THE MASTER-DISCIPLE RELATIONSHIP AS A METAPHOR FOR HEALING IN JUNGIAN PSYCHOANALYSIS: EXPLORING ARCHETYPAL TRANSFERENCE BETWEEN ANALYST AND PATIENT by Zsolt Thomas Deak A dissertation to be submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Transpersonal Psychology Institute of Transpersonal Psychology Palo Alto, California November 8, 2011 I certify that I have read and approved the content and presentation of this dissertation: ________________________________________________ __________________ Rosemarie Anderson, Ph.D., Committee Chairperson Date ________________________________________________ __________________ Helen Marlo, Ph.D., Committee Member Date ________________________________________________ __________________ Greg Bogart, Ph.D., Committee Member Date UMI Number: 3509615 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent on the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMI 3509615 Copyright 2012 by ProQuest LLC. All rights reserved. This edition of the work is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, MI 48106 - 1346 ii Copyright © Zsolt Thomas Deak 2012 All Rights Reserved Formatted according to the Publication Manual of the American Psychological Association, 5th edition ii iii Abstract The Master-Disciple Relationship as a Metaphor for Healing in Jungian Psychoanalysis: Exploring Archetypal Transference Between Analyst and Patient by Zsolt Thomas Deak This study investigates the experiences of archetypal transference in Jungian psychoanalysis using a hermeneutically informed, qualitative method called intuitive inquiry. In archetypal transference, the transference does not emanate from a past personal experience, but relates to the collective unconscious; archetypal image or situation, which is projected on the analyst or patient. One of these possibilities that may appear in the analytic relationship is rooted in the archetype of the spiritual master-disciple relationship. The literature of Jungian psychology and spiritual traditions from around the world provide the background for this work. In the research study, 8 senior Jungian analysts have been interviewed, providing their own experiences with archetypal transference, about its relevance and effects on the therapeutic relationship. The interviews were audio-recorded, transcribed, and analyzed. In accordance with the procedures of intuitive inquiry synthesized and compared the data with the initial set of assumptions and statements. Through successive cycles of interpretation, the results were discussed and formulated into a theory by supporting the initial concept. Findings suggest that archetypal transference is inevitably present in the analytic relationship even if it is not evident or hard to distinguish from other transferences, and serves the psychological and spiritual growth of both the analyst and patient. iii iv Dedication To my past, present, and future teachers with my deepest gratitude and love. iv v Acknowledgements This paper would never have been written without the invitation of the wonderful community of the San Francisco Jung Institute and the generous scholarship the Institute of Transpersonal Psychology offered for my studies. Therefore, I would like to thank the contributions of donors, officers, and every individual who established and supported this great international program I could also take part. Herewith, I wish to acknowledge the many individuals who guided and supported me during my dissertation journey. First of all, I owe a great many thanks to my committee. I am especially indebted to Rosemarie Anderson, the Chair of my committee, for her generous help, down-to-earth sensitivity, consistency, and intellectual honesty in making me transforming my research idea into dissertation. Besides her professional tasks as Chair, she taught me how to employ her method, the intuitive inquiry not only for my research, but for liberating myself in the research work. My deepest gratitude is extended to my dissertation committee members, Helen Marlo and Greg Bogart, for always being available and supportive, their valuable comments and useful advice along the way. I am grateful for their untiring encouragement and patience. Many thanks to my research participants for generously sharing their thoughts and experiences with me. I cannot reveal the names of these fine Jungian analyst here due to the research policy, but without their contributions I would not have been able to collect rich and in-depth data to be reflected upon and to gain deeper insight into my research topic. I also wish to express my gratitude to my editors, Panna Jaroch and Colleen Bosholm, for their tutorial advice, tolerance, and expert competence in correcting the text written by a non-native English speaker. v vi In addition to the contributors, many others at ITP and elsewhere, have assisted, directly or indirectly, in the final completion of this work. In particular, I am indebted to: my mentors Dr. Patricia A. Sohl and Ana Perez-Chisti; my many professors among whom—due to space limitations—I can only mention a few names including Judy Schavrian, William Braud, James Fadiman, Robert Frager, Arthur Hastings, Mark Gonermann, and Kartikeya Patel; professors from the ITP Dissertation Office such as Paula Yue, Genie Palmer, and Ryan Rominger. Furthermore, I am grateful for the inspiring community, support, and critical-listening skills of my cohort members, and to all the professors and students in the residential as well as the global programs at ITP. I felt lucky to meet and study with these people during my doctoral studies; and, last but not least, thanks to the always helpful ITP librarians, Katrina Rahn and Lucy Erman. I am also deeply indebted to all my Jungian teachers and friends from the San Francisco Jung Institute, among them particularly to Dr. Jean Kirsch, Dr. Thomas Kirsch, Jan Robinson, Dr. Lou Vuksinick, Dr. Dennis Turner, Dr. John Beebe, Jean Shinoda Bolen, Joan Chodorow, and Dr. Brian Feldman. I owe a lot to my group of analytic candidates for many ways of their support and friendship. I am also grateful for Marianne Morgan, Director of Virginia Allan Detloff Library who helped me find and access great sources of Jungian literature. Special thanks to my analyst who taught me first how to be a good patient, then how to be a good analyst, just by giving my best self. He provided unlimited sources of inspiration and trust in my dissertation process, which kept the spirit alive in me, even in difficult times. These acknowledgements cannot be complete without mentioning the tremendous support of my family. Without support of my parents and the financial help of my brother I could not have pursued my studies and completed my dissertation. Much gratitude to Kriszti, my wife vi vii and our children, Franci and Matyi, who have lovingly and generously supported me and shared the best and worst moments of my dissertation journey. vii viii Table of Contents Abstract .......................................................................................................................................... iii Dedication ...................................................................................................................................... iv Acknowledgements ......................................................................................................................... v List of Tables ................................................................................................................................ xii List of Figures .............................................................................................................................. xiii Chapter 1: Introduction ................................................................................................................... 1 Overview ............................................................................................................................. 1 Personal Relevance ............................................................................................................. 1 Context ................................................................................................................................ 2 Purpose Statement ............................................................................................................... 3 Research Questions ............................................................................................................. 4 Research Design and Methodology .................................................................................... 4 Significance of the Study .................................................................................................... 5 Chapter 2: Review of Relevant Literature ...................................................................................... 6 The Master-Disciple Relationship in Spiritual Traditions .................................................. 7 In Hindu traditions .................................................................................................. 7 In Buddhism ...........................................................................................................