Confluent Transitional Counseling
and guidance Model
for the Ethical Meaning of Life. (2023)
Resumen
Amilkar A. Brunal[1]
Some
of the authors who have written about Confluent Transitional Orientation are:
Amilkar A.
Brunal, Josè Nava Ortiz, Silvia Gabriela Vázquez, Sherly Osorio León, Carlos
Borja, Julio González Bello and Miguel Carbajal Arregui¹²³. Members of the
Latin American Network of Guidance Professionals (RELAPRO), which is the entity
that proposes this pedagogical model of Educational Guidance with an
existential approach and an interdisciplinary epistemological basis.
The
Confluent Transitional Guidance for the Ethical Meaning of Life, is an
educational and existential-Guidance[2]
model, that look for facilitate the construction of an ethical meaning of Life
in students and educational communities.
This
model is based on the ethics of the ancestral cultures of America and Africa such
as culture “Abya –Yala” (nosotric cultures) and “UBUNTU” (I am because I belong),
The Manfred Max-Neef's theory of development on a human scale, The Winnicott's
concept of transitionality, and Socratic maieutic pedagogy.
The
method is applied emphasizing the relevant transitional academic moments and
spaces of academic and social life in the educational communities with which we
work.
The
principle of confluence consists in that all the human actions of the
Educational Guidance, converge towards human development from one of the three
lines of the model: Social, Personal or academic Development.
This
model contemplates three main areas: community life, academic life and
academic-professional life.
Confluent
Guidance (O.T.C) is an educational Guidance proposal that seeks to aboard the
totality of the human being, considering at the same time and in equal
magnitude all possible areas of Guidance.
According
to Max Neef, the realization of human needs is essential to guarantee the
well-being and development of individuals and communities². This author
proposes that fundamental human needs are few, finite and classifiable into
nine axiological categories: Subsistence,protection, affection, understanding,
participation, leisure, creation, identity and freedom(Brunal 2015 adds the
need for Communication.
These
needs do not have a hierarchy like the one proposed by Maslow, but are
complementary and can be carried out simultaneously in different ways
(satisfiers) depending on the context and culture.
The
Confluent Transitional Counseling (O.T.C) is applied through pedagogical
strategies that facilitate the construction of an ethical meaning of Life in students and formal and non-formal
educational communities (Example: prison or hospital environment).
Regarding the conceptualization of "life"
as a transcendental phenomenon par excellence, principles of the philosophy of “José
Ortega y Gasset” are applied, he focused on the study of human life and its
realization (Raciovitalism), and considers the " Life", as the
"radical reality" and reason as one of its essential components.
Some key concepts of his philosophy are
“perspectivism”, which affirms that there are no absolute truths but points of
view about reality³, the “circumstance”, which is the environment that
conditions the human being and that must be saved to achieve its authenticity¹
, and the "vocation", which is the call to carry out the vital
project of each one according to their aptitudes and preferences. (Ortega y
Gasset).
The O.T.C
model develops three lines of action:
1.Guidance for community life”,
2. "Guidance for academic
life" and
3. "Guidance for personal
life".
These lines seek to facilitate the construction of an ethical meaning of Life
in students and educational communities, based on the integration of
existential dimensions (To Have, To Do and To Be).
Fundamental
human needs (Max-Neef) and ethical principles of the ancestral cultures
(Abya-Yala and Ubuntu).
This
model is applied through pedagogical strategies such as Socratic maieutics,
teaching for understanding, meaningful learning and conceptual pedagogy
consolidated in the Pedagogical Method:”Sinapsis”, created by Mg.Katia Conrado
and M.S.C Amilkar A. Brunal (2015).
Model utilities
This Guidance
model has several benefits for students, such as:
- It helps
them to develop their community, intrapersonal and interpersonal awareness,
which allows them to have a better relationship with themselves and with
others.
- It
facilitates the construction of their ethical meaning of Life, understood as
the purpose or reason for existing that gives them well-being and happiness.
- It offers
them tools to fulfill their axiological-existential needs, such as: subsistence,
protection, love, understanding, participation, recreation, creation,
recreation, identity and freedom.
- Provides
guidance in each transitional stage that allows them to adapt to the changes
and challenges that arise in their personal, academic and professional life.
- It allows
them to know and appreciate the cultural and ethical diversity of the different
regions and peoples of Latin America and the world.
References
80 frases de José Ortega y Gasset para entender su filosofía. https://psicologiaymente.com/reflexiones/frases-jose-ortega-gasset.
CONTEXTUALIZACIÓN Y COMPETENCIAS EN LA ORIENTACIÓN COMUNITARIA - UNAM. https://www.iztacala.unam.mx/carreras/psicologia/psiclin/vol12num1/Art9Vol12No1.pdf.
Diferencias Entre Maslow y Manfred Max Neef | Monografías Plus. https://www.monografias.com/docs/Diferencias-Entre-Maslow-y-Manfred-Max-Neef-PKZ5XD2CBZ.
Filosofía de José Ortega y Gasset
- Wikipedia, la enciclopedia libre. https://es.wikipedia.org/wiki/Filosof%C3%ADa_de_Jos%C3%A9_Ortega_y_Gasset.
Hacia un nuevo paradigma en Orientación vocacional - SciELO. http://ve.scielo.org/scielo.php?script=sci_arttext&pid=S1011-22512012000200007.
Hacia un nuevo paradigma en Orientación vocacional - SciELO. http://ve.scielo.org/scielo.php?script=sci_arttext&pid=S1011-22512012000200007.
https://revistaorientaccion.blogspot.com/2021/12/resumen-se-construye-estemodelo-de.html.
La filosofía de José Ortega y
Gasset - resumen - Unprofesor. https://www.unprofesor.com/ciencias-sociales/la-filosofia-de-jose-ortega-y-gasset-resumen-4459.html.
Las transiciones educativas. Necesidades de un proceso de Orientación
.... https://web.ua.es/es/ice/jornadas-redes-2013/documentos/2013-posters/335103.pdf.
Modelo de Orientación
Transicional Confluente para el ... - Blogger.
MODELOS DE ORIENTACIÓN E INTERVENCIÓN PSICOPEDAGÓGICA; MODELO DE .... https://dialnet.unirioja.es/descarga/articulo/1071168.pdf.
Necesidades fundamentales de Max-Neef: ¿Qué son? - PsicoActiva. https://www.psicoactiva.com/blog/necesidades-fundamentales-de-max-neef-que-son
Necesidades fundamentales de Max-Neef: ¿Qué son? -PsicoActiva. https://bing.com/search?q=Necesidadres+humanas+segun+Manfred+Max+Neef.
Necesidades humanas fundamentales de Manfred Max-Neef. https://gaz.wiki/wiki/es/Manfred_Max-Neef%27s_Fundamental_human_needs.
Necesidades y satisfactores humanos a través de Max Neef. https://www.unla.mx/blogunla/necesidades-y-satisfactores-humanos-a-traves-de-max-neef.
ORIENTACCION 2018 Orientación Transicional para El Sentido de ... -
Scribd. https://es.scribd.com/document/415493662/ORIENTACCION-2018-Orientacion-Transicional-para-el-Sentido-de-la-Vida-pdf.
ORTEGA Y GASSET. SELECTIVIDAD. Hª DE LA FILOSOFÍA 2º BACH Página 1. https://iesjuangris.com/images/Archivos_texto/Filosofia/H%C2%AAFilosof%C3%ADa.Apuntes/OrtegaSelectividad.pdf.
Ortega y Gasset: el raciovitalismo
(webdianoia.com)
Postulados Fundamentales del Modelo Latinoamericano de “Orientación ....
https://relapro2020.blogspot.com/p/postulados-fundamentales-del-modelo.html.
Que es raciovitalismo | Wiki Filosofía
(wikifilosofia.net)
Red Latinoamericana de Profesionales de la Orientación. https://www.relapro.org/
Red Latinoamericana de Profesionales de la Orientación. https://www.relapro.org/.
Revista Latinoamericana de Orientación y Desarrollo Humano ... - Issuu. https://issuu.com/amilkarbrunal/docs/ff.n_8.revista_orientacci_n_2021.
Revista Latinoamericana de Orientación y Desarrollo Humano ... - Issuu. https://issuu.com/amilkarbrunal/docs/ff.n_8.revista_orientacci_n_2021.
Revista Latinoamericana de Orientación y Desarrollo Humano ... - Issuu. https://issuu.com/amilkarbrunal/docs/ff.n_8.revista_orientacci_n_2021
SALUD Mental desde la “Orientación Transicional Confluente para el .... https://relapro2020.blogspot.com/p/la-salud-mental-desde-la-perspectiva.html.
Una Orientación sin apellidos" (sobre la Orientación confluente I).
https://orientareneducacion.blogspot.com/2014/06/sobre-la-orientacion-confluente-i.html.
Raciovitalismo
- Encyclopaedia Herder (herdereditorial.com)
[1]
Amilkar A. Brunal, is a
psychologist graduated from the "Konrad Lorenz" University of Bogotá,
specialist in Educational Guidance and Human Development from the "El
Bosque" University of Bogotá (2001), Educational Counselor in schools linked
to the Secretary of Education of Bogotá since 1994 and Master in
Interdisciplinary Social Research graduated from the "Francisco José de
Caldas" District University (2008). Author of books Transitional Guidance
1.0 (2014). "When Men Speak" and co-author of: "Role and Sense
of Educational Guidance in Colombia." Co-editor of the Latin American
journal of Guidance and Human Development: "OrientAcción" of the
Latin American Network of guidance professionals (Relapro) for the period
[2018-2021]. Co-author of the "Sinapsis" pedagogical method (2015).
He currently works as an Interdisciplinary Social Researcher in the areas of:
Sexuality, Contemporary Pedagogies and Existential Educational Guidance.amilkarbrunal@gmail.com . https://amilkarbrunal.blogspot.com/ ORCIDCurriculum Vitae. Amilkar Brunal . WSP: (057) 317 438 28 82
[2]
Guidance Educational. Interdisciplinary field of human sciences [Educational
Sciences: Philosophy, Pedagogy, Psychopedagogy), Social Sciences (Sociology,
Social Work) and Health Sciences: (Psychology, Language/Occupational
Therapies)], whose main objective and object of This study consists of critical
pedagogical advice to the fundamental axiological-existential phenomenon:
"Construction of the Interpersonal, academic-labor and community Sense of
Life" and can be applied in the fields: educational, clinical, labor and
community.
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