Encouraging phenomenological consciousness in student educational psychologists by using embodied career-focused genograms
African Journal of Career Development
| Field | Value | |
| Title | Encouraging phenomenological consciousness in student educational psychologists by using embodied career-focused genograms | |
| Creator | Conradie, Karlien | |
| Description | Background: Student educational psychologists must learn to navigate the unfathomable depths of human experience with nuanced insight. However, a diagnostic checklist approach is increasingly dominating psychological practice, emphasising biomedical symptoms and subsequent pharmacological treatment above deeper psychological insight. A phenomenological approach to experience may serve as a buffer against the reductionist medicalisation of ordinary lifeworld matters. The genogram’s inherently embodied character renders it an appropriate teaching tool for developing phenomenological consciousness.Objectives: This article is a self-reflective narrative on how I propose using the career-focused genogram to increase phenomenological consciousness among student educational psychologists.Methods: This exploratory investigation used a self-reflective narrative research approach to understand the career-focused genogram as a pedagogical strategy to encourage phenomenological consciousness among student educational psychologists. Reflective teaching journal entries and teaching notes serve as the foundation for this investigation.Results: My teaching experiences using a Deweyan framework of analysis revealed three major themes: the genogram as a metaphorical function of the phenomenological orientation; the career-focused genogram as an integrated life-career ecology; and the self-constructed career-focused genogram as an embodied engagement activity.Conclusion: The career-focused genogram as an enactment of the phenomenological condition of embeddedness can be used to promote a pluralistic psychology education that values both scientific and philosophically orientated approaches towards understanding and appreciating the depth and nuance of matters related to the lifeworld.Contribution: This article offers a contextual perspective to existing literature on the importance of a philosophically orientated educational psychology curriculum as an alternative to a technicist diagnose-and-treat curriculum. | |
| Publisher | AOSIS | |
| Date | 2025-06-24 | |
| Identifier | 10.4102/ajcd.v7i1.166 | |
| Source | African Journal of Career Development; Vol 7, No 1 (2025); 9 pages 2617-7471 2709-7420 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://ajcd.africa/index.php/ajcd/article/view/166/672
https://ajcd.africa/index.php/ajcd/article/view/166/673
https://ajcd.africa/index.php/ajcd/article/view/166/674
https://ajcd.africa/index.php/ajcd/article/view/166/675
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