Relational Intelligence and Collaborative Learning

Abstract

Education, within a postmodern perspective, is a revolutionary act. It is not the mere reproduction of established ideas or the inculcation of social norms. It is, rather, a generative process in which knowledge is constructed, not only learned or achieved. It is a creative engagement in social transformation, not only understanding the world in which we live. Postmodern education attempts to create practices whereby people become authors of their stories, develop reciprocal relations with others, and act in transformative ways (Freire 1970). And, in a world of social and cultural differences, this approach to education must also be an act of resistance.Therefore, learning is something teachers create with their studentsa process by which both students and teachers are transformed. In a world that is dominated by traditional, modernist pedagogies, speaking about a teacher' s and a student' s transformation may sound radical and problematic. Teachers are often viewed as the experts and the only "transformation" is seen as teaching "improvement" through experience. Similarly, students are viewed as "those in need of learning" and their transformation is seen as achievement of knowledge and competencies. Students' transformation is traditionally evaluated with the production of disembodied markings on computer-generated examinations where they demonstrate their ability (mostly) to memorize decontextualized information. Such a view of education is based on traditional assumptions of objective knowledge, information transmission, and educators' professional expertise.But in a world of increasing access and never-ending information offerings, technology has far more power in proliferating ideas than any teacher could ever have. Thus, educators must be challenged to go beyond the simple delivery of information and knowledge and embrace what technology is still very limited in proposing. Educators are called to take their place as relational architects.

Developing Reflexivity through Group Processes in Psychotherapy Training: An Interpretative Phenomenological Analysis of Systemic Family Therapy Trainees’ Experience

“…Hence, they seem to echo Anderson’s (1997) idea that trainees develop new understandings of their own stories by listening to the stories of others. By associating relational reflexivity processes with experiences of fluidity and multipositionality, trainees seem to embrace a social constructionist way of creating meaning about themselves in relation to other people (McNamee & Moscheta, 2015). Overall, postmodern theories propose the notion of a fluid self, characterized by the diffusion of boundaries between the inner and the outer world (Dunn, 1998).…”

Social Construction of Organization. A New model in Organizational Development

“…To understand organizations, first at all we need to understand the meanings and the process through these meanings lead to common actions (Gray et al, 1985). Understanding the different meanings lead to appreciating the multiple realities (McNamee & Moscheta, 2015;Cooperrider & Fry, 2020). It is emphasized the relational process, and not the independent reality.…”