Quoting Jung


“If there is anything that we wish to change in our children, we should first examine it and see whether it is not something that could better be changed in ourselves.” The Development of Personality (Princeton), p. 170.

The child is helplessly exposed to the psychic influence of the parents and is bound to copy their self-deception, their insincerity, hypocrisy, cowardice, self-righteousness, and selfish regard for their own comfort. . . The only thing that can save the child. . .is the efforts of the parents not to shirk the psychic difficulties of life by deceitful manoeuvers or by remaining artificially unconscious, but rather to accept them as tasks, to be as honest with themselves as possible, and to shed a beam of light into the darkest corners of their souls. —The Development of Personality (Princeton), p. 79.


Developing the Personality

“No one can train the personality unless he has it himself.” The Development of Personality (Princeton), p. 171.

“. . . it is only our deeds that reveal who we are.” The Development of Personality (Princeton), p. 172.

“But the people who talk most loudly about developing their personalities are the very ones who are least mindful of the results, which are such as to frighten away all weaker spirits.” The Development of Personality (Princeton), p. 173.

“Yet the development of personality means more than just the fear of hatching forth monsters, or of isolation. It also means fidelity to the law of one’s own being.” The Development of Personality (Princeton), p. 173.

“Personality can never develop unless the individual chooses his own way, consciously and with moral deliberation.” The Development of Personality (Princeton), p. 174.

“If he withdrew into the wilderness and listened to his inner life in solitude, he might perhaps hear what the voice has to say.” The Development of Personality (Princeton), p. 183.

“Nature has no use for the plea that one ‘did not know.’ Not knowing acts like guilt.” The Development of Personality (Princeton), p. 44.

“Disease has never yet fostered creative work; on the contrary, it is the most formidable obstacle to creation.” The Development of Personality (Princeton), p. 115.

“The consequences of my resolve [to pursue the psyche]. . .was an extreme loneliness.” Memories, Dreams, Reflections


“When all is said and done, school is a part of the great world and contains in miniature all those factors which the child will encounter in later life and with which he will have to come to terms.” The Development of Personality (Princeton), p. 142.

“Collective education is. . . a necessity and cannot be replaced by anything else. We live in a collective world, and we need collective norms. . . On no account must the principle of collective education be sacrificed for the sake of developing individual idiosyncracies.” The Development of Personality (Princeton), p. 151.

“Collective education should not be the sovereign principle of education, for many children need an individual education. Its aim is directly opposed to that of collective education, which seeks to level out and make uniform. All children who resist this will require individual attention.” The Development of Personality (Princeton), p. 151.


“I have frequently seen people become neurotic when they content themselves with inadequate or wrong answers to the questions of life” Memories, Dreams, Reflections (Vantage), p. 140.

“The majority of my patients consisted not of believers but of those who had lost their faith.” Memories, Dreams, Reflections (Vantage), p. 140.

[Contemporary man] is blind to the fact that, with all his rationality and efficiency, he is possessed by “powers” that are beyond his control. His gods and demons have not disappeared at all; they have merely got new names. They keep him on the run with restlessness, vague apprehensions, psychological complications, an isatiable need for pills, alcohol, tobacco, food–and, above all, a large array of neuroses. Man and His Symbols (Anchor Books), p. 82.

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