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Transitional Counseling and Guidance for the
Ethical Meaning of Life
(RELAPRO, 2021).
Abstract
This model establishes as a fundamental
objective, to facilitate the construction of the ethical Meaning of life
understood as the development of community conscience, intrapersonal and
interpersonal conscience and lays its philosophical bases on the ethics of the
ancestral cultures Abya-Yala (ancestral America) and Ubuntu (Sub-Saharan
Africa) applied mainly in the Guidance for Life in Community line. Its ontological
(Bein: To Have + To Do + To Be) and
sociological bases are derived from the theory of Human Scale Development by
the Chilean economist Manfred Max-Neef; The main Psychological bases are
derived from the interpretations of Winnicot's biopsychosocial concept of
"Transitionality" and his pedagogical bases from the basic Socratic
mayeutics applied in the Pedagogical Project, "Synapse" (Basis of the
line of counseling and guidance for academic life).
Resumen
Este
modelo establece como objetivo fundamental, facilitar la construcción del
sentido ético de vida entendido como el desarrollo de la conciencia
comunitaria, la consciencia intrapersonal e interpersonal y sienta sus bases
filosóficas en la ética de las culturas ancestrales Abya–Yala (América
ancestral) y Ubuntu (África subsahariana) aplicada principalmente en la línea
de Orientación para la Vida en comunidad. Sus bases ontológicas (SER:
Tener+Hacer+Estar) y sociológicas se derivan de la teoría del Desarrollo a
Escala Humana del economista chileno Manfred Max-Neef; Las bases Psicológicas principales
se derivan de las interpretaciones del concepto de “Transicionalidad”
biopsicosocial de Winnicot y sus bases pedagógicas de la mayéutica socrática
básica aplicada en el Proyecto pedagógico, “Sinapsis” (Base de la línea de
orientación para la vida académica).
Available in .:
Transitional Counseling and Guidance for the Ethical Meaning of Life (2021)
(revistaorientaccion.blogspot.com)
BACKGROUND
Based on
reflections by Julio González Bello (2011,Venezuela) main founder of RELAPRO)
presented in various academic spaces (International Counseling and
Guidance(Congress in Costa Rica,2015) and origin of the journal “OrientAcciòn
”, about the need to create our own models of Counseling and Guidance, and an
epistemological vision from the "global South" contributed by
colleagues from Uruguay among others, the analysis of results of eleven Latin American Counseling and Guidance surveys in which counselors from almost all
Latin American countries that develop the field from different
perspectives(psychological, pedagogical, sociological), the papers presented to
the Counseling and Guidance conference: “Approaches, Models, and strategies of
Counseling and Guidance in Latin
America” (Buenos Aires, 2017), thanks to the contributions of the base document
for Counseling and Guidance (Mexico,1993 ) and “Towards a Latin American model
of educational counseling and guidance. “paper
(Mexico, (2021) by master José Nava Ortiz (Asociaciòn Mexicana de Profesionales
de la Orientaciòn) this Latin American model is built.
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” (Well Living)
presented by Mònica Valencia (Ecuador), Elsa Tovar Cortèz (La culturas
Nosotricas, Colombia) and Silvia Gabriela Vàzquez (Argentina) correlated with
contemporary models of social development (capitalism and socialism).
JUSTIFICATION
This model of
Educational Counseling and Guidance, is built looking to respond to the social
and educational needs of Latin America from the perspective of development on a
human scale (Max-Neef,1993), which does not ignore the epistemological origins
of the field (Parsons,1903), nor does it exclude European or other thinkers who
are considered pertinent to the Transitional Counseling and Guidance for the
Ethical Meaning of Life model(RELAPRO).
GENERATING QUESTION
The question then arises as one of the axes of
research, is constructed about the role and meaning that educational guidance
needs to build in the XXI century, taking into account these macrosocial
factors mentioned.
Max Sefotho (2017),
also contributes withy the concepts of “Counseling and Guidance for life” that
facilitates conceptually centering all the dispersed actions of the field and
later contributes with elements of the Ubuntu philosophy (2020): “I am because
I belong” (I am in community).
FASE I
This base category
(Counseling and Guidance for life) would later be subdivided in this
model into:
I. Counseling
and Guidance for Community Life, changing the emphasis
in the psychologist approach on individual factors: introspective
(Self-schemes: Self-esteem, Self-Image, Self-realization) and intrapersonal
(Aptitudes and emotions) that have been traditionally assumed as the primary
aspect of the Educational Counseling and Guidance, due to the emphasis on the
socio-community approach in accordance with the ancestral philosophies
mentioned (Ubuntu and Abya -Yala).
II. In the category “Guidance for Academic
/ Work Life”, include the topics of: “Vocational / professional and
Socio-occupational Counseling and Guidance, as well as the transversal academic
Counseling and Guidance designed for the qualification of transversal
communication skills to the academic and work world (Synapse Project).
III. "Counseling
and Guidance for Interpersonal
Life". In this third category (Microsocial Level), will be included
for its part without diminishing the importance of individual factors, the
development of topics such as worldviews and emotions from the concept of
Attitudinal consciousness.
ELEMENTOS FILOSOFICOS
However, in the
search to transcend the mechanistic instrumentality typical of the field
(labors and jobs according to Arendt), we have proposed to philosophically base
our work, delving into the fundamental concept of our 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" (H. Arendt) as a
transcendental and sublimable phenomenon.
POSTULATES
Postulate 0
Life is the
transitional space by excellence, made up of multiple areas of social learning,
which can be conceptually constructed as a transcendental phenomenon sublimable
with an Ethical Meaning.
Regarding ethical
reflection, we take from the ancestral Amerindian philosophy of the "Abya-yala"
principles of social coexistence, in accordance with high moral performances
summarized as: "Do not lie, Do not steal and do not be idle" which
are 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 level.
In a complementary
way, we assimilate in this model the concept proposed by the Chilean author
Humberto Maturana in his work “The Meaning of the Human” (El sentido de lo
Humano), with respect to his definition of ethics as concern for the
consequences that human actions have on others, associating it with the
acceptance of the other included in the category of “love” defined it as, the
recognition of the other as a legitimate subject for coexistence.
With the purpose of
clarifying the relationships between morals and ethics, we turn to Savater's
reflections when he affirms that morality is the set of behaviors and norms
that people (generally close to them) and with similar thoughts generally accept
as valid; while "ethics" defines it as the reflection on the
validation criteria that we use and the comparison with other "moral"
ones. We anchor this topic in this model in the concept of: "Social
Conscience"
14. On the other
hand, paraphrasing Adela Cortina from the definitions of ethics by Maturana and
Savater, on the supra category of “development on a Human scale” (Max-Neef), we
agree with the proposition that “at the global level it is every time more
evident, the need for a (universal concern for others), which guides economic,
technological and political processes with criteria validated in community, in
the Meaning of authentic progress” (development on a human scale).
Adela Cortina + Matura + Savater/
Human Scale Development (Max-Neef)
POSTULATE No. 1. Principle of
proactivity. Another principle related to life, which we consider
fundamental in this model is this one which aims to propose intentionality and
directionality for the life trajectories that can be undertaken:
Life can only be understood by looking back,
but it has to be lived looking forward
Sören Kierkegaard
Postulate N ° 2. "Transitional Counseling
and Guidance
(Brunal, 2014). The construction of Meaning of Life" (based on D.
Winnicot's approach) implies accepting that the construction of meaning is
produced through the transitional processes that are being experienced both in
social life and in academic life.
Applying the
principle of Transitionally to education, we establish that the most propitious
moments to carry out Counseling and Guidance processes with humanly
transcendental effects, may be the transitional spaces between educational
cycles, since the community is more sensitive to receiving information and
training directed to qualify these processes.
POSTULATE No. 3. On the other hand,
with respect to the epistemological conceptualization of social life, we take
as a basis the theory of Human needs of the Chilean Manfred Max-Neef ,who
states that life is structured based on existential universals needs or
dimensions (BEING: To Have + To Do +To Be ) interrelated with the
axiological-evaluative needs (Subsistence, Protection, Affection,
Understanding, Identity, Participation, Creation, Recreation)functionally
differentiated from an infinity of satisfactory products of consumer society in
which the people live.
In this way, we propose based on the approach
of social constructionism, and reviewing the postulates of Viktor Frankl (cited
by Yelixa Rios,2017) life needs to be given meaning.
“You have to give life a meaning,
by
the very fact that
Meaningless."
Henry miller
POSTULATE Nª4. Constructing Meaning
“The meaning of life is not discovered; it is
socially constructed”
The fundamental
objective of the Transitional Counseling and Guidance, consists of
pedagogically advising human development in educational communities, based on
the existential construction of Meaning.
Postulate N ° 5. Existential Negotiation
The construction of
meaning involves a process of existential negotiation (conflict) between social
duty and wanting to "be" in order to achieve the power "To
be", which allows the fulfillment of all the axiological-existential
needs.
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
Synergistic Realization.
Postulate No. 6. The realization of
the axiological-existential needs, must be developed in a synergistic way,
optimizing the limited vital resources of people for the construction of a
long-term life project.
Faced with the question: ¿Where is it
necessary to Be / Belong or to mobilize, to fulfill the axiological needs and
build a Meaning of life? We propose the following postulate:
Postulate No. 7. Self-determined
Life Paths and Community Characterization. (Diana Marcela Méndez, 2021).
Life trajectories can be self-determined from broad characterizations of the
potentialities and opportunities offered by base communities, based on the
realization of the axiological-existential needs in the short and medium term.
Postulate No. 8. Projects with an ecological
nature and Social responsibility (RESO)
Based on the
ethical, efficient and effective administration of community resources (Being)
that guarantee sustainability, the appropriate development of personal potentialities
(To Have) and the relevant academic/work task (To Do), life projects can be
established that incorporate aesthetic-functional principles of human ecology
related to social responsibility (Gabriela Vázquez).
Postulate No. 9. Potential Resources. Although it seems
obvious that potential economic resources are necessary to develop life
projects, it is considered even more of a priority to develop personal human
potentialities and exhaustively explore the institutional opportunities of the
base communities before establishing budgets on the construction of life
projects and / or the tracing of specific trajectories.
Postulate No. 10. Harmonic Construction of
Meaning.
In summary, we propose that the "Meaning
of Life" can be built from the three existential dimensions proposed by
Max-Neef (BEING: To Have + To Do+ To 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 (social Consciousness)
that sustains us, to fully develop the personal academic-labor potentialities
translated as Aptitudinal awareness (To DO) and To Have interpersonal
Awareness that evidences the recognition of the incidence of personal
attitudes (worldviews) in all areas of social life.
Transitional Counseling and Guidance for the Ethical
Meaning of Life (RELAPRO,2021).
REFERENCES
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-latinoamericana-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-vida-activa-completo.html
Brunal, A. (15 de junio de 2019). Ponencias 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/ponencia-foro-latinoamericano.html
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
MACROSTRUCTURE
OF THE MODEL
1.
Fundamentals of Educational Guidance
a.
Epistemological Foundations of
Educational Orientation
b.
Philosophical Foundations of EducationalCouseling and Guidance (Notion of
Being)
c.
Psychological Foundations of Educational Guidance
d.
Pedagogical Foundations of Educational Guidance
and.
Sociological Foundations of Educational Guidance
F.
Investigative Methodological Foundations applied to the characterizations of
educational populations in the work of educational guidance.
1.Couseling and Guidance for the Meaning of
Inter-personal Life (psychological axis).
to. Relationship of personal Attitudes with the
construction of the Meaning of Life.
b. Relationship of personal Emotions with the
construction of the Meaning of Life.
c. Relationship of personal worldviews with the
construction of the Meaning of Life
2.Couseling
and Guidance for the Meaning of Academic life (Pedagogical axis)
1.
to.
Transversal academic support to build the Meaning of School Life.
2.
b.
Vocational / ProfessionalCouseling and Guidance for the construction of the
Academic / Work Meaning of Life.
3.
4.
c.
Socio-occupational EducationalCouseling and Guidance for the construction of
the Meaning of Work Life.
5.
d.
Educational Guidance for Social and Academic Inclusion
6.
i.
School children with disabilities
7.
ii.
School children with outstanding talents
8.
3.Counselinf for Meaning of life in community (Sociological
axis).
a.
Orientation
for the Meaning of life as a couple (Affectivity and Sexuality)
b.
Guidance
for the Meaning of family life
c.
Orientation
for the Meaning of life in an educational community
d.
Guidance
for Solidarity Socio-Community Development.
and.Couseling and Guidance for Social and Cognitive
Diversity.
e. Couseling and Guidance for the
Meaning of Life in the context of Social diversity.
JUNTA DIRECTIVA
2018-2021
FUNDADOR. Julio
González Bello
Venezuela
Director
General
Amilkar Brunal
Colombia
Dir, Asuntos
académicos: Silvia Gabriela Vázquez
Argentina
Secretario de
Finanzas
Jairo Hernández
E
Costa Rica
Dir,
Comunicaciones
Miguel Carbajal
Uruguay
Relaciones
Internacionales Alberto Puertas (EE. UU)
In memoriam:
María Celia
Ilvento Argentina
