PSYCHOLOGY, PEDAGOGY, AND CREATIVE EXPRESSION IN A COURSE ON EVIL

In this article, I describe my Psychology of Evil course, in which a m ajority of students chose to do creative projects rather than research papers or reports on readings. I explore the impact of the interdisci plinarity demanded by the topic and the texts, modeled by the professo r, and brought to the course by the students. In addition, I discuss t he effects of classroom environment, personality, intelligence, and es pecially shadow work (the repressed, feared, unwanted part of our pers onalities) on students' creative productions.