This article explores the similarities and differences between the therapeutic, pedagogical and supervisory relationship in the context of complex thinking and emphasizes the importance of spirituality as a central dimension of human beings. It will explain why human beings are multidimensional, have many social locations and develop complex relationships such as therapeutic, pedagogical and supervisory relationships. It will pay close attention to their structural components (complex adaptive systems; power differential; assimilation-accommodation processes; transference-countertransference; therapeutic alliance-learning alliance; and spirituality). Finally, it will reflect on the importance of the spiritual dimension, which was rejected by classical science. It explains why we consider spirituality to be a central dimension present in the therapeutic, pedagogical and supervisory relationship and, consequently, the rationale for complex thinking to include spirituality as an essential base of human knowledge.
"Complex Thinking: The Science and Spiritual Nature of Therapeutic, Pedagogical, and Supervisory Relationships,"
Consensus: Vol. 40
, Article 2.
Available at: https://scholars.wlu.ca/consensus/vol40/iss2/2