What is this?

What is it made of? Why?

What could this have to do with this workshop?

What does the theory say?

What does the theory say?

“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)

“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)

“ 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)

How does this apply to our

Activity

Experiment……..

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

Activity

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

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

Activity

But o’ how bitter a thing it is to look into happiness through

another man’s eyes

Shakespeare – As You Like It

“I’m stuck with no way out”

How about……

If I were You I

would……

You should

….

Have you

tried…?

“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

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)

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

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”

“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

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

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

“Trying fails, awareness cures”

Timothy Gallway (2000)

P=p-iPerformance = potential-inference

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)

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)

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”

“despair of wanting to be another self” Soren Kierkgaard

Crisis is the crucible for the work of

making a larger self.

(Source: Timothy Butler)

“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)

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

“Imagery work makes our learners protagonists of their

learning process”.

(Source: Imagine That)

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

“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)

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)

“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)

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)

If a picture paints a thousand words…then why can’t I paint

you?.........