated is he who has not been trained in the chorus, and the educated is he who has been well trained.
Plato defines education not through schoolroom instruction but through choral training, locating the school's telos in the cultivation of harmonic and rhythmic sensibility as the foundation of virtue.
, Laws, -348aside