Questions in the landscape between studies and careers

1. Questions in the landscape between studies and careers

2. What is philosophical practice • Experiences from my work in Bjørgvin prison • The relationship between advise and guidance in counseling • How philosophical practice may be relevant in counseling

3. Philosophy in prison • Dialogues with inmates • Individuals • Groups • Counseling to employees • Lectures and teaching • Developer of contents

4. The philosopher’s role • Enforce the fundamental thinking about “the given” • Reveal the participant’s ways of thinking • Pursue lines of thoughts • Question opinions and statements • Arouse curiosity • The urge to explore

5. The philosopher as a dialogue partner • ”The philosophical counsellor ought to work in a no-man’s land – between the diagnostic views of therapists and the free interpretations of the agnostic, between medicine and ethics, between science and the art.” • Schuster Shlomit: Philosophical practice, an Alternative to Counselling and Psychotherapy.

6. Philosophy • Philosophy arise from our relationship with the outside world, to other people and ourselves. • Philosophy is thus understood as the reflection of an opinion or experience that already exists. • Philosophy derives its legitimacy and its content from what is already experienced. fraHvaerfilosofi, avLars Fr. H. Svendsen

7. Philosophical question • The philosophy encourages us to question ourselves. • Furthermore, we question the answers we think we find, and not least, we must question the question itself. • Philosophy seeks clarity or clarification. fraHvaerfilosofi, avLars Fr. H. Svendsen

8. What is to philosophize? to listen to tell to try to understand to let oneself be confused to create a common room for thinking to involve oneself to be open-minded and critical to do an independent reflection to color your perception through your independent opinions to bring forward nuances of an issue to frame the multiplicity of nuances based on your own perspective

9. The philosophical room • Attention, open a space where life can be given meaning again in the dialogue. • When the words meet an attentive listener, something happens. • They have a new strength. • You hear them in a new way. Anders Lindseth i “Samtales plass i et menneskeliv”, fra Samtiden. Tidskrift for politikk, litteratur og samfunnsspørsmål, nr 3 2002

10. The concrete in relation to openness • The football game • Naivety • Lack of direction or steady course • Openness requires courage and control

11. Philosophical matters- illustrated through experience from dialogues with inmates

12. Philosophical concerns in prison • Opinions • Value scales • A given perspective • Moral • Included attitude

13. Existential matters • Freedom • Options • Anxiety • Responsibility • Time • Identity • Loneliness • Relationship with others • Shame • Relation to themselves

14. To change from something to something else • How to go from one life to another? From a moral to a different morality? • A reassessment of values​​ requires critical thinking about one’s new • Opinions • Attitudes • Guidelines • Arguments • Judgments • The need of a courage to dare unknown projects and self-chosen paths.

15. Between different worlds • What challenges a criminal can meet on his road to "A4“ • Honor • Fear • Respect • Recognition • Principles • Value scales

16. Turning points • Oblivion (Glemsel) • The finite (Endelighet) • Foreigness (Fremmedhet) • "Healthy" or "sick"? • "Normal" or "abnormal"? • “Law abiding" or "lawbreaker"?

17. Anxiety • It is in anguish that man gets the consciousness of his freedom. • Anguish in fact is the recognition of a possibility as mypossibility. • Thus we flee from anguish by attempting to apprehend ourselves from without as an Other or as a thing. • The flight form anguish is only a mode of becoming conscious of anguish. Being and Nothingness, av Jean-Paul Sartre

18. The anxiety in the choice • If I should start taking medication and stop using drugs, I must start to relate to myself as calm. • I must begin to think in a different manner. • It's frightening.

19. The aesthetic attitude • When you immediately are what you are • Without obligation to life • Passionate • Without orientation in choice • Without commitment • Keeps despair and anxiety at a distance FraEnten-Eller avKierkegaard

20. The ethical attitude • Freedom is responsibility and commitment • To choose the choice • The concrete situation • Anxiety and despair • There is only one moment where I can choose from several options • The significant choice FraEnten-Eller avKierkegaard

21. Options • Skjebnevandreren • We have choices only if we • Can know the consequences • Can choose between all the possibilities • Are not limited by previous choices

22. Truth as aesthetic relations • For between two absolutely different spheres, as between subject and object, there is no causality, no correctness, and no expression; there is at most, an aesthetic relation. ”On truth and Lies in Nonmoral Sense”, Nietzsche

23. ”Me in the box” • How do I shape my life? • To choose between the simple or the complicated? • Drug as an escape from a complicated life • A complicated life free from drugs • I want to learn how to manipulate people.

24. An inmate about philosophical dialogues • “What I like about the philosophical dialogues is that they challenge me to achieve a new focus, a new centre of attention, where I can attain a more overall view, and not think in black and white.”

25. Rådgivning (informasjon) og veiledning - Advice (information) and guidance

26. Counseling and information- two different ”parts”? • Advising • Provide information for a study course(courses and professions) • Guidance • Illuminate questions about choices(challenges)

27. The supervisor who meets the questions • The advising • Information with regular answers • Discussing the combination of disciplines • Careers • Appropriate • The guidance • Unanswered questions • The search for answers and solutions

28. Guidance or information? • Guidance when the goal is that the student will gain a broader understanding and a critical insight into his/hers own relationship with oneself and the world? • Information when the student is given information about facts, rules and opportunities of study?

29. Meeting points and intersections • Is there subjectivity or objectivity in counseling or information provided? • Awareness of the counselors own participation.

30. Philosophical practice in student and career advising

31. From inmates to students • The student • Values • ? • Expectations and demands • Expectations of modern teaching and evaluation methods • Expect to acquire relevant professional qualifications and learning outcomes • To be attractive in the work market • Attitudes • ? • Goals • ? • The counsellor • Rapid changes • Maintain the quality • Between the system and the students • Powerlessness and stress • Her/his own values, expectations, attitudes, arguments, beliefs, judgments and opinion

32. The student who are faced with choices • Education • Profession • Opportunities • Challenges • Issues • Changes • New choices • Experiences • Consequences

33. Gateways to philosophical practice • Polyglossia: Diversity of voices • Perspectives of interpretation create our understanding of everyday life Latter og dialog, av Mikhail Bakthin • The student's relationship to the choice, possible choices or options. • The student’s relationship to the study and possible careers.

34. Philosophical practice an approach and methodology? • Philosophical practice as a method/approach in counseling / guidance: • keep open diversity of perspectives and issues • while specifying the questions towards a specific concern (studies and career) • with the purpose of extended self-reflection, overall awareness and wider understanding of the presented topic. • Bring forward critical questions and the will to explore

35. Philosophical practice as a way to achieve Self-InsightSelf-ReflectionCritical awarenessOverall understandingProvide value to illuminate multiple perspectivesCurious attitude to the answers