My colleague Ms. Stathoulopoulou Stella, philologist,
writes about her experience with TAE,
the school year 2012-2013,
in the 1st Gymnasium of Markopoulo,
within the Optional Educational Program for our school newspaper:
"We are talking confess .... describe ... judge ... evaluate ...
Words ... words ... but all that we say is it ours? What is it that makes a sentence to be our own?
The knowledge of grammar and syntax are enough for one to speak properly, but are they enough to express ourselves truly?
It looks obvious, easy, but it is not ... for one to be able to pull out self-same, from inside, what he/she thinks, feels and imagines.
The words, worn, have now consolidate their meaning, like a garment worn for years, which has taken the shape of the body. Language, as a system of communication between people of the same cultural environment inevitably turns to be an objective convention and as such, many times, does not give way to the uniqueness with which a man/woman experiences himself/herself and the world around him/her and within him/her. Someone speaks, but the words are not his/her own, they do spring from inside, they just use them composing an orthodox but colorless speech.
But could they instead be able to pause for a while, attend and listen to themselves, sink into what pulls them there and express it spontaneously, giving the words the meaning that they really want, making them their own, creating authentic language, which sets them free, on a new journey, with a new destination, with its own direction ... "
writes about her experience with TAE,
the school year 2012-2013,
in the 1st Gymnasium of Markopoulo,
within the Optional Educational Program for our school newspaper:
"We are talking confess .... describe ... judge ... evaluate ...
Words ... words ... but all that we say is it ours? What is it that makes a sentence to be our own?
The knowledge of grammar and syntax are enough for one to speak properly, but are they enough to express ourselves truly?
It looks obvious, easy, but it is not ... for one to be able to pull out self-same, from inside, what he/she thinks, feels and imagines.
The words, worn, have now consolidate their meaning, like a garment worn for years, which has taken the shape of the body. Language, as a system of communication between people of the same cultural environment inevitably turns to be an objective convention and as such, many times, does not give way to the uniqueness with which a man/woman experiences himself/herself and the world around him/her and within him/her. Someone speaks, but the words are not his/her own, they do spring from inside, they just use them composing an orthodox but colorless speech.
But could they instead be able to pause for a while, attend and listen to themselves, sink into what pulls them there and express it spontaneously, giving the words the meaning that they really want, making them their own, creating authentic language, which sets them free, on a new journey, with a new destination, with its own direction ... "
Η συνάδελφος κα Σταθουλοπούλου Στέλλα, Φιλόλογος,
γράφει για την εμπειρία της στο ΤΑΕ,
το σχολικό έτος 2012-2013,
στο 1ο Γυμνάσιο Μαρκόπουλου,
στα πλαίσια του Προαιρετικού Προγράμματος για τη Σχολική μας Εφημερίδα:
«Μιλάμε εξομολογούμαστε …. περιγράφουμε … κρίνουμε … αξιολογούμε…
Λόγια … λόγια ... όμως όλα αυτά που λέμε είναι δικά μας; Τι είναι αυτό που κάνει μια πρόταση να είναι δική μας;
Η γνώση της γραμματικής και του συντακτικού είναι αρκετή για να μιλάμε σωστά, αρκεί όμως για να εκφραζόμαστε αληθινά;
Μοιάζει αυτονόητο, εύκολο, αλλά δεν είναι το να μπορεί κανείς να βγάλει από μέσα του αυτούσια αυτά που σκέφτεται, αισθάνεται και φαντάζεται.
Οι λέξεις, πολυχρησιμοποιημένες, έχουν παγιώσει πια την έννοιά τους, όπως ένα ρούχο, φορεμένο για χρόνια, έχει πάρει το σχήμα του σώματος. Η γλώσσα, ως σύστημα επικοινωνίας ανάμεσα σε ανθρώπους του ίδιου πολιτιστικού περιβάλλοντος, καταλήγει μοιραία μια αντικειμενική σύμβαση και ως τέτοια, πολλές φορές, δε δίνει διέξοδο στη μοναδικότητα με την οποία ένας άνθρωπος βιώνει τον εαυτό του και τον κόσμο γύρω του και μέσα του. Μιλάει κανείς, αλλά οι λέξεις δεν είναι δικές του, δεν βγαίνουν από μέσα του, απλά τις χρησιμοποιεί συνθέτοντας έναν ορθόδοξο, αλλά άχρωμο λόγο.
Θα μπορούσε όμως αντί γι’ αυτό να σταθεί για λίγο, να κοιτάξει και να αφουγκραστεί τον εαυτό του, να βυθιστεί σε ό,τι τον τραβάει εκεί και να το εκφράσει αυθόρμητα, δίνοντας στις λέξεις το νόημα που θέλει πραγματικά, κάνοντάς τες δικές του, δημιουργώντας πηγαίο λόγο, που τον απελευθερώνει, σε ένα νέο ταξίδι, με προορισμό νέο, τη δική του κατεύθυνση…»
Διαβαστε περισσοτερα (in Greek)
|
Σταθουλοπούλου Στέλλα
Φιλόλογος 1ο Γυμνάσιο Μαρκόπουλου |
A trully collaborative and interactive process
"
The way they’re teaching TAE now, it really is quite an interactive process, using partnerships, as in the focusing model.
… When most people do TAE, it’s true that they spend time writing (consulting their felt sense as they do so), but they also spend a lot of time talking to their partner, who acts as a kind of secretary for them, writing down what they say and from time to time pointing out connections (in the person’s own thinking) that the person might not have noticed for him/herself.
… As in focusing, it is supportive and validating to have another person listening to one’s half-baked, not yet clearly formulated, ideas, taking them seriously but without offering advice, critique, etc.
… And when you have a partner or a workshop group, you can use them as your ‘dictionary’ when you are doing that step.
… It’s wonderful to take your key word or phrase and ask three different people what it means for them. It gives you so much to ‘push against’, to say ‘Yeah, this part works for me but this part isn’t at all what I mean’.
The way they’re teaching TAE now, it really is quite an interactive process, using partnerships, as in the focusing model.
… When most people do TAE, it’s true that they spend time writing (consulting their felt sense as they do so), but they also spend a lot of time talking to their partner, who acts as a kind of secretary for them, writing down what they say and from time to time pointing out connections (in the person’s own thinking) that the person might not have noticed for him/herself.
… As in focusing, it is supportive and validating to have another person listening to one’s half-baked, not yet clearly formulated, ideas, taking them seriously but without offering advice, critique, etc.
… And when you have a partner or a workshop group, you can use them as your ‘dictionary’ when you are doing that step.
… It’s wonderful to take your key word or phrase and ask three different people what it means for them. It gives you so much to ‘push against’, to say ‘Yeah, this part works for me but this part isn’t at all what I mean’.
Christina Honde, one of Gendlin’s associates in Cuy Claxton's article"
Το ΤΑΕ είναι εξαιρετικό/ιδανικό
TAE is excellent/ideal
TAE is excellent/ideal
Για γλωσσικά μαθήματα και για τη διδασκαλία της γλώσσας (ή γλωσσών). Ομοίως για δημιουργική γραφή, λογοτεχνία, ποίηση, φιλοσοφική αναζήτηση, προσωπική ανάπτυξη.
For literature courses and for teaching the language (or languages). Similarly for creative writing, literature, poetry, philosophical quest, personal development.
For literature courses and for teaching the language (or languages). Similarly for creative writing, literature, poetry, philosophical quest, personal development.
Είναι καταλληλότατο για project, εθελοντικά προγράμματα και εργασίες που στοχεύουν κυρίως στην πρωτοτυπία, την αυθεντικότητα και στην ανάλυση σε βιωματικό βάθος.
It is highly relevant for project, volunteer programs and activities aimed mainly on originality, authenticity and experiential analysis in depth.
It is highly relevant for project, volunteer programs and activities aimed mainly on originality, authenticity and experiential analysis in depth.
Μπορεί να χρησιμοποιηθεί για ερευνητικές εργασίες, για πανεπιστημιακές και ανώτερες σπουδές (πχ. για την εκπόνηση διατριβών κλπ., ιδιαιτέρως η 3η του φάση).
It can be used for research work, for university and higher education (eg. to prepare theses etc., especially the 3rd phase of TAE).
It can be used for research work, for university and higher education (eg. to prepare theses etc., especially the 3rd phase of TAE).
Μια βαθιά ανθρωπιστική, μαθητοκεντρική και προσωποκεντρική διαδικασία μάθησης (Carl Rogers).
A deeply humanistic, person-centered and student-centered learning process (Carl Rogers).
A deeply humanistic, person-centered and student-centered learning process (Carl Rogers).
Στηρίζεται σε, αλλά και προτείνει, μια εντελώς νέα εκπαιδευτική διαδικασία (σε πρακτικό αλλά και ουσιαστικό επίπεδο).
It is based on, but also proposes a whole new learning process (in a practical but also in a meaningful/essential level).
It is based on, but also proposes a whole new learning process (in a practical but also in a meaningful/essential level).
Καλλιεργεί την αληθινή συνάντηση μεταξύ των δύο προσώπων που εστιάζονται. Στηρίζεται και χτίζεται πάνω σε μια βαθιά, ουσιαστική συνεργατική σχέση, μεταξύ δύο μαθητών (εστιαζόμενος και συνοδός) ή μεταξύ μαθητή και καθηγητή.
It cultivates true encounter between the two persons who do Focusing. Based and built on a deep, substantial collaborative relationship between two students (the Focuser and the Companion), or between student and teacher.
It cultivates true encounter between the two persons who do Focusing. Based and built on a deep, substantial collaborative relationship between two students (the Focuser and the Companion), or between student and teacher.
Αναδεικνύει και φανερώνει το προσωπικό, βιωματικό νόημα των φαινομένων, των εννοιών, των λέξεων.
It highlights and shows the personal, experiential meaning of phenomena, concepts, words.
It highlights and shows the personal, experiential meaning of phenomena, concepts, words.
Εξαιρετικό για δημιουργία νέων, απρόσμενων, πρωτότυπων διδακτικών σεναρίων και δραστηριοτήτων.
Excellent for creating new, unexpected, original teaching scenarios and activities.
Excellent for creating new, unexpected, original teaching scenarios and activities.
Εξαιρετικό στα πλαίσια της βιωματικής μάθησης (μοιάζει να είναι το απόσταγμα αυτής).
Excellent as part of experiential learning (it seems to be the essence of it).
Excellent as part of experiential learning (it seems to be the essence of it).
Εδράζεται σε θέματα όχι μονάχα εσωτερικής νοηματοδότησης, αλλά επίσης - πολύ σημαντικό - και σε θέματα εσωτερικής/προσωπικής/υποκειμενικής αξιολόγησης και αυθεντίας.
It builds on issues not only of inner meaning/worldview, but also - very important - on issues of inner/personal/subjective evaluation and authority.
It builds on issues not only of inner meaning/worldview, but also - very important - on issues of inner/personal/subjective evaluation and authority.
Απουσιάζει σχεδόν η έννοια του "λάθους" και αντικαθίσταται από την πράξη και τη δράση της "συνοδείας", της "συνάντησης", της "εκδίπλωσης", της "διερεύνησης".
It is almost absent the concept of "error" and is replaced by the act and the action of "accompaniment", of "meeting", of the "unfolding", of the "investigation/exploration".
It is almost absent the concept of "error" and is replaced by the act and the action of "accompaniment", of "meeting", of the "unfolding", of the "investigation/exploration".
Προϋποθέτει (μέσω της διαδικασίας εστίασης) αλλά και καλλιεργεί ένα περιβάλλον και ένα κλίμα συγκέντρωσης, συντρόφευσης, ηρεμίας.
It presupposes (by the Focusing process) but also fosters an environment and a climate of concentration, companionship, calm.
It presupposes (by the Focusing process) but also fosters an environment and a climate of concentration, companionship, calm.
Η μάθηση και η διερεύνηση μέσω του ΤΑΕ μοιάζει να είναι ιδανικά διαφοροποιημένη και προσαρμοσμένη στις ανάγκες και τα ενδιαφέροντα των μαθητών. Στην πραγματικότητα είναι αυτοί - οι μαθητές - που διερευνούν και μαθαίνουν - δεν γίνεται αλλιώς - οι συνοδοί συντροφεύουν και διευκολύνουν. Ωστόσο οι συνοδοί (μαθητές και καθηγητές) των εστιαζόμενων (εστιαζόμενοι και αυτοί στη διαδικασία της συνοδείας και αναγνωρίζοντας τις δικές τους βιωμένες αισθήσεις σχετικά με την εστίαση των εστιαζόμενων) αποκτούν κρισιμότατη μετα-γνωστική, κοινωνική εμπειρία. Όμοια, οι εστιαζόμενοι, έχουν την ευκαιρία να δεχθούν την ευεργετικότατη επίδραση της ροής ενσυναίσθησης που πηγάζει από τον συνοδό. Με τον τρόπο αυτό το ΤΑΕ δίνει μια ευκαιρία (ή πολλές καλές ευκαιρίες) να αναφανεί η διάσταση του πολύτιμου στοιχείου των σχέσεων στο σχολείο.
Learning and exploring through the TAE appears to be perfectly diversified and adapted to the needs and interests of students. In fact it is they - the students - who investigate and learn - how else? - the teachers and Focusing Companions accompany and facilitate. However the Focusing Partners (students and teachers) of the Focusers (by doing Focusing themselves in the process of accompaniment and by recognizing their own felt senses about the focusing of the Focusees) acquire critical meta-cognitive, social experience. Similarly, the Focusers/Focusees have the opportunity to accept the most beneficial influence of the flow of empathy that stems from the Focusing Partner. In this way TAE gives a chance (or several good opportunities) to show the dimension of the precious element of relationships in school.
Learning and exploring through the TAE appears to be perfectly diversified and adapted to the needs and interests of students. In fact it is they - the students - who investigate and learn - how else? - the teachers and Focusing Companions accompany and facilitate. However the Focusing Partners (students and teachers) of the Focusers (by doing Focusing themselves in the process of accompaniment and by recognizing their own felt senses about the focusing of the Focusees) acquire critical meta-cognitive, social experience. Similarly, the Focusers/Focusees have the opportunity to accept the most beneficial influence of the flow of empathy that stems from the Focusing Partner. In this way TAE gives a chance (or several good opportunities) to show the dimension of the precious element of relationships in school.
Χρησιμοποιεί ρητά την παραδεδομένη, καταγεγραμμένη γνώση και γλώσσα, μέσα από λεξικά, και κάθε είδους βιβλία/πηγές σχετικές με το αντίστοιχο γνωστικό πεδίο.
It explicitly uses the given, documented knowledge and language, through dictionaries, and any books/resources related to the respective/relevant field of knowledge.
It explicitly uses the given, documented knowledge and language, through dictionaries, and any books/resources related to the respective/relevant field of knowledge.
Γεφυρώνει την προσωπική με την καθολική/γενική χρήση της γλώσσας, ανασύρει όψεις ολόκληρου του φαινομενολογικού αντιληπτικού πεδίου των μαθητών/καθηγητών.
It bridges the personal with the universal/general/public use of language. It retrieves entire aspects of the phenomenological perceptual field of students / teachers.
It bridges the personal with the universal/general/public use of language. It retrieves entire aspects of the phenomenological perceptual field of students / teachers.
Εξαιρετικό για συμβουλευτική (στη βάση του Focusing) στα πλαίσια της σχολικής ψυχολογίας και για το συνδυασμό αυτής με την εκπαιδευτική/μαθησιακή διαδικασία.
Excellent for counseling (based on Focusing) in the frame of school psychology and for combining this with the educational / learning process.
Excellent for counseling (based on Focusing) in the frame of school psychology and for combining this with the educational / learning process.
Δεν απαιτεί κανενός είδους τεχνογνωσία, εμπλοκή με τις νέες τεχνολογίες εκπαίδευσης κλπ. παρά μονάχα ένα χώρο ήσυχο, χρόνο, χαρτί και μολύβι.
It does not require any kind of expertise, involvement with the new education technologies etc., but only a quiet space, time, paper and pencil.
It does not require any kind of expertise, involvement with the new education technologies etc., but only a quiet space, time, paper and pencil.
Η αναζήτηση/έρευνα μέσω διαφόρων μορφών πηγών γνώσης εμπεριέχεται στο ΤΑΕ ως επιμέρους βήμα/βήματα εντός της διαδικασίας.
Τα λεξικά είναι μονάχα το απλούστερο παράδειγμα.
Ένα άλλο παράδειγμα πχ. θα μπορούσε να είναι η συνέντευξη, συνάντηση, συζήτηση ξανά και ξανά, με ειδικούς επιστήμονες σε ένα συγκεκριμένο πεδίο γνώσης, ή η αναζήτηση άρθρων σε μεγάλες βιβλιοθήκες ή αποθετήρια εργασιών, κλπ.
Search / research through various forms of knowledge sources is included in TAE as a separate step/steps within the process.
Dictionaries are only the simplest example.
Another example might be interview, meeting, discussion again and again, with specialists in a particular field of knowledge, or the search of articles in major libraries or repositories, etc.
Τα λεξικά είναι μονάχα το απλούστερο παράδειγμα.
Ένα άλλο παράδειγμα πχ. θα μπορούσε να είναι η συνέντευξη, συνάντηση, συζήτηση ξανά και ξανά, με ειδικούς επιστήμονες σε ένα συγκεκριμένο πεδίο γνώσης, ή η αναζήτηση άρθρων σε μεγάλες βιβλιοθήκες ή αποθετήρια εργασιών, κλπ.
Search / research through various forms of knowledge sources is included in TAE as a separate step/steps within the process.
Dictionaries are only the simplest example.
Another example might be interview, meeting, discussion again and again, with specialists in a particular field of knowledge, or the search of articles in major libraries or repositories, etc.