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Mastery, New Coding and Systemic NLP
Coding. There's a paradox. As soon as we code something, is it systemic anymore? At what level do we have to go to in our thinking to maintain the systemic nature of it? And how do we put it back in the body? We look at how the system emerges naturally. We look at how the system punctuates itself naturally. We look at how it goes out of bounds and then rebalances itself naturally. That is holistic, that is systemic. And I think this really is the next challenge for NLP.
The Meta-States in Symbolic Modelling
In previous works, I have described the role of "metaphors" as language (The Secrets of Magic, 1997) and as meta-level phenomena that sets higher frames or meta-states over primary states (Meta-States Journal). Doing this enables us to engage in a much higher level kind of thinking; we are then able to think about one thing in terms of another.
Meta, Milton, Metaphor: Models of Subjective Experience
In the beginning was the Meta Model. Richard Bandler and John Grinder's brilliant linguistic methodology for exploring and influencing a client's model of the world — in the direction of sensory experience. Then came the Milton Model. The linguistic art of utilising non-specific and conceptual experience for therapeutic ends. The marriage of these two models produced an offspring: Neuro-Linguistic Programming (NLP). But what if there was another type of experience — metaphoric and symbolic — never coded by Bandler and Grinder?
What is Therapeutic Modelling?
This article has been written as a dialogue. Some of these dialogues have actually occurred, although most of the questions are composites of those we have been asked over the years. It describes differnces between Therapeutic and Product modelling, and between Top-down and Bottom-up modelling.
Introducing Modelling to Organisations
"What is NLP modelling?" This
article contains a brief overview of the five stages of a
modelling project. It includes a 'checklist' of items and
questions to consider when you decide to embark on a modelling project in an organisation,
as well as an annotated reading list.
We summarise 25 years modelling: formal projects, informally, therapeutically and training modelling. These ideas are presented as background information and a checklist for a full-scale modelling project.
While reading Oliver Sacks' latest book, An Anthropologist on Mars,
I was excited to discover how many of the conclusions from his lifelong
study of people with unusual neurological conditions could be mapped directly
onto an NLP framework.
This article gives a brief description of Sacks' research with one particular
patient. It describes how Sacks' findings can be used to enrich the
NLP model and how an NLP perspective can make sense of the functioning
of the brain.
Thinking Virtually Creates Your Reality
Many philosophies and religions including Christianity and Buddhism allude
to the power of our thoughts to create our reality. If one believes that
our reality is only inside our head this maxim is self-evident.
However,
the question takes on a different quality when 'reality' is taken to mean
the physical environment. Just how much of our environment does
reflect our behaviour, capabilities (and limitations), beliefs, values
and deep held presuppositions?
The NLP Group: Building community with NLP
"How do you do it?" is the question most asked about the success
of The London NLP Group: A Practice and Support Network. "How
did you build and maintain such a successful group?".
It began by using NLP with ourselves and creating visions; it
developed with a loosely organised "learning committee" made up of
volunteers who shared common values; it evolved with careful
attention to feedback, taking decisions based on the presuppositions
of NLP; and it continues because we apply the process to the process
... over and over again...learning to learn.
Judith Baker interviews Penny Tompkins and James Lawley (in 1997) on how they use NLP in the design and delivery of training courses.
Judy: I am interested in what processes you go through
before you begin a course, how you envisage it, what you go through
as the course unfolds, how you reflect on it afterwards and how that
might change what you do next time ...
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