COMPARISON BETWEEN THE JUNGUIAN SYMBOLIC PEDAGOGY OF CARLOS BYINGTON AND THE LEDESMA-KOLVENBACH PARADIGM

Abstract

This essay attempts a conceptual approach between two theories: Carlos Byington's symbolic pedagogy, based on Jungian analytic psychology, and Ledesma-Kolvenbach pedagogy, based on the Ignatian model of education. The comparative method has been applied to confront the ontological and epistemological aspects of a theoretical relationship that would have more convergences than differences, which is consistent with our intention: to argue that university education should bring with it the search for complementarities for the sake of evolution of human consciousness, that is, to know and respect as individuals the divergences of the human species in order to recognize ourselves in them. We propose the possibility of an epistemic, or rather gnoseological encounter, originated in the dialectical position of the Archetype of Alterity, between the individual psychological evolution of the university teacher, substantial to the symbolic pedagogy, and the teleology of the institutional education of the universities of the Jesus Company. Thus, a causal and analogical relationship is established between the psychic functions of the individual education of the university teacher (thought, feeling, sensation, intuition) and the purposes of the Jesuit university education (iustitia, humanitas, utilitas, fides). From this relationship derives an ethical-pedagogical structure that can be evidenced in the teaching-learning process.