Dr Robert Matthews

Robert Matthews
Senior Lecturer
School of Education
Faculty of Arts

Dr Robert Matthews is a senior lecturer in the School of Education, having joined the School in 2003. He teaches in both undergraduate and postgraduate levels, preparing beginning teachers for their classroom practice and guiding early researchers in their Masters dissertations respectively. Prior to this position, Robert was a post-doctoral research physicist at Flinders University doing theoretical calculations of electron scattering experiments in various materials. Although this work was of great interest, a desire to work with people took hold. This led to training to be a teacher, and consequently Robert wrote curriculum for the ASMS and taught as a secondary physics and mathematics teacher. Around this time, Robert also commenced training as a Jungian analyst in Switzerland. His earlier seeking to understand the depths of the physical world, were now accompanied by the same scrutiny of the inner world of the psyche. Something akin to following the (much larger) footsteps of the Nobel laureate Wolfgang Pauli, who, working with Carl Jung, attempted to bridge these two domains. This rich background offers many novel insights into the realm of education, creativity and learning which sit at the heart of Robert’s research interests.

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Dr Robert Matthews

Dr Robert Matthews is a senior lecturer in the School of Education, having joined the School in 2003. He teaches in both undergraduate and postgraduate levels, preparing beginning teachers for their classroom practice and guiding early researchers in their Masters dissertations respectively. Prior to this position, Robert was a post-doctoral research physicist at Flinders University doing theoretical calculations of electron scattering experiments in various materials. Although this work was of great interest, a desire to work with people took hold. This led to training to be a teacher, and consequently Robert wrote curriculum for the ASMS and taught as a secondary physics and mathematics teacher. Around this time, Robert also commenced training as a Jungian analyst in Switzerland. His earlier seeking to understand the depths of the physical world, were now accompanied by the same scrutiny of the inner world of the psyche. Something akin to following the (much larger) footsteps of the Nobel laureate Wolfgang Pauli, who, working with Carl Jung, attempted to bridge these two domains. This rich background offers many novel insights into the realm of education, creativity and learning which sit at the heart of Robert’s research interests.

Robert’s research focus is the application of analytical psychology into pathways of transformation in the Education and Research context.  Archetypal approaches to learning as articulated by Carl Jung, Mari-Louise von Franz and Wolfgang Pauli.  Creativity as transformative praxis of conscious and unconscious dynamics.  The role of religious or spiritual life in the transformative learning of educators.  The psychology of Kuhnian paradigm shifts in cultural thought of artists and scientists.  The nature of the teaching process and maintaining healthy complex personality structures in the face of difficult classroom experiences.  Life-long learning and personality development for educators.

Education

Date Institution name Country Title
University of Aberdeen, Aberdeen Australia B.Sc (Hons)
Kranz International Australia Diploma Counselling and Communications
The Flinders University of SA Australia PhD (Theoretical Physics)
Unversity of Adelaide Australia Graduate Diploma Education

Journals

Year Citation
2015 Matthews, R. (2015). An analytical psychology view of wholeness in art. International Journal of Jungian Studies, 7, 2, 124-138.
10.1080/19409052.2014.954753
2014 Cargill, M. A., O'Connor, P. J. & Matthews, R. (2014). Publication skills development in the sciences: decision support for effective program design. Revista Canaria de Estudios Ingleses, 69, 101-114.
2014 Missingham, D. & Matthews, R. (2014). A democratic and student-centred approach to facilitating teamwork learning among first-year engineering students: A learning and teaching case study. European Journal of Engineering Education, 39, 4, 412-423.
10.1080/03043797.2014.881321
2012 Maniam, V. & Matthews, R. (2012). Secondary school students' feelings about participation in sports: a qualitative study from six schools in Adelaide, South Australia. International Journal of Sport and Society, 2, 4, 61-72.
2010 Matthews, R. S. (2010). Aligning universities and school for new teachers. Leadership in Focus, Winter, 10-13.
2010 Matthews, R. (2010). Experiences of Soul-minded Educators. Jung Journal, 4, 2, 96-97.
10.1525/jung.2010.4.2.96
2009 Matthews, R. (2009). The feeling function and education: Differentiated relationships and ethics of the teacher. Jung Journal, 3, 4, 103-111.
10.1525/jung.2009.3.4.103
2008 Matthews, R. (2008). Engaging Asian learners: Teaching explicit concepts through active learning approaches. 24, 2, 14-15.
2005 Talib, O., Matthews, R. & Secombe, M. (2005). Constructivist animation for conceptual change: an effective instructional strategy in understanding complex, abstract and dynamic science concepts. Malaysian Online Journal of Instructional Technology, 2, 3, 78-87.
2005 Liu, H. & Matthews, R. (2005). Vygotsky's philosophy: Constructivism and its criticisms examined. International Education Journal, 6, 3, 386-399.
2005 Talib, O., Matthews, R. & Secombe, M. (2005). Computer-animated instruction and students' conceptual change in electrochemistry: Preliminary qualitative analysis. International Education Journal, 5, 5, 29-42.

Book Chapters

Year Citation
2012 Liu, C. & Matthews, R. S. (2012). Encyclopedia of the Sciences of Learning. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning (pp. 2733-2736). Springer Science & Business Media.
2010 Matthews, R. (2010). A depth psychology account of the creative imagination: applying the psychology of Carl Jung. In T. Nielsen RFitzgerald & M. Fettes (Eds.), Imagination in Educational Theory and Practice: A Many-sided Vision (pp. 233-242). United Kingdom: Cambridge Scholars Publishing.
2010 Matthews, R. (2010). Reflections on a pre-service teacher education approach though the lens of the Troika. In R. Toomey (Ed.), Teacher Education and Values Pedagogy: a Student Wellbeing Approach (pp. 195-207). Australia: David Barlow Publishing.
2008 Matthews, R. & Liu, C. (2008). Education and imagination: a synthesis of Jung and Vygotsky. In R. Jones, A. Clarkson, S. Congram & N. Stratton (Eds.), Education and Imagination: post-Jungian perspectives (pp. 15-37). UK: Routledge.
10.4324/9780203929858
2004 Alagumalai, S., Matthews, R., Gibbons, M. & Dutney, A. F. (2004). Teaching out of the unconscious: the role of shadow and archetype. In J. Keeves & S. Alagumalai (Eds.), The Seeker: Papers in Honour of John P Keeves (pp. 187-200). Adelaide: Shannon Research Press.

2014   Learning & Development Grant, Faculty of Professions, “Classroom dialogue – an online tool preparing Education students for teaching practice”, awarded $10,000.

2013    Executive Dean’s award for Excellence in Undergraduate Teaching, awarded $2,000.

2013   Learning & Development Grant, Faculty of Professions, “Language and Professional Literacy Support for Education Students”, awarded $10,000.

2013    School of Education Grant, awarded $6,250.  “Exploring the practicum experience.”

Past Teaching:

Courses Coordinated Master of Education:  Theories of Psychology in Education, Neuroscience and Education, Alternative Education, Masters Dissertation.

Courses Coordinated Bachelor of Teaching / Graduate Diploma of Education / Master of Teaching: Educational Psychology, Student and Teacher Interaction in the Classroom, Alternative Education.

Fizza Sabir, PhD, “Teacher Approachability in Higher Education; determining its characteristics and their connection with teacher attachment styles, wellbeing and spirituality.  Principle Supervision.

Mary Vlahakis, PhD, “The Study of English Literary Texts in a Monocultural Secondary School Context and Students’ Attitudes to the ‘Cultural Other’.”   Co Supervision.

Vegneskumar Maniham, PhD, “Sports Participation and Cultural Identity in the Experience of Young People”.   Principle Supervision.

Margaret Cargill, DEd, “Collaborative Interdisciplinary Publication Skills Education (CIPSE): Implementation and implications in international science research contexts.”   Principle Supervision.

Othman Talib, DEd, “Computer-animated instruction and students' achievement gains in electrochemistry”.   Principle Supervision.

Offices Held

Date Office Name Institution Country
2015 - ongoing President C G Jung Society of South Australia Australia
Position
Senior Lecturer
Phone
83130488
Fax
8313 3604
Campus
North Terrace
Building
10 Pulteney Street
Room Number
8 16
Org Unit
School of Education

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