Показаны записи 1051 - 1060 из 2063
![[pic]](http://ic.pics.livejournal.com/metanymous/1177339/62166/62166_original.png)
Глаза боятся, а руки делают
Моделирование Ценностных Иерархий (ЦИ), выпуск 28
http://metapractice.livejournal.com/302498.html
Незаметно завершаются два функциональных года гранта, с ин-том экономики, про который мы писали ранее:
Осталось совсем немного: добрать целевые анкеты в базу, написать 3-5 статей в различные издания. Правда, и
времени на доисполнение гранта остается совсем в обрез. Ну, как говорится, глаза боятся, а руки делают.
http://vestnik.nspu.ru/article/66
Незаметно завершаются два функциональных года гранта, с ин-том экономики, про который мы писали ранее:
Кстати. На днях впервые в жизни выиграл научный грант в качестве руководителя проекта из шести человек. Документы, правда, еще не видел - сказали по телефону. Тема - исследование ценностных иерархий и новая модель потребительского выбора. (В команду, кстати, входит metanymous).
http://bowin.livejournal.com/848583.html
http://metapractice.livejournal.com/227008.html
Что сложилось в 2010-м: http://bowin.livejournal.com/820275.html
* В конце лета 2010-го начался исследовательский проект по Ценностным Иерархиям совместно с [info]metanymous и В. Маевским. Начался непросто - во-первых, из-за финансовой проблемы - российские гранты и так не велики, а запущенный мной проект по дороге похудел несколько раз (в последнем заходе государство щедрой рукой отминусовало треть самим же им выданных денег), что сделало заложенную в грант программу почти недостижимой. И далее - само исполнение первого этапа гранта пришлось на осень, которая у меня была беспрецедентно загруженной - что, с давних времен известно, глубине исследования не способствует. Тем не менее, первые результаты получены (в основном благодаря самоотверженности [info]metanymous-а), будем смотреть на следующий год.
http://bowin.livejournal.com/889109.html
Осталось совсем немного: добрать целевые анкеты в базу, написать 3-5 статей в различные издания. Правда, и
времени на доисполнение гранта остается совсем в обрез. Ну, как говорится, глаза боятся, а руки делают.
http://vestnik.nspu.ru/article/66
![[pic]](http://pix.academ.org/img/2011/09/22/150x120_ea9d1dd87ad3bc60d38666a6d01440c5.jpg)
Instant (and lasting) Conversational Change
"Канарейка", пример, выпуск 13
http://metapractice.livejournal.com/156192.html
Instant (and lasting) Conversational Change
A friend sent me a very interesting example of conversational change:
In the biography of Janos Starker, world-renowned cellist — who has recorded more pieces than any other, and who was once called the “King of Cellists” and still teaching at 86 — there is a story concerning his habit of being late for concert performances. Starker is quoted as follows:
“I remember vividly my frantic inventions of excuses for arriving late, already the fifth time, while I was changing into my tuxedo as the overture played without me.
“Dear John Mundy, the orchestra manager, interrupted my colorful story and said, ‘Don’t, Janos — I know how unpleasant it is for you to be late.’
“Twenty-two years later, I do not recall ever again being late for any professional obligation.”
How did this single comment permanently change Starker’s habit of being late? Pause now to review the information provided above, and think about how this brief comment resulted in instant and permanent change. . . .
Notice that Janos describes the situation as a “professional obligation.” I think it is very likely (though I can’t prove it) that Janos had been thinking that he should be on time, in order to please others — since that is what most people mean by the word “obligation.” Like most people, he had an opposite response to this implied demand, making him chronically late. (“arriving late, already the fifth time”)
Whenever someone else says, “You should—” most people’s typical response is “I don’t want to—” what is called a “polarity response.” This kind of response can even occur when we already want to do something! As Paul Watzlawick said, “Maturity is doing what you want to do, even when your mother thinks it’s a good idea.”
At the moment that Mundy spoke to him, the fact that he was frantic and can recall it vividly indicates that Janos’s attention was totally occupied: “I remember vividly my frantic inventions of excuses for arriving late, already the fifth time, while I was changing into my tuxedo as the overture played without me.”
When Mundy said, “Don’t Janos,” that was an unexpected interrupt, which typically makes someone much more ready to accept any subsequent communication. (See my blog post on pattern interrupts)
Then Mundy said something that must also have been very unexpected, another interrupt. Rather than complain, or scold him, or judge his lateness, and its impact on others, he is sympathetic, and presupposes that his lateness is unpleasant for Janos. “I know how unpleasant it is for you to be late.”
This shifted Janos’ attention from “Other people are feeling bad” to “I am feeling bad.” Once his ?attention is redirected toward his own feelings it becomes easy for ?him to change his behavior. “This feels terrible; I don’t want to do this any more!” (It must have ?been very unpleasant for him to be rushing to put on his tuxedo while making up frantic excuses, as the orchestra is playing without him!)
Redirecting his attention to his own unpleasantness changed his external “should” (please others) to an internal “want,” (to avoid the unpleasantness) and that is the crucial difference that made it easy for him to change, and for that change to last 22 years.
Another way of thinking about this change is that initially his “should” and his “want” were in opposition. Mundy’s comment changed his want to be in alignment with the should, so he became congruent about being on time.
Wants are typically much more effective at motivating us than shoulds. If this were emblazoned on the walls of our minds, all us — especially parents — could save ourselves an enormous amount of conflict, difficulties, and unpleasant consequences. Even when children, teenagers, or adults dutifully follow a should, the “I don’t want to” response is still there, a polarity lurking and waiting for an opportunity to emerge into behavior. But when our own wants are motivating our behavior, we are much more congruent, and much less likely to engage in any kind of mindless rebellion or other self-destructive behavior.
I love small and concise examples like this — especially conversational ones — that can illustrate so clearly an important principle of how we can change quickly and effortlessly.
The next time you find yourself about to tell someone else (or yourself) that they should do something, pause. . . . And then think about what aspects of doing that would naturally and spontaneously be enjoyable or pleasurable, . . . or what consequences of doing that would be attractive. . . . or how doing that would demonstrate something positive and praiseworthy. . . . And then think about what you could say — and how you could say it nonverbally — that could elicit a response of wanting to do it. . . .
When her son wanted her to do something, a very wise woman I know would often say to him, “I could do that; can you make me want to do it?” as a way of training him to develop his persuasion skills (instead of his whining and complaining skills, as so many parents unwittingly do).
And if you really can’t think of anything else useful to say, it would probably be much better not to say anything at all — both verbally and nonverbally — so that you don’t elicit the polarity response to the word “should,” which is a very dependable way to make your life — and that of others — “shoulddy.”
http://realpeoplepress.com/blog/instant-and-lasting-conversational-change?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+SteveAndreasNlpBlog+%28Steve+Andreas%27+NLP+Blog%29
Instant (and lasting) Conversational Change
A friend sent me a very interesting example of conversational change:
In the biography of Janos Starker, world-renowned cellist — who has recorded more pieces than any other, and who was once called the “King of Cellists” and still teaching at 86 — there is a story concerning his habit of being late for concert performances. Starker is quoted as follows:
“I remember vividly my frantic inventions of excuses for arriving late, already the fifth time, while I was changing into my tuxedo as the overture played without me.
“Dear John Mundy, the orchestra manager, interrupted my colorful story and said, ‘Don’t, Janos — I know how unpleasant it is for you to be late.’
“Twenty-two years later, I do not recall ever again being late for any professional obligation.”
How did this single comment permanently change Starker’s habit of being late? Pause now to review the information provided above, and think about how this brief comment resulted in instant and permanent change. . . .
Notice that Janos describes the situation as a “professional obligation.” I think it is very likely (though I can’t prove it) that Janos had been thinking that he should be on time, in order to please others — since that is what most people mean by the word “obligation.” Like most people, he had an opposite response to this implied demand, making him chronically late. (“arriving late, already the fifth time”)
Whenever someone else says, “You should—” most people’s typical response is “I don’t want to—” what is called a “polarity response.” This kind of response can even occur when we already want to do something! As Paul Watzlawick said, “Maturity is doing what you want to do, even when your mother thinks it’s a good idea.”
At the moment that Mundy spoke to him, the fact that he was frantic and can recall it vividly indicates that Janos’s attention was totally occupied: “I remember vividly my frantic inventions of excuses for arriving late, already the fifth time, while I was changing into my tuxedo as the overture played without me.”
When Mundy said, “Don’t Janos,” that was an unexpected interrupt, which typically makes someone much more ready to accept any subsequent communication. (See my blog post on pattern interrupts)
Then Mundy said something that must also have been very unexpected, another interrupt. Rather than complain, or scold him, or judge his lateness, and its impact on others, he is sympathetic, and presupposes that his lateness is unpleasant for Janos. “I know how unpleasant it is for you to be late.”
This shifted Janos’ attention from “Other people are feeling bad” to “I am feeling bad.” Once his ?attention is redirected toward his own feelings it becomes easy for ?him to change his behavior. “This feels terrible; I don’t want to do this any more!” (It must have ?been very unpleasant for him to be rushing to put on his tuxedo while making up frantic excuses, as the orchestra is playing without him!)
Redirecting his attention to his own unpleasantness changed his external “should” (please others) to an internal “want,” (to avoid the unpleasantness) and that is the crucial difference that made it easy for him to change, and for that change to last 22 years.
Another way of thinking about this change is that initially his “should” and his “want” were in opposition. Mundy’s comment changed his want to be in alignment with the should, so he became congruent about being on time.
Wants are typically much more effective at motivating us than shoulds. If this were emblazoned on the walls of our minds, all us — especially parents — could save ourselves an enormous amount of conflict, difficulties, and unpleasant consequences. Even when children, teenagers, or adults dutifully follow a should, the “I don’t want to” response is still there, a polarity lurking and waiting for an opportunity to emerge into behavior. But when our own wants are motivating our behavior, we are much more congruent, and much less likely to engage in any kind of mindless rebellion or other self-destructive behavior.
I love small and concise examples like this — especially conversational ones — that can illustrate so clearly an important principle of how we can change quickly and effortlessly.
The next time you find yourself about to tell someone else (or yourself) that they should do something, pause. . . . And then think about what aspects of doing that would naturally and spontaneously be enjoyable or pleasurable, . . . or what consequences of doing that would be attractive. . . . or how doing that would demonstrate something positive and praiseworthy. . . . And then think about what you could say — and how you could say it nonverbally — that could elicit a response of wanting to do it. . . .
When her son wanted her to do something, a very wise woman I know would often say to him, “I could do that; can you make me want to do it?” as a way of training him to develop his persuasion skills (instead of his whining and complaining skills, as so many parents unwittingly do).
And if you really can’t think of anything else useful to say, it would probably be much better not to say anything at all — both verbally and nonverbally — so that you don’t elicit the polarity response to the word “should,” which is a very dependable way to make your life — and that of others — “shoulddy.”
http://realpeoplepress.com/blog/instant-and-lasting-conversational-change?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+SteveAndreasNlpBlog+%28Steve+Andreas%27+NLP+Blog%29
"нейро-лингвистический" - Коржибский, 1933
Словарь, выпуск 5
http://metapractice.livejournal.com/298661.html
--Т.е. история о том как Джон и Ричард поздно ночью(?) прикололись и придумали название "нейро-лингвистическое программирование" есть туфта.
--Туфта полная.
--Основу термина "нейро-лингвистический" НАУЧНЫМ ПУТЕМ ВВЕЛ В 1933 ГОДУ КОРЖИБСКИЙ. Так?
--Да. Он сформулировал свою неаристотелеву систему (научным путем и на основании научных данных, чему посвящена добрая почти половина его книги), и для нее выбрал несколько не-элементалистических терминов, один из которых - "нейро-лингвистический". В 1933 году при первой публикации книги Science and Sanity этот термин уже был в тексте.
http://metapractice.livejournal.com/298464.html?thread=7130080#t7130080
Исследования Коржибского оказали влияние на развитие гештальттерапии, рационально-эмоциональной поведенческой терапии (REBT) и нейролингвистического программирования (НЛП). Согласно третьему изданию «Science and Sanity», американская армия во время Второй мировой войны использовала систему Коржибского для лечения военных неврозов в Европе под руководством д-ра Дугласа Келли, впоследствии работавшего психиатром в тюрьме для нацистских военнопленных (Нюрнберг). Идеи Коржибского оказали влияние на Грегори Бейтсона, Уильяма Барроуза, Фрэнка Герберта, Бакминстера Фуллера, Дугласа Энгельбарта, Элвина Тоффлера, Роберта Хайнлайна, Рона Хаббарда, Альфреда Ван Вогта, Роберта Антона Уилсона и других. В лингвистике теоретические наработки Коржибски получили практическое воплощение в виде группы языков-прим.
http://ru.wikipedia.org/wiki/%D0%9A%D0%BE%D1%80%D0%B6%D0%B8%D0%B1%D1%81%D0%BA%D0%B8,_%D0%90%D0%BB%D1%8C%D1%84%D1%80%D0%B5%D0%B4
--Т.е. история о том как Джон и Ричард поздно ночью(?) прикололись и придумали название "нейро-лингвистическое программирование" есть туфта.
--Туфта полная.
--Основу термина "нейро-лингвистический" НАУЧНЫМ ПУТЕМ ВВЕЛ В 1933 ГОДУ КОРЖИБСКИЙ. Так?
--Да. Он сформулировал свою неаристотелеву систему (научным путем и на основании научных данных, чему посвящена добрая почти половина его книги), и для нее выбрал несколько не-элементалистических терминов, один из которых - "нейро-лингвистический". В 1933 году при первой публикации книги Science and Sanity этот термин уже был в тексте.
http://metapractice.livejournal.com/298464.html?thread=7130080#t7130080
Исследования Коржибского оказали влияние на развитие гештальттерапии, рационально-эмоциональной поведенческой терапии (REBT) и нейролингвистического программирования (НЛП). Согласно третьему изданию «Science and Sanity», американская армия во время Второй мировой войны использовала систему Коржибского для лечения военных неврозов в Европе под руководством д-ра Дугласа Келли, впоследствии работавшего психиатром в тюрьме для нацистских военнопленных (Нюрнберг). Идеи Коржибского оказали влияние на Грегори Бейтсона, Уильяма Барроуза, Фрэнка Герберта, Бакминстера Фуллера, Дугласа Энгельбарта, Элвина Тоффлера, Роберта Хайнлайна, Рона Хаббарда, Альфреда Ван Вогта, Роберта Антона Уилсона и других. В лингвистике теоретические наработки Коржибски получили практическое воплощение в виде группы языков-прим.
http://ru.wikipedia.org/wiki/%D0%9A%D0%BE%D1%80%D0%B6%D0%B8%D0%B1%D1%81%D0%BA%D0%B8,_%D0%90%D0%BB%D1%8C%D1%84%D1%80%D0%B5%D0%B4
![[pic]](http://pix.academ.org/img/2011/09/17/150x120_f073b9a94772f96cf5503bf91d94de43.jpg)
Honoring the Global Erickson Community”
Institute Meeting
“Honoring the Global Erickson Community”
Sunday, December 11, 2011 at 7 AM
Hyatt Regency Phoenix
A gift basket with a light snack will be provided. Seating is limited.
Please RSVP to rachel@erickson-foundation.org by November 11.
Since 1980, the Milton H. Erickson Foundation has framed each Congress with those words in mind. These meetings have been held in Phoenix in 1980, 1983, 1986, 1992, 1999, 2001, 2004, 2007; in San Francisco in 1988 and in Los Angeles in 1994. The next Congress will be in Phoenix in December of 2011. You are invited to become a part of this three-decade tradition.
http://www.ericksoncongress.com/
![[pic]](http://ic.pics.livejournal.com/olegmatveev/24736247/232131/232131_original.jpg)
Нейро-эпистемология по-Коржибскому
Иное моделирование, выпуск 30
http://metapractice.livejournal.com/296881.html
Неаристотелева система для псих.здоровья
http://metapractice.livejournal.com/296407.html?thread=6854103#t6854103
Об абстрагировании
http://metapractice.livejournal.com/296407.html?thread=6880983#t6880983
Структурный Дифференциал \ Антропометр
http://metapractice.livejournal.com/296407.html?thread=6882519#t6882519
1. Мир как он есть
http://metapractice.livejournal.com/296407.html?thread=6882775#t6882775
2. Воспринимаемые человеком данные от мира
http://metapractice.livejournal.com/296407.html?thread=6883031#t6883031
3. Категоризация \ выделение характеристик
http://metapractice.livejournal.com/296407.html?thread=6884311#t6884311
Уровни, категории, Коржибский и Андреас
http://metapractice.livejournal.com/296407.html?thread=6884567#t6884567
Неаристотелева система для псих.здоровья
http://metapractice.livejournal.com/296407.html?thread=6854103#t6854103
Об абстрагировании
http://metapractice.livejournal.com/296407.html?thread=6880983#t6880983
Структурный Дифференциал \ Антропометр
http://metapractice.livejournal.com/296407.html?thread=6882519#t6882519
1. Мир как он есть
http://metapractice.livejournal.com/296407.html?thread=6882775#t6882775
2. Воспринимаемые человеком данные от мира
http://metapractice.livejournal.com/296407.html?thread=6883031#t6883031
3. Категоризация \ выделение характеристик
http://metapractice.livejournal.com/296407.html?thread=6884311#t6884311
Уровни, категории, Коржибский и Андреас
http://metapractice.livejournal.com/296407.html?thread=6884567#t6884567
![[pic]](http://pix.academ.org/img/2011/09/09/150x120_8746100aa7916b1503e77f2a747362fc.jpg)
Чрезмерно(?) мощный сигнал от возражающей части
Рефрейминг, выпуск 31
http://metapractice.livejournal.com/289765.html
...Получил мощнейший сигналинг от возражавшей части, было даже впечатление, что часть "старалась", чтобы не было ни малейших разночтений в интерпретации сигналов. Поведение субъекта изменилось запрошенным образом. Интересный момент: возражавшая часть сообщила ТЧ суть своих возражений, но отказалась сообщать ТЧ свое ПН.
http://metapractice.livejournal.com/289765.html?thread=7096293#t7096293
...Получил мощнейший сигналинг от возражавшей части, было даже впечатление, что часть "старалась", чтобы не было ни малейших разночтений в интерпретации сигналов. Поведение субъекта изменилось запрошенным образом. Интересный момент: возражавшая часть сообщила ТЧ суть своих возражений, но отказалась сообщать ТЧ свое ПН.
http://metapractice.livejournal.com/289765.html?thread=7096293#t7096293
![[pic]](http://pix.academ.org/img/2011/09/08/150x120_2ba80475520c23f8abacc19de85a8736.jpg)
![[pic]](https://dl.dropboxusercontent.com/s/tfsvjqftnkfin2c/1ef7c29678978a7af68f2e6cbae587c6.jpg?dl=0)
![[pic]](http://pix.academ.org/img/2011/09/01/150x120_b3a1601790741354ccfe2163b4622b1a.jpg)
Чемпионат по чтению вслух пройдет в Академгородке
Uptime, выпуск 7
http://metapractice.livejournal.com/196085.html
Первый отборочный тур состоится 8 сентября в клубе «Интеграл», победители двух отборочных туров встретятся в ноябре в финале Академа, а абсолютный чемпион Сибири определится в главном финале в декабре 2011 года.
http://academ.info/news/18142
Первый отборочный тур состоится 8 сентября в клубе «Интеграл», победители двух отборочных туров встретятся в ноябре в финале Академа, а абсолютный чемпион Сибири определится в главном финале в декабре 2011 года.
http://academ.info/news/18142
Проект в La Guardia Community College
Моделирование Ценностных Иерархий (ЦИ), выпуск 27
http://metapractice.livejournal.com/297111.html
Этим постом обозначаем начало проекта применения ЦИ (ценностных иерархий) в колледже Ла Гвардии. Основную работу будет выполнять доктор наук Борис Захаров, который преподает в этом колледже. С помощью ЦИ предполагается найти критерии, по которым студенты предпочитают те или иные учебные курсы/преподавателей. Затем, полученная база данных будет служить/давать точные указания по более точной настройке конкретного учебного процесса под данную учебную группу.
About me and my College:
Boris Zakharov, Ph.D.
Assistant Professor
e-mail: bzakharov@lagcc.cuny.edu
Natural Sciences Department
La Guardia Community College
http://www.lagcc.cuny.edu/home/
The City University of New York
http://www.cuny.edu/about/invest-in-cuny/college-contacts.html
31-10 Thomson Avenue
Long Island City, NY 11101-3007
Этим постом обозначаем начало проекта применения ЦИ (ценностных иерархий) в колледже Ла Гвардии. Основную работу будет выполнять доктор наук Борис Захаров, который преподает в этом колледже. С помощью ЦИ предполагается найти критерии, по которым студенты предпочитают те или иные учебные курсы/преподавателей. Затем, полученная база данных будет служить/давать точные указания по более точной настройке конкретного учебного процесса под данную учебную группу.
About me and my College:
Boris Zakharov, Ph.D.
Assistant Professor
e-mail: bzakharov@lagcc.cuny.edu
Natural Sciences Department
La Guardia Community College
http://www.lagcc.cuny.edu/home/
The City University of New York
http://www.cuny.edu/about/invest-in-cuny/college-contacts.html
31-10 Thomson Avenue
Long Island City, NY 11101-3007
Дочитали до конца.