By Lavinia Cohn-Sherbok, Gary Bunt
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Extra info for A Guide to Judaism (Faith Guides for Higher Education)
At ﬁrst glance, it would seem obvious that the course should deal directly and forthrightly with the basic datum—the dream, as experienced by the students. Our experience has led us to appreciate the fundamental importance and value of engaging students’ dreams. 6 However, Ullman and Zimmerman were speaking about people in general, not about students in college courses, who are our main concern here. And their precept was based on working with self-selected groups of adults whose purpose was precisely to work with their own dreams.
Contemplation of recurring images from their dreams has inspired many students to create dream glossaries of personal symbolism. The fragmentary character of many dreams, and their apparently bizarre juxtapositions, may lead naturally to the experiments in collage, chance processes, and random word games that the Surrealists used to subvert the tendency to fall into established pathways of language and thought. Even the tendency of dreams to plunge us into a representation of our deepest fears—”our worst Dreaming as a Fundamental Academic Skill 39 nightmares”—may be motivation for introspective writing that explores anxieties productively.
Therefore, it makes sense to begin with a kind of course that nearly every undergraduate college student is required to take, one considered foundational at every level of education from ﬁrst grade through graduate programs: the study of composition, or writing. By introducing dream studies and the dream journal into a course on writing, instructors may arouse wider interest in dreams, convince teaching colleagues and administrators of the value of dream studies, and provide models for organizing dream studies courses in other disciplines, for any general or special constituency.
A Guide to Judaism (Faith Guides for Higher Education) by Lavinia Cohn-Sherbok, Gary Bunt