What is this?
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Transcript of What is this?
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What is this?
What is it made of? Why?
What could this have to do with this workshop?
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What does the theory say?
What does the theory say?
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“Language is a translation of something else, a conversion from non-linguistic images which
stand for entities, events, relationships and inferences…..and imagery can help us to
reconstruct in the present what we experienced and learned in the past”
(Damasio 2000:107)
“Images are what the mind is actually made of….an essential condition for mind “is
the ability to display images internally and to order these images in a process called
thought” (Damasio 1994:89-90)
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“an exchange of words is communicative only when it causes some modification of the
images in the hearer’s mind. (Stevick 1986:16)
“Images are essential for us to get meaning out of language, to construct meaning from text and it
has even been said that “those who cannot imagine, cannot read”
(Eisner 1992:125)
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“ An important component of motivation is personal meaning and one of the most demotivating factors for learners is when they have to learn something that they cannot see the point of because it has no
seeming relevance to their lives. Images, however, are always related to personal meaning , as they come from within us as we read or listen”
(Dörnyei 2001:63)
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How does this apply to our
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Activity
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Experiment……..
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Christmas is time for missing
Who is not here anymore
Time for remembering good memories
And time for wishing the best
To those you really love
Mavi
Christmas is about contrasts
The warm and the cold
Spirituality and consumerism
The union of family and friends
And the loneliness of some people
The illusion of childhood
And the missing of those gone
The news about wars whose intentions were peace
The capacity to bring us for a few days
To reflect on our lives
Christmas is a special time all of its own
Fátima
The cold it’s outsideIn the house, our fire
The trees are full of snowAnd under my tree: the show
I wish I had you all hereDuring the whole New Year
Wanda
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Activity
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Grow the structure……• Location• Time of the year• Weather• Characters• Main Event• Character’s experience and feelings• Smell• Touch• Hear• Close/ending• Title for your film
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Grow the structure……• Location• Time of the year• Weather• Characters• Main Event• Character’s experience and feelings• Smell• Touch• Hear• Close/ending• Title for your film
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Activity
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But o’ how bitter a thing it is to look into happiness through
another man’s eyes
Shakespeare – As You Like It
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“I’m stuck with no way out”
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How about……
If I were You I
would……
You should
….
Have you
tried…?
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“Effective coaching in the workplace holds a mirror up for clients, so they can see their own thinking process. As a coach, I’m not
listening for the content of what is being said as much as I’m listening to the way they are
thinking, including how their attention is focused and how they define the key
elements of the situation”. (Gallway – The Inner Game)
Source – Coaching – Amanda Vickers and Steve Bavister
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CLIENT: “I’m stuck with no way out”THERAPIST: “Have you got the
determination to walk away?
Implies the solution for the client is to be away from their current situation
Imposes determination as the resource required Assumes the client will “walk away” (rather than
leaping, soaring, melting, evaporating etc)
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CLIENT: “I’m stuck with no way out”THERAPIST: “What would happen if you
could find a way out?” Cleaner language – uses client’s words But embedded command “find a way out” “finding” has imposed the therapist’s model of
the world on the client No recognition of “stuckness”, invalidating client’s
current reality
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CLIENT: “I’m stuck with no way out”CLQ: “and what kind of stuck with no way
out is that stuck with no way out?”
CLIENT A “My whole body feels it’s sinking into the ground”
CLIENT B “I can’t see the way forward, it’s all foggy”
CLIENT C “Every door that was opened to me is closed”
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“And as imagination bodies forthThe forms of things unkown, the
poet’s penTurns them into shapes, and gives
to airy nothingA local habitation and a name”
Shakespeare: A Midsummer Night’s Dream
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Therapist works with the client’s metaphorAnd only assumes that to be stuck is to be stuck somewhere
If in rapport with the client, these questions make sense and client’s responses have a quality of deep introspection and self-discovery
Process ultimately accesses conflicts, paradoxes, double binds and other holding patterns which have kept systems repeating over
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Source: www.cleanlanguage.co.uk (David Grove)SYNTAXUNIQUE DELIVERY METHODMINIMUM OF PRESUPPOSITION
“The LESS I attempted to change the client’s model of the world, the MORE they experienced their own core patterns and organic, lasting changes naturally emerged from the system”
NLP STRUCTURE CL CONTENT
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“Trying fails, awareness cures”
Timothy Gallway (2000)
P=p-iPerformance = potential-inference
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When we find ourselves at impasse, we all begin to tell a story that explains our sense of
being stuck or lost.
We come bearing information about ourselves that is pre-cognition, pre-language and pre-story – it is that
information we need next, a felt sense or “the implicit” (Eugene Gendlin)
(Source: Getting Unstuck – Timothy Butler)
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In order to take hold of “the implicit” we must develop it into the next level of
awareness: it must become IMAGE
It is the first glimpse of a part of our reality that is just beyond our reach.
Any real vision that can lead us forward can only be built upon and first experienced thorough
images.(Source: Getting Unstuck – Timothy Butler)
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Remembering by metaphor is an ingenious technique that allows us to remedy our
weaknesses by capitalising our strengths, using things that we can visualise, to think, talk and
reason about things we can’t.(Source: Stumbling on Happiness – Daniel Gilbert)
These images are preverbal messages, aspects of self-awareness that have not yet
been processed through the language centres of the brain.
Letting an image work in your body is a way of “knowing with your bones”
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“despair of wanting to be another self” Soren Kierkgaard
Crisis is the crucible for the work of
making a larger self.
(Source: Timothy Butler)
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“the question is no longer whether or not mental imagery facilitates learning but rather how it can best be used to produce the optimum facilitation”
(Alesandrini 1985:207)
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Imagery work can contribute to the following:
• Increase learner’s cognitive skills and creativity• Work with and help to develop almost all of multiple
intelligences, most esp.intrapersonal I.• Improve reading and listening comprehension• Provide things they want to say when they speak or
write• Enable them to remember better what they have
learned (using multi-sensory dimension)• Enhance motivation – (stretched, not overwhelmed –
stimulus is from own resources and experience)
• Strengthen their self-concept• Help to focus their attention
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“Imagery work makes our learners protagonists of their
learning process”.
(Source: Imagine That)
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If we, in our zeal to be “humanistic”, become too learner centered with regard to control, we
undermine the learner’s most basic need, which is for security
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“The preservation of the “self-image” is the first law of psychological survival…this means that the stakes in any social
encounter are incredibly high” (Stevick: A way and Ways)
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To become “an object of primary value in a world of meaningful action” (Ernest Beker), the student’s place is in the centre of a space which the TT has structured, with
room left for him to grow into” (Stevick)
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“We should not confuse knowledge, no matter how subtle, with life.
We must always step into life, into what is next for us, right here and now”(Timothy Butler – Getting Unstuck)
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The richest sources of exploitable ambuiguity are not words, sentences or shapes, but the intricate,
variegated, multi-dimensional experiences of which every human life is a collage
(Daniel Gilbert)
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If a picture paints a thousand words…then why can’t I paint
you?.........
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