The Book of Hearts is a new tx paradigm for Ecopsychology and therapists who need to use a web based model for interventions. I have given much thought to what sort of interventions might be needed based on Piaget’s concepts of child development.
If we use a timeline let’s look at our century.
I’m wanting to look at Robert Sardello’s thoughts on pathology in terms of the generation raised on the computer and the isolation that may have ensued from that.
Here is a New York Times article on that at this link.
Let’s explore the genogram as a timeline from the date of this article in 1984 as a birthdate.
The generation who was born in 1970 just predates this generation by 14 years.
So, let’s look at that time period 1970——————————————————————- 2011
This is a period of 41 years.
From the NYT article referenced above from 1984:
In the Teachers College Record, John Davy, principal of Emerson College in Sussex, England, a former science editor of The Observer, a Sunday newspaper, lashes out against Seymour Papert, a professor of mathematics and education at the Massachusetts Institute of Technology who has been a pioneer in teaching by computer.
When children sit ”almost motionless, pushing at the keyboard with one finger” and conjure up birds and flowers on the screen, Mr. Davy says, there are ”no smells or tastes, no wind or birdsong.” He speaks out against ”putting away childish things like making sand castles, feeding real turtles,” referring to the artificial turtles featured in Mr. Papert’s computer program, called LOGO. He scorns computer enthusiasts who say that if you do not learn to control computers early, they will control you.
Arthur G. Zajonc, an assistant professor of physics at Amherst College, attacks ”the idiocy of those who maintain that one must start young to master the machine.” The computer, he says, is not a piano.
”We are used to hearing complaints about computers’ replacing the teacher,” he writes. ”As serious as this is, my primary concern is that the computer may replace the growing child.”
Let’s watch some really interesting contemporary music videos. This first one shows the “fragmentation.”
This second has themes related to “cutting” and the generation of EMO kids who have possibly been raised on the computer. Many images they use as self-portraits all relate to a damaged or broken heart.
This next video is very interesting to me — the lyrics and images. The “books” are empty. Is this the isolation?
This is such a powerfully positive video from this band. In looking at the the imagery of the bookcase and the “markmaking” designs at the end. Also the connection to another human.
One of the things I am wondering about when I look at this list of emoticons that are passing as language? There isn’t metaphor in these. They are symbols only?
For instance “flower” can be described like this from the link above:
Let’s look at this video because it relates to the one above with all the “fragmenting.”
So? One question would be what language are we looking at in the above emoticons?
Is this language connected to actual objects?
When we look at the last video you can see the “fragmentation” of thought?
* a note on the intervention.
1. establish a communication channel via WordPress blog. Vigilance theme. Use a gravatar. Figure out language and semantic overlaps. Find out whether the emoticons for a real flower are attached to the outside world “logos” of flower.
2. My sense of the “empty books” in the video above? No “language.”
3. Pinpoint when and how this happened along the genogram timeline above!
The blogs created are no different than an illuminated manuscript of the soul. They make use of Art and Narrative Therapy. It is as if the persona did not develop Piaget’s “imaginal” phase in development.
Considerations are age of birth along the timeline
In the video with the books, the Alchemy Project is about developing a text for the self — as well as the insertion of positive mirroring self-objects and linking to others as friends for mirroring purposes.
Here is Piaget from the Wikipedia on child development:
The developmental process
Piaget provided no concise description of the development process as a whole. Broadly speaking it consisted of a cycle:
- The child performs an action which has an effect on or organizes objects, and the child is able to note the characteristics of the action and its effects.
- Through repeated actions, perhaps with variations or in different contexts or on different kinds of objects, the child is able to differentiate and integrate its elements and effects. This is the process of “reflecting abstraction” (described in detail in Piaget 2001).
- At the same time, the child is able to identify the properties of objects by the way different kinds of action affect them. This is the process of “empirical abstraction”.
- By repeating this process across a wide range of objects and actions, the child establishes a new level of knowledge and insight. This is the process of forming a new “cognitive stage”. This dual process allows the child to construct new ways of dealing with objects and new knowledge about objects themselves.
- However, once the child has constructed these new kinds of knowledge, he or she starts to use them to create still more complex objects and to carry out still more complex actions. As a result, the child starts to recognize still more complex patterns and to construct still more complex objects. Thus a new stage begins, which will only be completed when all the child’s activity and experience have been re-organized on this still higher level.
This process is not wholly gradual, however. Once a new level of organization, knowledge and insight proves to be effective, it will quickly be generalized to other areas. As a result, transitions between stages tend to be rapid and radical, and the bulk of the time spent in a new stage consists of refining this new cognitive level. When the knowledge that has been gained at one stage of study and experience leads rapidly and radically to a new higher stage of insight, a gestalt [disambiguation needed] is said to have occurred.
It is because this process takes this dialectical form, in which each new stage is created through the further differentiation, integration, and synthesis of new structures out of the old, that the sequence of cognitive stages are logically necessary rather than simply empirically correct. Each new stage emerges only because the child can take for granted the achievements of its predecessors, and yet there are still more sophisticated forms of knowledge and action that are capable of being developed.
Because it covers both how we gain knowledge about objects and our reflections on our own actions, Piaget’s model of development explains a number of features of human knowledge that had never previously been accounted for. For example, by showing how children progressively enrich their understanding of things by acting on and reflecting on the effects of their own previous knowledge, they are able to organize their knowledge in increasingly complex structures. Thus, once a young child can consistently and accurately recognize different kinds of animals, he or she then acquires the ability to organize the different kinds into higher groupings such as “birds”, “fish”, and so on. This is significant because they are now able to know things about a new animal simply on the basis of the fact that it is a bird – for example, that it will lay eggs.
At the same time, by reflecting on their own actions, the child develops an increasingly sophisticated awareness of the “rules” that govern in various ways. For example, it is by this route that Piaget explains this child’s growing awareness of notions such as “right”, “valid”, “necessary”, “proper”, and so on. In other words, it is through the process of objectification, reflection and abstraction that the child constructs the principles on which action is not only effective or correct but also justified.
9 thoughts on “The Book of Hearts — THE ALCHEMY PROJECT — Ecopsychology — Depth Psychology — notes — new tx paradigm”
Lev Vygotsky would have appreciated your ideas regarding the social networking and the genogram.
xxoo! I’m in the Wikipedia in Facebook now! hahahahahahah! ECOPSYCHOLOGY! All my interventions! They are all in this blog Song. That one was for you and AZ people post the tragedy. That gen — tell your brother to read me. Hugs.
That’s great about wiki.
Here is one for you this am off LAT. I was looking at the book reffed at the end of the article during election 2008. Now though? After the last few days in your state — I’m concerned about “reality testing” and “cognition” and the implications of everything looking like a gigantic video game.
I’ve been looking at “reality testing” in the video and his symbol systems. It’s what I was posting about — and your brother should be made aware of the fact that this kind of skewed cognition? Is going to be in the genogram I made up yesterday. When you put that with the LAT article above?
It’s obvious that he was worried about currency — also probably stirred by rhetoric on the far right? These things led to his actions. Apparently Palin had some kind of “map” up of people she wanted to target? He might have been a supporter? I see that especially where he is talking about “currency” in this vid.
He is having trouble with “logos” — here. Logos is ability to “create” via the imaginal? What Piaget talks about — that develops from birth to age 9. If he missed that because of “pre-scripted” games? He did not achieve the Depressive position? Watch:
The last client I saw at FSA would be about 28 now? He did not have reality testing. Inside he had a scattered inner world just like this? No “logos” — I have been going out for lunch and making field observations of this gen. Two days ago, I observed a young man who probably had this kind of internal world? He ordered lunch. He was wearing a camoflage jacket. He sat in a booth making no eye contact — but looking nervous? He was poring over the menu at the words? As if he were trying to make sense of them? You can do some observation of that age bracket in AZ? Let me know what you see? But explain this to your brother in the Pentagon. Important.
Hugs Song. I’m so glad we met!
off for more research/intervention # 2…….. hugs!
Psychology of play
Less known is Vygotsky’s research on play, or children’s games, as a psychological phenomenon and its role in the child’s development. Through play the child develops abstract meaning separate from the objects in the world, which is a critical feature in the development of higher mental functions.
The famous example Vygotsky gives is of a child who wants to ride a horse but cannot. If the child were under three, he would perhaps cry and be angry, but around the age of three the child’s relationship with the world changes: “Henceforth play is such that the explanation for it must always be that it is the imaginary, illusory realization of unrealizable desires. Imagination is a new formation that is not present in the consciousness of the very raw young child, is totally absent in animals, and represents a specifically human form of conscious activity. Like all functions of consciousness, it originally arises from action.” (Vygotsky, 1978)
The child wishes to ride a horse but cannot, so he picks up a stick and stands astride of it, thus pretending he is riding a horse. The stick is a pivot. “Action according to rules begins to be determined by ideas, not by objects…. It is terribly difficult for a child to sever thought (the meaning of a word) from object. Play is a transitional stage in this direction. At that critical moment when a stick – i.e., an object – becomes a pivot for severing the meaning of horse from a real horse, one of the basic psychological structures determining the child’s relationship to reality is radically altered”.
As children get older, their reliance on pivots such as sticks, dolls and other toys diminishes. They have internalized these pivots as imagination and abstract concepts through which they can understand the world. “The old adage that children’s play is imagination in action can be reversed: we can say that imagination in adolescents and schoolchildren is play without action” (Vygotsky, 1978).
————- this is my treatment plan, in a nutshell. Thanks for the reference. This “imaginal” is the stage that the group I have reffed didn’t receive?
because of the pre-scripted games.
Yes, I know. After reading your work for awhile now, i noted that you supplemented Piaget with your genogram, which brought you closer to Vygotsky.
“Vygotsky’s theory is one of the foundations of constructivism. It asserts three major themes:
Social interaction plays a fundamental role in the process of cognitive development. In contrast to Jean Piaget’s understanding of child development (in which development necessarily precedes learning), Vygotsky felt social learning precedes development. He states: “Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological).” (Vygotsky, 1978).
The More Knowledgeable Other (MKO). The MKO refers to anyone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept. The MKO is normally thought of as being a teacher, coach, or older adult, but the MKO could also be peers, a younger person, or even computers.
The Zone of Proximal Development (ZPD). The ZPD is the distance between a student’s ability to perform a task under adult guidance and/or with peer collaboration and the student’s ability solving the problem independently. According to Vygotsky, learning occurred in this zone.”
“Vygotsky focused on the connections between people and the sociocultural context in which they act and interact in shared experiences (Crawford, 1996). According to Vygotsky, humans use tools that develop from a culture, such as speech and writing, to mediate their social environments. Initially children develop these tools to serve solely as social functions, ways to communicate needs. Vygotsky believed that the internalization of these tools led to higher thinking skills.”
one more thing — this is a list of the books he read — all good books? but what was his “logos” — he is not able to connect one thought to another? Very primitive? Missed Piaget’s birth to age 9 developmental phase is what I am thinking.
that video I showed that has the “empty” books? The emoticons for the word “flower” —
this would be a scattered inner world without “logos” and he isn’t the only one like that?
This would apply to images Uppity has shown of duct tape and dogs? In the news. In this generation. Without Piaget’s “imaginal” stage? Without the Depressive position? With possible multiple meds? There is “void” inside.
Picture a brain with fragmented free-floating objects? So — intervention to assess is being built like that? Actually it stems from what happened in the election with that target-marketed logo? When I saw what happened with that in terms of this gen being able to track it? They also used it as what we call a “part object” —
Anyway — thinking!
I’m glad you are around, and also, that your brother is who he is!
(and R — if I make this intervention up and it works? My friend, I will take your comments about my being a genius seriously — no kidding, Song.)