| Abstract: |
Diagnosis and prognosis of current problems take into account the connections
(assets) and ruptures (deficits) between the different dimensions of
being-in-the-world, mutually entangled as donors and recipients: intimate;
interactive; social and biophysical. Guidance and counselling consider the
complex and dynamic configurations formed by the intertwining of the different
dimensions, as they combine to produce the events. Cultural and epistemic
backgrounds, subject-object relationships, assumptions and conflicts, are
examined by heuristic-hermeneutic processes, as new support structures emerge
in the socio-cultural learning niches. Problems related to education, culture,
ethics, physical, social and mental well-being, natural and man-made
environment are treated as ecosystemic configurations, not as separate objects
of separate programmes. Values, goals, and principles are considered in the
transition from a non-ecosystemic to an ecosystemic model of culture. The
proposal presents not only a descriptive position, but also a normative
position, a framework for the development and evaluation of public policies
and research and teaching programmes, critically inquiring into the prevailing
assumptions of growth, power, wealth, work and freedom. |