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John L. Garcia, Ed.D.


John L. Garcia, Ed.D.
Associate Professor
Coordinator, Counseling Practicum Clinic
Program:
Professional Counseling
E-mail:
jg12@txstate.edu
Phone:
(512) 219-5798 ext. 283 (RRHEC)
(512) 245-8294 (TX STATE)
Mail:
601 University Drive
Pecos Building, 200 A-1
San Marcos, TX 78666
Education:
Ed.D., Counseling, Vanderbilt University
M.Ed., Counseling, Vanderbilt University
BS, Biology, David Lipscomb College

Authored Articles and Books:
  • Personal Workbook
     
  • The Lifestyle of the Middle-Class Mexican-American Female
     
  • Freud's Psychosexual Stage Conception: A Developmental Metaphor for Counselors
     
  • Borders, Crossings and Customs: Therapist Soul-Care at Termination
     
  • Highlights of a Career Assessment Project with Ninth-Grade Students
     
  • In a Different Light: An Environmental Metaphor of Counselor Supervision
     
  • Composition of the Psychological Ionosphere: A Closer Look at Environmentally Framed Counselor Supervision
     
  • Time for Remembering and Respecting the Original Question

    Teaching Philosophy:
    My personal teaching philosophy is composed of the following elements:

    Passion
    In all of the creation mythologies, force proceeds form. Teaching is a creative act and thus I am fortunate to have access to a fire deep within me that fuels a forceful dynamism. I did not choose teaching as a career; it chose me and I simply responded to a necessary calling.

    Knowledge Base

    If I am to teach anyone, I have a responsibility to myself and my students to live a life of learning. This means actively seeking knowledge as reported by others as well as maintaining an on-going personal enterprise of the creation of new knowledge to report to others.

    Relationship
    In order to teach I must establish and nurture a relationship with my students both individually and collectively. I see the teacher student relationship as sacred and fashioned in many ways after the parent-child relationship in which the elder is charged with the responsibility to inform, empower, and initiate the junior to more complex human functions.

    Environment
    Quality teaching can only occur in an environment of learning. This means that I must survey all of the pertinent factors at any given moment and maximize the opportunity for a climate of receptivity. In addition, I believe that teaching and learning are processes, not events. Therefore, the classroom is only one place that my responsibility lies. I must carry my teaching into both the university and larger communities.

    Association

    Even something uninteresting may become so if it is skillfully associated with something the student does find interesting. Therefore, I seek to understand patterns of experience and interest in my student and then match those patterns with the material being presented in the moment.

    Creativity
    In order to reach my student, I must be novel, stimulating, and provocative. This means bringing together and expressing my passion and knowledge base in unique and extraordinary ways. I seek to provide an experience for my student that can serve to bridge both the right and left brain hemispheres in such a way that both linear and insight learning can occur.

    Guiding Metaphor
    Quality teaching is like preparing and serving a fine meal. One must select the finest and freshest ingredients. The these ingredients must be put together and served in the most attractive manner possible. As with any dining guests, students come with varying levels of appetite. But for those who want seconds, thirds and even more, I am always prepared to serve them.

    Historical Mentor

    My teaching career has benefited from many outstanding mentors; some of whom I know only through their writings. One such individual is the quintessential teacher, Professor William James. Long ago, I etched the following passage into my working model and there it remains as my touchstone:

    "Just so, in teaching, you must simply work your pupil into such a state of interest in what you are going to teach that every other object of attention is banished from his [her] mind; then reveal it so impressively that he [she] will remember it to his [her] dying day; and finally fill him [her] with the devouring curiosity to know what the next steps in connection with the subject are."
    -William James, Talks To Teachers, 1892
     
    Courses Taught:
    Graduate
    EDP 5689C: Internship Practicum
    EDP 5366: Advanced Counseling Methods
    EDP 5307: Counseling and Personality: Current Theories
    EDP 5316: Counseling Diverse Populations
    EDP 5342: Counseling Diverse Populations II
    EDP 5350: Introduction to Professional Counseling
    EDP 5250: Basic Communication Skills
    EDP 5207: Counseling Theories: Pre-practicum
    EDP 5340: Loss and Grief Recovery Counseling
    EDP 5378C: Loss and Grief Recovery Techniques
    EDP 5378C: Advanced Readings in Analytical Psychology
    Exceptionalities (Abnormal Psychology, St. Edward's University)

    Undergraduate
    Honors Class: Intuition
    Counseling Skills and Issues
    US1100: Freshman Seminar
    General Psychology
    Human Sexuality
    Personal Growth and Development
    Small Group Behavior

    Private Institutes
    Apollo and Dionysus
    Beyond Good and Evil (Nietzsche)
    Civilization and Its Discontents (Freud)
    Courage for a New Day (Grief Recovery)
    Finding Your Bliss in the World of Work
    Food, Family, and Finance
    Genograms
    Life-Styles (Myers-Briggs Type Indicator)
    Ordinary People: A Counselor's Perspective
    Puer and Senex: The Archetypes of Male Psychological Development
    Silence and Solitude
    The Birth of Tragedy (Nietsche)
    The Meaning of Metaphor
    The Money Talks
    Time
     
    Interests:
    Creative Cycle
    Psychodrama
    Loss & Grief
    Intuition