BETWEEN SELF-KNOWLEDGE AND BECOMING: PSYCHOLOGICAL AND PHILOSOPHICAL PERSPECTIVES ON PSYCHOPEDAGOGICAL COUNSELING
BETWEEN SELF-KNOWLEDGE AND BECOMING: PSYCHOLOGICAL AND PHILOSOPHICAL PERSPECTIVES ON PSYCHOPEDAGOGICAL COUNSELING

Summary/Abstract: The paper „Between self-knowledge and becoming: psychological and philosophical perspectives on psychopedagogical counseling” explores the relationship between self-knowledge, personal development and the role of psychopedagogical counseling from an interdisciplinary perspective, which integrates the contributions of psychology and philosophy. The approach highlights the fact that the counseling process goes beyond the function of intervention on educational or emotional difficulties, constituting a support framework for identity formation, development of autonomy and responsible assumption of personal and professional decisions. The analysis capitalizes on established theories from humanistic, cognitive, and existential psychology, as well as philosophical perspectives on identity, the meaning of existence, and self-reflection. At the same time, the cognitive barriers that can affect the counseling process are investigated, with a focus on biases, cognitive biases and distortions of interpretation, emphasizing the importance of using scientifically validated information and evidence-based practices. In the applicative part, the paper highlights the role of critical thinking, self-knowledge and psychological resilience in optimizing psychopedagogical intervention and in supporting personal and professional development. The conclusions support the need for an integrated approach, in which philosophical reflection and scientific substantiation complement each other in order to promote a harmonious, adaptive and authentic development of the individual in the context of the challenges of contemporary society.

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