Living Better in a Better World: Guidance and Counselling in an Ecosystemic Model of Culture

Pilon, André Francisco

doi:10.1016/j.sbspro.2010.07.144

Cited by 6 publications

(8 citation statements)

References 9 publications

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“…In the ecosystemic approach, instead of trying to adapt to droughts, floods, air pollution, land degradation, deforestation and rising sea levels, that inevitably will lead to overall catastrophe, it is posited that we should deal with the present paradigms of growth, power, wealth, work and freedom embedded into the cultural, social, political and economical institutions. Creation of choices, generation of capacities, development of motivations depend on the configurations formed by the assembly of four dimensions of being-in-the-world (Pilon, 2010), intimate, interactive, social and biophysical, as they combine to induce the events (deficits/assets), cope with consequences (desired/undesired) and contribute for changes (potential outputs). The equilibrium (table I) or disruption (table II) between the different dimensions are linked to opposite models of culture (ecosystemic or non-ecosystemic); the process of change encompasses a synchronized work with the four dimensions of being-in-theworld 10 , considered altogether in view of an integrated approach to public policies, research and teaching programmes (table III).…”

Section: An Ecosystemic Approach For Public Policies Research and Tementioning

confidence: 99%

A Global Voice for Survival: An Ecosystemic Approach for the Environment and the Quality of Life

Pilon

2018

SSRN Journal

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In view of the overwhelming pressures on the global environment and the need to disrupt the systems that drive them, an ecosystemic theoretical and practical framework is posited for the evaluation and planning of public policies, research and teaching programmes, encompassing four dimensions of being-in-the-world (intimate, interactive, social and biophysical), as they combine, as donors and recipients, to induce the events (deficits/assets), cope with consequences (desired/undesired) and contribute for change (potential outputs). The focus should not be on the "bubbles" of the surface (consequences, fragmented issues), but on the configurations deep inside the boiling pot where the problems emerge. New paradigms of development, growth, power, wealth, work and freedom, embedded at institutional level, include heterogeneous attributes, behaviours and interactions and the dynamics of the systems (institutions, populations, political, economic, cultural and ecological background). Instead of dealing with the bubbles (segmented, reduced issues) and trying to solve isolated and localized problems without addressing the general phenomenon, the proposal emphasizes the definition of the problems deep inside the "boiling pot", where the problems emerge, encompassing the current "world-system" with its boundaries, structures, techno-economic paradigms, support groups, rules of legitimation, and coherence. In the socio-cultural learning niches, heuristic-hermeneutic experiences generate awareness, interpretation and understanding beyond established stereotypes, both from a thematic ("what") and an epistemic point of view ("how").

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Section: An Ecosystemic Approach For Public Policies Research and Tementioning

confidence: 99%

A Global Voice for Survival: An Ecosystemic Approach for the Environment and the Quality of Life

Pilon

2018

SSRN Journal

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“…In the 21st-century globalized world, the teacher's role is rapidly evolving and dramatically changing due to the growing interdependence of the world's societies, economies, cultures, and populations as a result of the cross-border trade in goods, services and technology, as well as the cross-border flow of people, knowledge and information (Pilon, 2010;UNESCO, 2013UNESCO, ,2014aUNESCO, , 2016aUNESCO, , 2018Xochellis, 2005).…”

Section: Introductionmentioning

confidence: 99%

Reflecting upon the Greek state-school teacher’s changing role in the 21st century: an ‘ecosystemic’ approach

Tzotzou

Πούλου

Karalis

et al. 2021

Ppej

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In the 21st-century globalized context, education systems world-wide are challenged to respond to increasingly rapid and often unpredictable demands of the globalized society in an interdependent way towards achieving common education goals on a transnational level. In this globalized space, the Greek state-school teacher’s role evolves and changes towards thinking and acting both locally and globally, as an active participant of the global ‘ecosystem’. The purpose of this article is to reflect upon the Greek state-school teacher’s changing role in the 21st century taking into consideration the global educational context in conjunction with the changing state-school context in Greece as well as the characteristics, challenges and changes of the teacher’s role internationally identified, both conceptual and practical, through an ‘ecosystemic’ approach.

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“…Indonesian Counselor Association (IKI) | DOI : https://doi.org/10.23916/0020190423040 specificity of learning services provided by teachers, and guidance and counseling services by counselors. Pilon (2010) said In all realms of contemporary science, to understand, describe and act upon reality, an allencompassing sense of totality is needed, which demands complex thought, transdisciplinary approaches and conceptual maps based on new paradigms and rules of legitimacy and coherence. However, in reality subject teachers in schools often find students experiencing academic problems other than personal, social, career, etc., which are not possible to be handled by the guidance and counseling teacher alone.…”

Section: Introductionmentioning

confidence: 99%

Subject teachers’ perceptions of academic mentoring and counseling services

Sutirna

2019

COUNS-EDU

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In developing students’ potential requires, among others, psycho-education services. This effort can be provided not only by counselor but also by subject teachers at school. This research is aimed at investigating subject teachers’ perceptions of academic guidance and counseling services provided by the teachers to students who had learning difficulties. Employing descriptive method, this research involved fifty counseling and guidance teachers to participate as research participants. To collect data, paper- and online-based questionnaires were used. The data gathered were then categorized and analyzed. The results indicated that the majority of the subject teachers have sufficient understanding on their roles in substantially providing academic guidance and counseling related to the students’ academic problems. In addition, it was found that the counseling teachers always give the students referral to their respective teachers whenever the students get learning difficulties.

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Living Better in a Better World: Guidance and Counselling in an Ecosystemic Model of Culture

Cited by 6 publications

References 9 publications

A Global Voice for Survival: An Ecosystemic Approach for the Environment and the Quality of Life

A Global Voice for Survival: An Ecosystemic Approach for the Environment and the Quality of Life

Reflecting upon the Greek state-school teacher’s changing role in the 21st century: an ‘ecosystemic’ approach

Subject teachers’ perceptions of academic mentoring and counseling services

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