Philosophical-Social Ideals - Ubuntu

Ubuntu according to Johann Broodryk (2006) is a Zulu word signifying ‘humanness’. The following are some Ubuntu personality values (Broodryk, 2006): togetherness (umoya), brotherhood (ubuzalwane), equality (ukulingana), sharing (isabelo), sympathy (isisa), empathy (uzwela), compassion (umunyu), respect (ukuhlonipha), tolerance (yeka), humanness (ubuntu), harmony (ubungane), redistribution (ukwabelwa), obedience (ukulalela), happiness (singcolile), wisdom (ubudoda).

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Maximal individuation - Intrapersonal

The Creator’s discovery, development and valorization of his/her ontogenetic potentials generate meaningfulness and liberate creativity, through which the former ‘feels, speaks, thinks and acts constructively’.

Willfulness – Maximal Positive Intention and Poise

Willfulness is the creative force resulting from the union of knowing (discovering the Creator’s ontogenetic potentials) and being (Creator’s preserved energy). Willfulness through maximal individuation, mindfulness, and thoughtfulness, galvanizes, vitalizes and reenergizes the Creator with positive emotional, physical and mental energy. The reenergized Creator experiences and attains maximal productivity at the individual, professional, and social levels.

Maximal interactions– Interpersonal

As earlier said, when the Creator discovers, develops and valorizes his/her ontogenetic potentials, he/she is galvanized by the highest transpersonal ideals which are accompanied by unconditional love for each and all, and the all-consuming zeal to empower others to become their highest and best.

Creative Action – Unconditional Selfless Service

Through maximal individuation, mindfulness, thoughtfulness, willfulness, intrinsic motivation, heightened enthusiasm and creative zeal, it is logical to expect the Creator maximize an attitude of selfless service for the empowerment of each and all.

Mentoring skills

Categories of Mentoring Skills

Mentoring skills can be divided into organizational and interpersonal skills:

  • Organizational skills
Organizational skills include: planning, contracting, recording, structuring sessions, time management, scheduling, evaluating, assessing, report writing, maintaining boundaries, action planning, prioritizing, and facilitating
  • Interpersonal skills
While the lovely valley teems with your around me, and the meridian sun strikes the upper surface of the impenetrable. Throw myself down among the tall grass by the close earth.

Entrepreneurial skills

The Self-Employed Mindset

Consequences of valorization of Creators’ discovered and developed authentic potentials

Through the Creative Education process, each Creator transcends the human existential condition, that is, moves from unemployment, underemployment and unemployability, to over-employment, maximal employment, and multi-employment.

Over employment

Through the discovery, development, and valorisation of individual potentials, each Creator will experience ‘overemployment’, that is, the supply of valorised potentials for maximal self-expression will far exceed the demand for these skills.

Maximal employment

Each and every Creator will tend towards maximization of the totality of their ontogenetic potentials. Maximal employment means ‘becoming and doing the most and best, at the highest possible level that one’s discovered, developed and valorized potentials’ can make a person accomplish creatively.

Multi employment

Multiemployment implies discovery of ‘infinite subsidiary opportunities’ which a Creator can maximize after having discovered, developed and maximized their ‘core authentic IVIPLS’. In other words, a Creator who has become a film actor or actress, and excels at the highest level, suddenly realizes possibilities for becoming ‘a model, motivational speaker, designer, producer, business person, etc.’

SOMOL POLICY REFORMS

  • Governments could develop an educational system and programmes which focus on the discovery, development, and valorization of learners’ innate, unique, and diverse intelligences, learning styles, values, interests, and personality profiles, for their selection, orientation, and training in inclusive and equitable education programmes
  • Governments could invest in the development of psychometric tests which will objectively and scientifically categorize learners into their authentic ‘can do and like do dimensions’
  • Governments could encourage systematic application of pre-selection tests to learners at all levels of educational systems to ensure that each learner fits into his/her authentic domains of potential excellence
  • There could be development of curricula, teaching and learning methods, and assessment mechanisms which are related to specialized fields of study, which are directly correlated to learners’ innate, unique, and diverse intelligences, learning styles, values, interests, and personality profiles.
  • There is need for development of government policy to revalorize the role of guidance counselors and psychologists, who can subsequently assist teachers in pre-selection and follow-up of learners in the triple fields of academic, vocational and psychological orientation
  • There is imperative need for culturally relevant and sensitive education which could help learners to validate their cultural identity, and use their cultural knowledge as the basis for personal and social transformation.