The sense of guidance in the teaching-learning process: a phenomenological reflection

Abstract

The current paper highlights the existence of a relationship between the teaching-learning process and guidance. Fact-finding and authentic cognitive experiences provide youths in training with the opportunity to reflect on existential dimensions in order to find answers to their basic and constitutive needs, like the needs for self-determination and meaning. Teaching in an guidance perspective implies the focus on the original ability to plan for future of the students. In this perspective, the aim is to facilitate students’ ability to plan their own career, as well as to promote their attitude to change. A life project rooted on pedagogy provides students with possibilities and future orientations; such a life project is intentionally directed and refers to evaluations that involve cognitive and emotional processes, taking into account the reality. Moreover, it involves educational and training resources that allow students to make aware choices.