According to Jung, human beings are endowed with four psychological functions that enable them to relate to the world. These are: thinking, feeling, sensing, and intuition. In a given individual, however, these four functions are not equally developed and continue to more or less evolve throughout their entire life. For Jung, the human psyche is also largely unconscious, and a part of this, called the collective unconscious, is common to all human beings and is therefore independent of individual personal experiences. This common part contains archetypes, namely, psychological structures shared by every one of us, such as the ones we can recognise in fundamental life events and myths (birth, death, hero, sage, father, mother, child, the union of opposites, eternity, Mother Nature, certain numbers, etc.). Such a complex and by definition necessarily undetermined model of the human psyche should evidently have consequences when applied to the field of education, and this has been recognised. What are these consequences and to what extent do they agree or disagree with currently advocated pedagogical approaches in teaching and learning? In this article, we explore seven consequences which can be drawn from Jung's psychology. Although some support prevailing ideas on education and learner development, while limiting their range, others seriously question their postulates. Specifically, we address consequences pertaining to the general goal of education, learning modes, and learning styles, the ideal nature of integral student development, the irreducible indeterminacy of learning and its impact on assessment, the teacher-student relationship as a pragmatic statement, and finally, the probable archetypal and hence "unlearned" nature of most fundamental learning. Needless to say, this last consequence can be a subject of great debate.
