Made available in DSpace on 2016-04-28T20:38:40Z (GMT). No. of bitstreams: 1 Maria Beatriz da Silva Mattos.pdf: 5918577 bytes, checksum: b9e04c238ba5875d5e4732554094764e (MD5) Previous issue date: 2013-05-07 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This dissertation s goal is the one of understanding spirituality s conception in the emerging approach of Psycosynthesis proposed by Roberto Assagioli. It has an interpretative theoretical study character and it began with a compilation of the author s piece, followed by a analysis throughout fifteen elements that characterize the concept of spirituality were identified. They refer to the individual s sense of identity; the existence of a spiritual dimension which transcends the psychological one and has specific characteristics; what allows the human being to reflect on its acts, acknowledge itself as integrating and indissoluble part of the universe and living identified with higher, ethics and spiritual values; the religious experiences, the states of consciousness and the functions and activities regarding above the average values; free will; the meaning and purpose of universal life. Such features point that the concept presented by the author, although broad, is well delimited / O objetivo desta dissertação é compreender a concepção de espiritualidade na abordagem emergente da Psicossíntese proposta por Roberto Assagioli. Trata-se de um estudo teórico interpretativo que se iniciou por uma compilação da obra do autor seguida por uma análise que possibilitou levantar quinze elementos que caracterizam o conceito de espiritualidade. Eles referem-se ao sentido de identidade do indivíduo; à existência de uma dimensão espiritual que transcende a psicológica e tem características específicas; ao que permite ao ser humano refletir sobre seus atos, reconhecer-se como parte integrante e indissolúvel do universo e viver identificado com valores superiores, éticos e espirituais; às experiências religiosas, aos estados de consciência e às funções e atividades que dizem respeito aos valores superiores à média; ao livre arbítrio; ao significado e à finalidade da vida universal. Tais características mostram que o conceito apresentado pelo autor, embora amplo, é bem delimitado

This study examines how adult education can facilitate learning towards the full realization of human potential. It synthesizes two theories of human development, and applies this to the practice of community-based adult education carried out by trained facilitators who do not have formal degrees in the field of mental health. The first part of the methodology used modified analytic induction to carry out a synthesis between the works of William Hatcher (1935-2005) and Roberto Assagioli (1888-1974). The second part of the methodology works with the goals, principles, and practices which emerged from the "lens" provided by this synthesis, and applies these to an analysis of the Integrated and Systemic Community Therapy (CT) approach to community-based adult education, in Brazil. The impetus for this study was a desire to move beyond limitations of the humanistic orientation in adult education towards a more holistic theory, which draws on and combines both scientific and spiritual views of human reality. The study theorizes that learning which supports the full realization of human nature should actively seek to a) foster a person's ability to take action in the `outer world' of human social relations (interpersonal dimension) while b) aligning one's `inner world' (intrapersonal dimension) with an emerging implicate order, which is the origin of the structure of reality. Based on its relevance to the expanding Community Therapy approach, the conclusion of the study is that the "lens" of a Hatcher-Assagioli synthesis deserves to be applied and explored further.

The intention behind this research was to reveal through two interpretive, inter-related studies the perceived needs of differently-labelled youth, collectively addressed in this thesis as ‘the New Generations’, exploring potentially viable ways of working with them in education. The first study focused on youth labelled Indigos, and the second study focused on exploring a possible way of working with the New Generations according to experienced teachers. Both studies drew on lived experience and opinions of educators who have acquired extensive experience respectively with the Indigo phenomenon and with the psychosynthetic educational model. The first study’s results revealed not only Indigos’ self-actualising and self-transcending characteristics and needs, but also indicated that holistic approaches to education appeared to have been successful with them. A further analysis of characteristics observed by special education experts indicated that differently-labelled youth also appear to be motivated by self-actualising and self-transcending tendencies, which highlighted the relevance of investigating holistic models for potential integration in mainstream education. Psychosynthesis was chosen for investigation in the second study, in that besides addressing self-actualising/transcending needs, it also integrates them within the psyche. The study explored how recent psychosynthesis-based educational projects might inform, and contribute to, holistic and mainstream education. Some innovative potential contributions to both holistic and mainstream education were found. Recent research on current tendencies, educational futures and global trends affecting a changing world would appear to emphasise the relevance of the contributions offered by the psychosynthesis model, hence to suggest the potential appropriateness of their fuller integration in mainstream education. However, an examination of study results and of the relevant literature on practices seems to indicate a tendency to transmit knowledge from past to future generations, irrespective of possibly changed needs, in both mainstream and holistic education. It is suggested that this potentially biased way of educating youth might need to be addressed on both fronts.