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.
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.