ABSTRACT
This chapter argues that versions of depth psychology which incorporate the positive idea of self-realization may have more to contribute to the decision-making processes and autonomy that seem essential to moral development in higher education. The possibility of moral choice and development implies some model of personality. It is the intention of psychotherapy to be life-enhancing rather than life-eroding, but in the past there have been two tendencies in-depth psychology. The pace of social change, the ever-increasing unpredictability of the future, and the growing irrelevance of traditional guides and signposts for behavior make the concept of socialization suspect. Depth psychology is concerned with facilitating a process of redefinition and reconstruction in the student based on his positive qualities. Worthwhile implications for moral development are found in this idea of the divided self, for it may account for the tendency in some of the people to split their worlds into sharp divisions of good and bad.
