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Transitional Ethical Sense of Life
Confluent Model: |
Latin
American Network of Counseling Professionals (RELAPRO).[1]
Marzo 20 / 2022
Translation by : George Vera PhD:
gdavyvera@gmail.com
Msc.Amilkar A. Brunal
Abstract
The School Guidance/Counseling
& Counseling Model1,
“Transitional Ethical Sense of Life Confluent Model”, aims to respond to Latin
Americans' social and educational needs from the perspective of the human
development scale (Max-Neef, 1993). It does not ignore the epistemological
origins of the field (Parsons, 1903), nor does it exclude thinkers from other
latitudes that are considered culturally appropriate. This pedagogical-oriented
Model's main objective is to facilitate the construction of the ethical sense
of life understood in all types of Counselors and educational communities, such
as community development, intrapersonal, and interpersonal and academic
awareness (SWOT aptitude). The ancestral cultures of the Abya – Yala traditional
territory (land of Pujanza) and Ubuntu: I am because I belong ”(sub-Saharan
Africa) inspired this Model. Likewise, Cortina’s (XX) view of ethics,
H.Maturana (XX) and Savater (XX) nurtured the counseling and guidance understanding
of Life in Community. Its ontological bases from which the subjective
construction of Being is raised in a confluent way from the objective
existential dimensions (Being: Having + Doing + Being) and sociological in the
theory of Human
Scale Development (Max-Neef), which is Interpreted as
Supradiscipline. The Model psychological bases are inspired by Winnicott's
biopsychosocial concept of “Transitionality,” principles of positive
psychology, and the theory of multiple intelligence (Gardner and Goleman).
Socratic maieutics, the Teaching for Comprehension (EPC) principles, Ausubel's
significant learning, and conceptual Pedagogy (Zubirìa and Zubirìa) are
integrated into the Model pedagogical bases. These are applied in the
pedagogical Project “Synapse” (Counseling and Guidance Line for academic life).
Key Words: Transitional
Counseling/Guidance, Confluent Guidance, Ethical Sense of Life
Resumen
Se construye este modelo de Orientación
educativa, que busca dar respuesta a las necesidades sociales y educativas de
Latinoaméricanos desde la perspectiva
del desarrollo a escala humana (Max-Neef,1993), que no desconoce los orígenes
epistemológicos del campo(Parsons,1903), ni excluye pensadores de otras
latitudes que se consideren pertinentes. Este modelo pedagógico de Orientaciòn,
establece como objetivo fundamental, facilitar la construcción del sentido
ético de vida entendido en todo tipo de Orientantes y comunidades educativas,
como el desarrollo de la conciencia comunitaria, la consciencia intrapersonal e
interpersonal, y la consciencia académica (aptitudinal DOFA). Sienta sus bases Ético-filosóficas
en la ética de las culturas ancestrales del territorio ancestral Abya–Yala
(tierra de Pujanza) y Ubuntu: I am because I belong”(África subsahariana), la
concepción ética de Cortina, H. Maturana y Savater aplicada principalmente en
la línea de Orientación para la Vida en comunidad. Sus bases ontológicas desde
donde se plantea la construcción subjetiva del SER de manera confluente a
partir de las dimensiones existenciales objetivables(SER: Tener+Hacer+Estar) y sociológicas en la teoría del Desarrollo
a Escala Humana del teórico chileno Manfred Max-Neef (Interpretado como
Supradisciplina); Las bases Psicológicas principales se derivan de las
interpretaciones del concepto de “Transicionalidad” biopsicosocial de Winnicott
, principios de la psicología positiva, la teoría de las inteligencia múltiples
(Gardner y Goleman)y sus bases pedagógicas de la mayéutica socrática,
principios de la Enseñanza para la Comprensión (E.P.C), el aprendizaje
significativo de Ausubel, la Pedagogía conceptual(Zubirìa y Zubirìa) aplicados
en el Proyecto pedagógico, “Sinapsis” (Línea de Orientación para la vida
académica).
Palabras Clave: Orientación Transicional,
Orientación Confluente,Sentido Ético de
la Vida
BACKGROUND
Based on
various published reflections of the principal founder of RELAPRO, Dr. Julio
González Bello (Ven) and in turn presented in multiple academic spaces
(International Congress Cartagena, Colombia, 2011 and the International
Guidance Congress in Costa Rica, 50 years of the Guidance (San Juan, 2014),
(which simultaneously became the origin of the Latin American Journal of
Guidance and Human Development "OrientAcciòn"), about the need to
create our models of Counseling based on an epistemological vision from the
so-called " Global South” provided by colleagues from Uruguay, among
others, the analysis of the results of eleven (11) Latin American
Counseling Surveys in which
counselors from almost all Latin American countries develop the field from
different perspectives (psychological, pedagogical, sociological), the
proposals presented to the
Guidance Congress:
"Approaches, Models, and
Guidance Strategies in Latin America" (Buenos Aires, 2017), the contributions of the base
document for Guidance in Mexico (1993) and the article "TOWARDS A LATIN
AMERICAN MODEL OF
EDUCATIONAL GUIDANCE" by Maestro.
José Nava Ortiz (Mex) (revistaorientaccion.blogspot.com
(2021), at the time president of the Mexican Association of Guidance
Professionals (AMPO), in addition to cultural elements taken from ancestral
philosophies such as the African philosophy "Ubuntu" presented by Max
Sefotho (South Africa) and the Amerindian cultures of "Abya-Yala"
(Living Well) presented by colleagues Mónica Valencia
(Ecuador) and Elsa Tovar Cortez (Col) that limits the term "Nosòtricas
cultures" to refer to the importance of community in ancestral cultures,
correlated with contemporary models of social development (capitalism and
socialism).
JUSTIFICATION
This Model of Educational Counseling
is built (social constructionism) in the search to respond to the
bio-psycho-social and educational needs of Latin American educational
communities from the perspective of development on a human scale (Max-Neef,
1993); it ignores the epistemological origins of the field (Parsons, 1903), nor
does it exclude thinkers from other latitudes who are considered relevant to
the Transitional Counseling for the Ethical Sense of Life (RELAPRO) model.
The question then arises as to the central
axis of research, about the role and Meaning that Educational Guidance needs to
build in the 21st century, taking into account these aforementioned macrosocial
factors.
Max Sefotho (2017) provides the
concepts of Counseling for life that facilitate conceptually centering all the
scattered actions of the field and later elements of the Ubuntu philosophy
(2020): "I am because I belong" (I am because I belong, I am in the community).
This base category (Counseling for life) will later be subdivided between this Model
into me. Orientation for Life in Community (Community Awareness), changing
the emphasis in the psychological approach on individual factors: introspective
(Self-schemas:
Self-esteem,
Self-Image, Self-realization) and intrapersonal (Skills and emotions) that has
traditionally been assumed as a primary aspects of the Educational Orientation
due to the emphasis on the socio-community approach that emphasizes the
"Sense of Belonging" following the aforementioned ancestral
philosophies (Ubuntu and Good
Living of Abya -Yala).
The alternative to Neoliberalism, It's called
Consciousness." José De Saramago
II.
In
the category “Guidance for Academic/Work-Life,” the topics of
“Vocational/professional and Socio-occupational Guidance, as well as the
transversal academic Guidance designed for the qualification of transversal communication.
III.
In skills to the academic and work world
(Synapsis Project) are included.in the study category "Guidance for
Interpersonal Life" (Microsocial Level), the development of topics such as
worldviews and personal emotions, resilience and compound social skills such as
Alterity-assertive and Leadership- will be included. Empathetic, focused on the
concept of "Attitudinal Awareness" (defined according to the Model's own
glossary) related to the construction of life projects.
However, in the transcend research, the
typical mechanical instrumentality of the field (work and jobs according to
Harendt), we have proposed to base our work philosophically, delving into the
fundamental concept of the Model: "Life."
“There
are two ways to live life:
One
is to think that nothing is a miracle
And
the other is to think that everything is a miracle.
Albert
Einstein
We chose in this Model to assume
it from the "Human Action" (A. Harendt) as a
"sublimable
transcendental phenomenon."
POSTULATES
Postulate 0
Life is the transitional space for excellence, made up of
multiple social learning areas, which can be
conceptually constructed as a
supernatural phenomenon that can be sublimated with an Ethical sense.
Regarding ethical reflection, we
returned to the ancestral Amerindian philosophy of the ancestral territory
"Abya-Yala" and its philosophy of Good Living, principles of social
coexistence, by high moral performances summarized as, such as, "Do not
lie, Do not steal and Do not being idle” that is of vital importance both in
the daily circumstances of interpersonal relationships and in work situations
mediated by professional ethics, evidenced in honesty in professional-commercial
relationships with the community that have an impact equally at the state and
global levels.
In a
complementary way, we assimilate in this Model the concept of ethics (proposed
by the Chilean author Humberto Maturana in his work "The sense of the Human[2]")
as "concern for the consequences that human actions have on others,
recognized as legitimate subjects for coexistence within the category of
love.”
To clarify the
relationships between morality and ethics, we turn to Savater's reflections [3]
when he states that morality is the set of behaviors and norms that people with
similar thoughts accept as valid; while «ethics» is defined as the reflection
on the validation criteria that we use and the comparison with other
«morals.»
This theme is
anchored in this Model in the concept of "Social
|
The alternative to Neoliberalism
is called Consciousness”. José De Saramago |
Awareness"
On the other hand, paraphrasing Adela Cortina from the
definitions of ethics of Maturana and Savater, on the supra category of
"development on a Human scale (Max-Neef), we agree with the statement that
at the global level, more and more evident the need for one (universal concern
for others), which guides with criteria (agreed), the economic, technological
and political processes in the sense of authentic progress (Development on a
human scale). (Cortina,Matura,Savater,Max-Neef)
Another principle related to life, which we consider
fundamental in this Model, is what we call the "Principle of proactivity
(POSTULATION No. 1), whose purpose is to propose intentionality and
directionality for the life trajectories that can be undertaken:
From the Ubuntu philosophy it
reads:
“The Sankofa bird is not stuck in the past, as it keeps moving forward
while looking back to assess the egg at its beak, which denotes the future.”
Assié-Lumumba
While from Western
philosophy, Kierkegaard poses it as follows: Life can only be understood by looking back, but it must be lived
looking forward
Sören Kierkegaard
Postulate No. 2. “Transitional Guidance (Brunal, 2014). The
construction of the Meaning of Life” (based on approaches by D. Winncot)
implies accepting that the construction of meaning is produced through the
transitional processes that are experienced both in social life and in academic
life.
Applying the Principle of Transitionality to education, we
establish that the most promising moments to carry out Guidance processes with
humanly transcendental effects may be the transitional spaces between
educational cycles. The community is more sensitive to receiving information
and training to qualify these processes.
POSTULATE No. 3.
Structure of Social Life
On the other hand, concerning
the epistemological conceptualization of Social Life, we take as a basis the
theory of Human needs of Manfred Max-Neef, who states that life is structured
based on the universal existential needs (Dimensions) (BE: Have + Do + Be)
interrelated with the axiological-value needs (Subsistence, Protection,
Affection, Understanding, Identity, Participation, Creation, Recreation) adding
the need for "Communication" functionally differentiated from an
infinity of satisfiers product of the consumer society in the let it live.
In this way, life
needs to be given meaning based on the approach of social constructionism and
reviewing Viktor Frankl's postulates (cited by Yelixa Rios, 2017).
“You have to give life a meaning,
for
the very fact that
Meaningless."
Henry
Miller
POSTULATE Nº4. Construction of Sense
The meaning of life is not discovered; it is socially
constructed.
The fundamental objective of the Transitional Guidance
consists of pedagogically advising the human development in the educational
communities from the existential construction of the meaning. Postulate No. 5.
Existential Negotiation
The structure of the importance
of life involves a process of existential negotiation
(conflict) between social duty
and wanting to “Be” to achieve the power to
“Be,” which allows all the axiological-existential needs to
be fulfilled.
Between
"doing what you want" (desire) and "doing what you should"
(moral),
there
is the alternative of “doing what you can” (necessity).
The
need is of the order of power and production...”
Ballester
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Postulate No. 6. Synergistic Realization The realization of the axiological-existential needs
must be developed in a synergistic-confluent |
resources of people for the
construction of a long-term life project. When asked, Where is it necessary to Be/Belong or to
mobilize, to carry out the axiological needs
and build the meaning of life? We propose the |
way, optimizing the limited vital
|
the following postulate in the context of constructing the meaning of
life from the dimension "BE (Coexist, transit, interact, belong) as a
dynamic dimension par excellence. Postulate No. 7. Self-determined Life Trajectories and Community Characterization. |
Life trajectories
(D.M. Méndez, 2021) can be self-determined based on broad characterizations
of the potentialities and opportunities offered by base communities, based on
the realization of axiological-existential needs in the short and medium-term. |
"Not
Man, but men inhabit this planet.
Plurality
is the law of the Earth.»
Hanna
Arendt's The Life of the Spirit
Postulate No. 8. Construction of Meaning from the “DO” dimension
8.1 Projects with an
ecological character and Social responsibility (RESO)—Silvia Gabriela Vázquez
(Argentina, 2021)[4]
Based on the ethical,
efficient, and effective administration of community resources (To be) that
guarantee sustainability, the appropriate development of personal
potentialities (To have) and the task, it is possible to build life projects
with a sense of belonging.
8.2 The academic work
(Do) mediated by communication skills (Oral and written critical comprehension
and oral and written expression) is transversal to both the school world and
the world of work and is qualified based on personal self-regulation based on
the specific demands of the medium (Aptitudinal
Awareness or
DOFA-type awareness according to strategic planning).
Postulate No. 9. Construction of Meaning
from the dimension "HAVE" Potential
Resources (Have). Although it seems evident that potential economic resources
are necessary to develop life projects, developing personal human potential and
exhaustively exploring the institutional opportunities of base communities is
considered even more of a priority than establishing budgets for the
construction of life projects and the tracing of specific trajectories.
Postulate No. 10. Confluent Construction of Meaning.
We propose in summary
that the "Sense of Life" can be built from the three existential
dimensions offered by Max-Neef (BE: Have + Do + Be), based on the
ethical-aesthetic, self-determined, synergistic, and sustainable realization of
the axiological-existential human needs, based on the construction of solidary,
ecological-sustainable life projects and with social responsibility, in the
search to BE aware of the importance of the community that sustains us, to
fully develop the personal academic-labour potentialities, translated as
aptitude awareness (DO) and have an interpersonal understanding that
demonstrates the recognition of the incidence of personal attitudes
(worldviews) that converge in all areas of social life.
RELAPRO Marzo / 2022
REFERENCIAS
Brunal, A.
(febrero 2021) Números
disponibles de la Revista Orientación y Desarrollo Humano : “OrientAcciòn” disponibles en: Revista
Latinoamericana de Orientación y
Desarrollo Humano “OrientAcción” .[Entrada en un bloghttps://revistaorientaccion.blogspot.com/2020/03/numeros-revista-latinoameric
ana-de.html
Brunal, A. (29
de abril del 2018). Orientación Transicional para el Sentido de la Vida.
[entrada en un blog]. Revista
Latinoamericana de Orientación y Desarrollo
Humano “OrientAcción”. .[Entrada en un blog Disponible
en https://revistaorientaccion.blogspot.com/2018/04/orientacion-para-la-vidaactiva-completo.html
Brunal, A. (15 de junio de 2019). Propuestas Foro
Latinoamericano “Orientación para el sentido de Vida”. República Dominicana. Revista
Latinoamericana de Orientación y Desarrollo Humano “OrientAcción” .[Entrada en un blog].Disponible en https://relapro2020.blogspot.com/2019/06/propuesta-foro-latinoamericano.
html
.: Glosario del Modelo Latinoamericano Orientación Transicional para el Sentido Ético de la Vida
(revistaorientaccion.blogspot.com)
Max-Neef,
M & Antonio Elizalde, A y Hoppenhayn, M, M, M (2005) Desarrollo a Escala
Humana.
Disponible en: http://www.neticoop.org.uy/IMG/pdf/DesEscalaHumana.pdf
1. For the purposes of this
article, counseling and guidance are used interchangeable
2 https://relapro2020.blogspot.com/p/postulados-fundamentales-del-modelo.html
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