Getting to it
Embodying Others Metaphors and Acquiring their Tacit Knowledge
Metaphors contain tacit knowledge. You can explain what they mean to some degree and yet the subtle, implicit meaning that native speakers take for granted is hard to capture, even by professional linguists. Metaphor maybe a prime vehicle for the acquisition of tacit knowledge. This raises a question: How do we ‘acquire’ or ‘take on’ or ‘incorporate’ etc. metaphors that are not our own? Children seem to effortlessly manage it. But for adults who already have cognitive and emotional commitments to their (unconscious) metaphors, it’s a different story.
Polishing the Mirror of Reflective Practice
Reflective Practice clearly involves 'reflection' and its application to 'practice'. However other elements are sometimes undervalued. How do you know your reflection is having a beneficial effect on your practice? How can you improve the way you enact your reflective practice? To find out we need to apply reflective practice to itself.
The Leader-Follower Dynamic – a systemic perspective
Leader, leading, leadership. Follower, following, but not follower-ship; why not? The metaphor of ‘leader’ and ‘follower’ is so embedded in our culture and language that we tend to forget there are other ways to think about and describe the relationship. Interestingly much of nature operates quite successfully without an overt-leader. The lack of a leader in an antifragile self-organising system warrants a re-think of our models of leadership. This paper explores the systemic nature of the leader–follower dynamic from a 'clean' perspective.
Solution Focus Through a Clean Lens
A four-part paper comparing Brief Solution Focus questions with those of Clean Language: 1. Compares the principles, processes and practices; 2. Analyses a line-by-line SF session; 3. Summarises the similarities and differences; and 4. Lists common SF questions and give cleaner versions.
What do you say before you say goodbye?
This paper explores an aspect of change-work that rarely receives much exposure – how to use the end of a coaching or therapy session to maximise the benefit to the client. We call this the ‘set-down’ phase. We examine ways to link what happens during a Symbolic Modelling session with what might or could happen after the session. While the topic will be of most use to coaches and therapists, other kinds of facilitators of change – teachers, managers, consultants – should be able apply the principles to their line of work. And, of course, there is an application to ending important conversations as well.
This paper investigates both the complexity of the
feedback-giving process and the range of information that can be
included in feedback. We present a 6-type of feedback model aimed at increasing the quality of feedback given and to raise the appropriateness
and usefulness of the feedback process.
Applying Cross-Domain Thinking
Domain dependence and it’s inverse, cross-domain thinking, occur in many different guises. We are interested in modelling: the phenomena in general; how individuals do them; and how to increase our capacity to move from one to the other. We have collected a number of ideas from a range of contexts which we think have relevance to the topic. We’ll leave you to find your own links between them.
Remote Extended assessment