International University Certificate
5th DIPLOMA IN GENERATIVE PERSPECTIVE AND PROFESSIONAL PRACTICE
Starting: Wednesday, June 10, 2020 - 7:00 pm to 9:00 pm (Buenos Aires time)
INTERACTIVE ONLINE MODE - Yearly program - Weekly meetings - Spanish and Portuguese
Academic direction: Dora Fried Schnitman y Edgardo Morales Arandes
Faculty: Dora Fried Schnitman (Argentina), Edgardo Morales Arandes (Puerto Rico); Silvia Crescini, Silvia Vecchi (Argentina); Vania Curi Yazbek, Ligia Pimenta (Brasil); María Camila Ospina Alvarado, Rosa Suárez Prieto, Dora Isabel Garzón (Colombia), Leandro Carlo García Gómez (Colombia).
Seminar faculty: Kenneth Gergen, Sheila McNamee, Diana Whitney, Ronald Chenail, Sally St. George (USA); Dan Wulff (Canadá), María Hilda Sánchez Jiménez, Nelson Molina Valencia (Colombia); M. Cristina Ravazzola, Beatriz Schmukler (Argentina).
Coordination: Silvia Crescini.
Presentation of the Diploma
Fundación Interfas in Argentina, The Taos Institute and CINDE University of Manizales in Colombia collaboratively sponsor a virtual International University Sponsored Diploma on the Generative Perspective and Practice.
This theoretical-practical diploma offers new resources and proven tools for professionals working with people and groups in different fields and are interested in expanding their understanding and skills in generative practice. It has an international teaching body and provides an exceptional space for dialogue, reflection and learning, as well as the opportunity to belong to a multidisciplinary network of professionals who work with innovations in various domains of practice and social contexts.
Among other competencies, participants will learn:
- To encourage people’s skills for innovation, for searching for alternatives and for generating appropriate changes in the situations they face.
- To maintain a resource-oriented perspective and a solution-oriented and future-building practice.
- To promote sustainable and effective generative processes and transformative dialogues as a means to address the questions, problems and challenges that individuals, families, communities and organizations face.
The Diploma will be provided in Spanish and Portuguese. In case any English speaker wish to participate, please contact the organizers through the link below.
Dora Fried Schnitman
Ph.D. in Psychology
The Wright Institute, Graduate School in Social-Clinical Psychology
Berkeley, California
Directora Académica, Fundación Interfas
Edgardo Morales Arandes
Ed.D. in Education
Boston University
Boston, Massachusetts
Profesor, Universidad de Puerto Rico
Certified by
Objectives of the Diploma
Participants will learn to:
- Identify the central concepts of the generative approach by understanding its epistemology, theory and practice.
- Recognize and apply the conceptual and operational tools that it offers.
- Understand its application in different areas of practice.
- Acquire and apply resources to develop generative processes.
- Relate with presence and full attention during the creation and application of generative processes.
- Expand their ability to recognize new and emerging processes and resources, explore possibilities available in the present, as well as build new futures.
- Establish a joint working relationship with people to recognize resources and put them into action.
Contents of the Diploma
Principles and fundamentals of the generative perspective
Generative perspective and practice offers professionals and researchers resources to promote dialogues that respond productively to the problems, crises and challenges faced by people, groups, communities or organizations with whom they work. It allows them to find and implement alternative solutions, to stage new versions of themselves and their relationships, to promote better dialogues, to reorganize their circumstances and contexts, and to build new and viable solutions and futures.
The Generative perspective recognizes the importance of the training and the generative positioning of the professional as a sustenance of practice. As a dialogic and relational perspective, it incorporates creativity, full attention, the awareness of emerging processes in dialogue and the resources, competencies and knowledge of participants.
The generative perspective works with a productive framework based on dialogue, narrative, learning and creativity. It promotes processes that use participant resources, relationships, values and abilities to face difficulties and/or challenges and innovate.
It helps people, communities and organizations to move from a problem-centric deficit perspective to another that promotes the creation of possibilities. It is intended to generate conditions for the present and the future.
The diploma focuses particularly, on the implementation of the generative perspective in the different areas of practice.
Resources and generative tools
- Recognition and recovery of possibilities, emergent processes and courses of action that give rise to innovations, alternatives and a possible future for the participants.
- Work platform: Construction of a project of work built on consensus that gives direction to the process and favors viable and sustainable transformations.
- Dialogue: Construction and transformation of dialogue. Creation of new conversational spaces. Facilitation of generative processes. It includes awareness and crafting of types, moments, and purposes of dialogue.
- Narrative: Elaboration of narratives oriented towards the construction of a future. Use of metaphors and hyperbole.
- Construction and transformation of matrices of meaning, narrations and coordination between people.
- Generative and appreciative inquiry.
- Creative dynamics of the question. Pragmatic dimension of the question: how to propose or suggest through questioning. Types of questions.
Learning through dialogue and construction of new knowledge. Awareness of learnings as resources for transformations. - Creation of dialogues based on appreciation, respect, emotions and relational presence.
- Scenarios and dramatizations that allow the construction of alternatives and to question the centrality of a problematic official history that allows for the opening of new possibilities.
- Subjectivity and links with the other. Recognition and inclusion of the potentialities available in oneself, the other and in the relationship.
- Awareness of timelines: reconstruction of the past and construction of the future in the present. Use of temporary transformational markers.
- Inclusion of multidimensional dialogues, people and contexts to support creative processes.
- Interfaces. Detection and use of «Inter» spaces: interlanguages, semantic shading and construction of dialogic bridges to innovate.
- Design of new social ecologies.
Implementation of the generative perspective in different areas of practice
The generative perspective applies to different contexts and professional spaces:
Transformations of self, relationships and contexts in psychosocial therapy and interventions with individuals, couples, families and communities.
Transformations in dialogues and experience in conflict and crisis management. Coping with problem situations and changing challenges. Mediation of meanings. Creativity and innovation.
Construction of generative processes in impasses or conflict situations
– Construction of productive coordinations. Emotions, relationships and joint actions to promote productive dialogues to deal with differences and conflict in families, groups and communities.
– Violent contexts. Situations of occlusion of dialogue and reflection, denial of otherness. Restorative processes. Transformation of unproductive dialogues. Differences between dialogue, debate, conflict and violence.
Transformation of groups, communities and organizations
Generative and appreciative approaches in/with/between groups, communities and organizations. Various types of group processes.
New relational and generative forms of leadership and coordination
From hierarchical models to distributed knowledge, production and accountability models.
New social ecologies
Interfaces, Interlanguages and the management of transformative processes between different social actors. Generative procedures for working with diverse groups.
Learning as a generative practice
Located, inclusive and participatory learning. Construction of communities of practice and learning.
Qualitative research as a generative process and future construction
Implications and uses of generative perspective in these processes.
Contributions from perspective and practice generative to the political dimension of interpersonal, community and organizational relationships. Contributions to the development of public policies – for example, public hearings, complex issues, among others.
Aimed at: professionals who work with individuals, families, groups, communities, private and public institutions, interested in enriching their resources and learning how to incorporate the theory and generative practice to different contexts (psychotherapy, Psychosocial interventions, conflict management, community and organizational development, consultancy, education, coaching, among others).
Teaching-Learning methodology
The diploma proposes a generative teaching-learning methodology that favors production and creativity. The inclusive and participatory way of presenting concepts and promoting relationships enables participants to articulate new learning and knowledge, as they co-create a learning and practice community.
It uses presentations, reflective dialogues, group work and the application of acquired resources to create a learning process that provides participants with the knowledge and tools needed to position themselves as operators in the different contexts and scenarios in which they carry out their professional practice.
It has been employed with numerous professionals from different countries and disciplines, who report important benefits in their practice, in their resources, and in themselves as operators and people.
Course modalities
Interactive online in real time or deferred
The diploma is a dialogic space for training and exchange between teachers and participants. It proposes an updated understanding of the practice, conceiving it in a generative manner, both in the regular classes and in the special seminars. In the latter, the invited teachers present their developments and dialogue with the academic directors about the generative underpinnings of their proposals, promoting new perspectives and knowledge.
The diploma will consist of 120 hours of online contact (in real time or deferred), 30 hours of seminars on nodal subjects, 24 hours of face to face contact and 50 hours of independent work in which the participants put into practice what was learned in the diploma.
For online work, a virtual platform with real-time connection and dialogue will be used. It is possible to take a deferred course after each meeting.
The interactive real time online mode in will include different types of meetings:
- Weekly meetings in real time online connection, through a platform that allows the interaction between the participants. Meetings will be held on Wednesday from 7:00 pm to 9:00 pm (Buenos Aires time). Classes will be recorded and made available for those who cannot participate in real time.
- Special seminars with online real-time connection in days and schedules to be agreed in advance with participants. Seminars will be recorded and made available for those who cannot participate in real time.
- Three day Seminars; dates, timetable and place will be coordinated with participants, preferably by geographical region.
- Optional monthly meetings with a coordinator.
The deferred online interactive modality allows people to participate for any reasons they are unable to connect during the scheduled hours. It is recommended that participants connect in real time whenever this option is available to them.
The differed mode will have different types of encounters:
- Wednesday weekly meetings that will be recorded. e weekly classes on Wednesday will continue to be delayed.
- Special seminars that will be recorded
- Three day seminars that they will attend at agreed upon times and in specific geographic locations.
- Optional monthly meetings with a coordinator.
Open enrollment, limited openings
Participant and faculty comments and reflexions (Spanish, Portuguese, English)
What a pleasure and a privilege to join in conversation with the participants in the Diploma program. Lively, warm, and illuminating…
Kenneth Gergen, Ph.D.
President, The Taos Institute, USA.
Inicié este Diplomado a comienzos de 2017 debido a que la perspectiva generativa despertó mi interés. Varios meses después puedo decir con alegría que transitar por los caminos de la generatividad es absolutamente maravilloso, más que una perspectiva se convierte en un estilo de vida transformativo, dinámico y vibrante, aplicable en todos los contextos. Una vez que emerge, lo hace para quedarse, abriendo múltiples posibilidades porque invita a curiosear desde una perspectiva compleja en la que el respeto y la amabilidad genuina por el otro y por uno mismo, van de la mano. En conclusión es una experiencia en la que disfruto, aprendo y, sobre todo, espero continuar nutriéndome a lo largo de la vida.
Diana Constanza Torres González
Magíster en Psicología Clínica y de Familia. Docente de varias asignaturas, Programa Tecnología en Atención Prehospitalaria, Facultad de Medicina, Universidad Militar Nueva Granada, Colombia. Asesora temática de investigación y consultora en el área de intervención clínica y organizacional.
En mi opinión el diplomado en Perspectiva y Práctica Profesional Generativa es una capacitación excelente, que debe ser tomada por todas aquellas personas que trabajan con grupos humanos y necesitan gestionar las relaciones y los intereses entre ellos. Creo que el Diplomado también promueve un cuestionamiento de la propia mirada, ampliando la perspectiva con la incorporación de la mirada y la voz del otro, considerado como alguien con quien podemos construir un nosotros respetuoso basado en el diálogo generativo. Desde lo epistemológico el paradigma del construccionismos social y la teoría de la complejidad aportan a quienes buscan un saber científico el sostén necesario para poner en marcha, junto a la práctica que se retroalimenta en el diplomado, los procesos generativos.
María Dolores Suárez Larrabure
Profesora Asociada de Teorías Sociológicas y Sociología Jurídica, Facultad de Derecho y Ciencias Sociales, Universidad Nacional de Tucumán. Mediadora del Centro de Mediación del Poder Judicial de Tucumán, Argentina.
Tenho usado a abordagem generativa em diversos projetos de transformação, seja em conversas um-a-um de mentoria, seja em trabalhos em grupo. Poder compartilhar essas experiências e aprender com colegas e professores que também têm aplicado a metodologia em seu trabalho quotidiano me foi extremamente útil para aprimorar minhas habilidades como operador generativo. El Diplomado es un “aprender haciendo”, es desarrollar cada temática con variedad de posturas y experiencias laborales en un clima de trabajo de mucha horizontalidad, colaboración y apertura que favorece notablemente esta experiencia. Muchas gracias por este espacio de diálogo, encuentro interdisciplinario y fraternidad.
Fabio Betti
Jornalista, mestre em Biologia-Cultural, sócio e consultor da Corall e professor das disciplinas de Pensamento Sistêmico e Complexo e Change Management do MBA em Business Innovation da FIAP, Brasil.
Thank you so much for this great learning experience at the Diploma Program!
A delight to engage in stimulating conversation with professionals from diverse fields, all interested in dialogue in the context of this Diploma Program.
Sheila McNamee, Ph.D.
Professor of Communication, University of New Hampshire. Vice President, Taos Institute.
El diplomado es una experiencia dinámica e interactiva que propone el encuentro con una teoría enriquecedora y con profundos fundamentos epistemológicos, como así también su aplicación práctica mediante el estudio de casos. Un espacio inspirador que nos conecta con nuestro potencial de transformación, diseño, innovación, expansión y construcción constante más allá de lo imaginable.
Mariela Vanesa Patti
Técnica en Comunicación Social –Círculo de la Prensa– y Coach Ontológico Profesional –Rapport Consultora Patagonia. Fundadora de Descubrirte Coaching. Realiza capacitación y entrenamiento con herramientas de coaching enfocados en el desarrollo personal, organizacional y de comunidades. Docente de la Escuela Tiempo Cero, Formación en Coaching Ontológico Profesional (COP). Profesora de coaching aplicado al liderazgo personal y de equipos en la Asociación Técnicos de Fútbol de Argentina (ATFA Trelew).
El diplomado en Perspectiva y Práctica Profesional Generativa es una oportunidad especial para aprender, desaprender y disfrutar las enormes posibilidades de comprender más desde la complejidad, de salir al encuentro de otras personas, en distintos campos del quehacer profesional y personal, valorando siempre el enorme potencial del ser humano, y optimizando los variados recursos que los diálogos generativos nos abren para la construcción real de nuevas posibilidades, alternativas y soluciones a situaciones y necesidades, en las que todos nos hacemos más humanos. Muchas gracias por este espacio de diálogo, encuentro interdisciplinario y fraternidad.
Marlene Peña Psicóloga.
Especialista en familia, infancia, juventud y vejez, y en orientación y desarrollo humano. Área educativa, docencia y proyectos educativos. Colombia.
O Diplomado ampliou e enriqueceu a minha capacidade de compreensão sobre a minha prática. Percebo uma enorme transformação no meu jeito de atuar, fazendo com que os processos sejam mais significativos, generativos e inovadores nos múltiplos contextos de ação. Foi uma jornada de aprendizagem transformadora para mim!
Ligia R. R. Pimienta Doutoranda e docente convidada na PUC/SP. Atua como gestora e facilitadora de processos de aprendizagem no Governo e no Terceiro Setor.
Sigo los cursos de Interfas desde España. La participación (no siempre tan activa como me hubiese gustado) en el Diplomado 2016-17 y ahora en el curso Trabajando Generativamente 2017-18, me ha supuesto una ayuda inestimable para seguir conectada al motivo principal por el que elegí este tipo de formación: valorar el fenómeno del diálogo.
Veo al diálogo como un recurso imprescindible en el mundo actual. Me parece una herramienta universal que en demasiadas ocasiones se confunde con otras prácticas, y a la que no se le reconoce el potencial para sanar, conocer y conocerse, para conciliar y reconciliar, para investigar e indagar, para mediar… y otros “para” que he ido descubriendo a lo largo de estos cursos. La periodicidad de los contactos con Interfas me suponen una forma maravillosa para fortalecerme en mis posiciones a este respecto, algo que, en el entorno social, político y académico en el que me desenvuelvo no siempre me resulta fácil.
Por otra parte, las perspectivas generativas en que se fundamentan estos cursos, me parecen un magnífico aporte no sólo para aplicar en el desempeño profesional de quienes participamos, sino también para incluir en nuestras vidas particulares. En realidad creo que más que «un aporte», se trata de un paradigma –para mí muy interesante– desde el cual mirar la realidad en que vivimos. Y, más concretamente, me interesa el paralelismo que se plantea con las posiciones del socioconstruccionismo. Esto también lo he descubierto en esta formación gracias a los aportes de algunos de los magníficos profesores.
Pero quizás lo que más valore, y de lo que más haya aprendido, sea de la generosidad y de la entrega mostrada por los organizadores, en especial por parte de Dora Fried Schnitman. De verdad, muchas gracias.
Susana Fustel Rodríguez
Doctoranda en Ciencias Sociales, Universidad Pablo de Olavide, Sevilla, España. Maestranda en Espiritualidad Transcultural, Universidad Ramón LLull, Barcelona. Máster en Ciencias Sociales e Intervención Social, Universidad Pablo de Olavide, Sevilla. Máster en Mediación General y Penal, Universidad de Sevilla. Ingeniera agrónoma, ETSIA Universidad Politécnica de Madrid. Promotora y fundadora de «Masablar, Escuela de Diálogo», España.
Participar en el Diplomado es una experiencia muy satisfactoria. En el contexto académico me ha llevado a explorar distintas maneras de interrelación con las estudiantes así como a organizar sesiones de aprendizaje en un entorno de mayores posibilidades y de colaboración. En la consulta las conversaciones van abriéndose, convirtiéndose en un reto para el terapeuta para ir saliendo de posturas convencionales de escucha al otro, hacia un trabajo más cercano y de colaboración con quien busca la consulta. El Diplomado es un “aprender haciendo”, es desarrollar cada temática con variedad de posturas y experiencias laborales en un clima de trabajo de mucha horizontalidad, colaboración y apertura que favorece notablemente esta experiencia. Muchas gracias por este espacio de diálogo, encuentro interdisciplinario y fraternidad.
Teresa Mendo Zelada
Psicóloga y enfermera. Magister en Salud Pública. Docente, Facultad de Enfermería, Universidad Nacional de Trujillo. Directora y docente, Instituto de Capacitación y Desarrollo Familiar, IFAMI. Consulta privada a nivel individual, de pareja y familia, Perú.
Thank you so much for this great learning experience at the Diploma Program!
Ronald J. Chenail Ph.D.
Associate Provost for Undergraduate Academic Affairs and Professor Nova Southeastern University.
Participé como coordinadora docente en los dos últimos Diplomados en Perspectiva y Prácticas Generativas organizados por Fundación Interfas con la colaboración de The Taos Institute y Cinde-Universidad de Manizales. La experiencia me transformó de manera sustancial, dado que me permitió integrar todo lo aprendido en un marco diferente. Este registro cambió mi rol académico como docente, y el profesional como terapeuta en mi práctica clínica y en mi trabajo en la interfase psicosociojurídica que fluyen más naturalmente. Aprendí a reconocer y promover las fortalezas del otro. Mi quehacer devino más armónico, como si se tratara de una danza entre dos, tres o varios, en la que la coreografía emerge de la acción conjunta de los participantes.
Silvia S. Crescini
Lic. en Psicología. Profesora invitada en Práctica Profesional área Justicia “El trabajo con familias en el ámbito jurídico”, Facultad de Psicología, Universidad de Buenos Aires. (Ver currícula docente).
Desde el inicio del diplomado transito un “mundo” pleno de indagaciones, un curiosear en el que cada vez emergen nuevos diálogos y herramientas que nos transportan a otra fase en la que estudiantes y docentes co-construimos nuestro interior con miras a encontrar nuevas alternativas de vida. Me siento espléndida con esta renovación, esta transformación que se viene dando en mi vida y que continuaré alimentando.
Luz Marlenis Calderón Betancourt
Psicóloga con 33 años de experiencia en el área educativa, Colombia.