By Frank Lowe
Considering house was once arrange to strengthen the capability of employees and trainees on the Tavistock health facility to contemplate racism and different kinds of hatred towards distinction in ourselves and others. Drawing on Bion’s (1962) contrast among “knowing” and “knowing about”, the latter of which are a safety opposed to understanding a topic in a deeper and emotionally possible way, considering house sought to advertise interest, exploration and studying approximately distinction, via paying as a lot consciousness as to how we examine (process) as to what we study (content).
This publication is a party of ten years of considering area on the Tavistock health center and a fashion of sharing the pondering, adventure and studying received over those years. considering area services, between different issues, as a test-bed for concepts and plenty of of the papers integrated right here begun as shows, and have been inspired and constructed through the event. those papers don't search to supply a coherent concept or set of perspectives. to the contrary they're very varied and decidedly so, as discovering, expressing and constructing one’s personal own idiom consists of emotional truthfulness and is a vital a part of learning oneself: either one of that are vital necessities to researching the opposite.
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Additional info for Thinking Space: Promoting Thinking about Race, Culture and Diversity in Psychotherapy and Beyond
Methods To: » create a relaxed and informal atmosphere » encourage participants to free-associate—say anything that comes to mind in response to the presentation and in discussions » encourage participants to cooperate with and challenge each other in order to learn and develop » encourage and support the group and the individual to expand capacity to accept, tolerate, and work with anxiety, conflict, and ambivalence » allow and support participants to take responsibility to work things out for themselves » regard the pain, frustration, difficulties, and imperfections of trying to know as a critical, valuable, and normal part of the process of getting to know and learning » encourage participants to have a receptive mind and consider new ways of looking at things » tolerate strong feelings or “emotional storms” for long enough so that they can be thought about and given meaning » attend to thoughts and feelings at the margins » face the truth of one’s experience and share one’s genuine reflections » try to achieve and retain a “balanced outlook”.
4. It can take a number of forms, including logical, objective, or subjective thinking. 5. It is always in relation to the thoughts of others—for example, parents, friends, teachers, society. Most thinking is passive thinking—that is, thinking the thoughts of others. But some thinking is active thinking—that is, when we think for ourselves, which is more likely to lead to insight. 6. It is always connected to the concept of truth, but just as there are different types of thinking, so there are different kinds of truth.
For example, the work of Fonagy and Target (1966, 1997) also argues that the reflective, or mentalizing, self develops from the exchanges with another mind in a safe, sensitive, and thoughtful relationship. In short, there is growing research evidence to show that a secure attachment facilitates the acquisition of the reflective function (Fonagy, Steele, Steele, Moran, & Higgitt, 1991). The importance of containment and reverie If Thinking Space were to achieve its aim, it was vital that the anxieties and passions aroused by the subjects of race, culture, and so forth were contained and could be thought about and worked with.
Thinking Space: Promoting Thinking about Race, Culture and Diversity in Psychotherapy and Beyond by Frank Lowe