Abstract
In an attempt to investigate what determines and what emancipates in guidance and supervision , and which theories can contribute in emancipation through guidance and supervision this paper analyses and discus different theories and practise from a broad selection of guidance’s and supervisions.
The basis of this paper is an critical interest in acknowledgement, why Jürgen Habermas is involved as a representative for this metatheory, where rationality of purpose, rationality of communication and critical rationality is used as form of analysis and suggestion for acting in guidance’s and supervisions. Habermas’ four demands of validity; understanding, truth in empirical understanding, ethic action and reliability are examined to assure the validity of the guidance’s and supervisions.
To develop Habermas’ rationalistic approach further I analyse and discuss Piaget’s theory of acknowledgementdevelopment, particularly an extended understanding further out than Piaget’s formal-operational state, where problem-recognition and dialectic acknowledgement in guidance and supervision are looked at as a possibility for achieving emancipation from determined factors in guidance and supervision.
As well Habermas as Piaget are primarily focused on cognitive aspects of acknowledgementdevelopment therefore I analyse and discus the Selfpsychology of Jan Tønnesvang to gain a more unified theory with both cognitive, emotional and social aspects.
To develop the individual and its relation to others further I analyse and discuss the concept of acknowledgement in both Schibbyes therapeutic aspects and Honneths sociological aspects.
To focus on guidance and supervision I analyse and discuss Marianne Kristiansen as an example of a Danish scientist with a broad science-theoretical perspective covering from psychoanalysis in her early writings over human-existentialism to recently a critical perspective, and her research in guidance- and supervisions-theory, -method and -practice.
To move even closer to concrete guidance and supervision I analyse and discuss an integrated model for a guidance or supervision, where different theories are used in different phases.
To support this paper and formulation of problem I have collected data on a broad spectre of guidance’s and supervisions through observations including videoobservations and interviews with supervisors. I have analysed and discuss data in relation to theories mentioned earlier in this paper, my formulation of problem with the final conclusion that we need a clearer focus on the inner determined factors in guidance and supervision.
The basis of this paper is an critical interest in acknowledgement, why Jürgen Habermas is involved as a representative for this metatheory, where rationality of purpose, rationality of communication and critical rationality is used as form of analysis and suggestion for acting in guidance’s and supervisions. Habermas’ four demands of validity; understanding, truth in empirical understanding, ethic action and reliability are examined to assure the validity of the guidance’s and supervisions.
To develop Habermas’ rationalistic approach further I analyse and discuss Piaget’s theory of acknowledgementdevelopment, particularly an extended understanding further out than Piaget’s formal-operational state, where problem-recognition and dialectic acknowledgement in guidance and supervision are looked at as a possibility for achieving emancipation from determined factors in guidance and supervision.
As well Habermas as Piaget are primarily focused on cognitive aspects of acknowledgementdevelopment therefore I analyse and discus the Selfpsychology of Jan Tønnesvang to gain a more unified theory with both cognitive, emotional and social aspects.
To develop the individual and its relation to others further I analyse and discuss the concept of acknowledgement in both Schibbyes therapeutic aspects and Honneths sociological aspects.
To focus on guidance and supervision I analyse and discuss Marianne Kristiansen as an example of a Danish scientist with a broad science-theoretical perspective covering from psychoanalysis in her early writings over human-existentialism to recently a critical perspective, and her research in guidance- and supervisions-theory, -method and -practice.
To move even closer to concrete guidance and supervision I analyse and discuss an integrated model for a guidance or supervision, where different theories are used in different phases.
To support this paper and formulation of problem I have collected data on a broad spectre of guidance’s and supervisions through observations including videoobservations and interviews with supervisors. I have analysed and discuss data in relation to theories mentioned earlier in this paper, my formulation of problem with the final conclusion that we need a clearer focus on the inner determined factors in guidance and supervision.
| Originalsprog | Dansk |
|---|---|
| Status | Udgivet - 2006 |
Emneord
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