resonances june 2007 joan, malcolm, hanne, pere & mercè

ResonancesResonances

June 2007June 2007

Joan, Malcolm, Hanne, Pere & MercèJoan, Malcolm, Hanne, Pere & Mercè

Building bridgesBuilding bridgesJoan, “the network knitter”Joan, “the network knitter”

See Joan Campos Professional Milestones

Building bridgesBuilding bridgesMalcolm Malcolm “the propagator” (standard-bearer)“the propagator” (standard-bearer)

See Malcolm Pines Professional Milestones/ Interview with D. Flapan

Building bridgesBuilding bridgesA group prepares in group, a conference A group prepares in group, a conference a duoa duo from a group analytic perspectivefrom a group analytic perspective We talk about the format and the audienceWe talk about the format and the audience

What distance is there between what Joan/Malcolm, What distance is there between what Joan/Malcolm, Malcolm/Joan would like to talk about and what Malcolm/Joan would like to talk about and what people would like to or are able to listen to?people would like to or are able to listen to?

No doubt there will be expectations, their long No doubt there will be expectations, their long experience in group and institutions is experience in group and institutions is appreciated, but in the last instance the demand appreciated, but in the last instance the demand is for practical recipes useful in the here and is for practical recipes useful in the here and now.now. What have I done (my curriculum), What have I done (my curriculum),

As the initial offer as to what should I do (as an initial As the initial offer as to what should I do (as an initial demand)demand)

Building bridgesBuilding bridgesComing back to the formatComing back to the format Hanne will make the presentation, explaining briefly Hanne will make the presentation, explaining briefly

the professional trajectory of Malcolm and Joanthe professional trajectory of Malcolm and Joan Mercè will moderate the debate, centered on a small Mercè will moderate the debate, centered on a small

number of questions which Joan and Malcolm will number of questions which Joan and Malcolm will answeranswer

Time preoccupies us, to leave space for debateTime preoccupies us, to leave space for debate We are also preoccupied about getting lost in the We are also preoccupied about getting lost in the

discourse, not to bring out the essential. What is the discourse, not to bring out the essential. What is the essential?essential?

We are preoccupied about not motivating the We are preoccupied about not motivating the dialogue, even that the format may not favor dialogue dialogue, even that the format may not favor dialogue between the audiences.between the audiences.

My own free association: I am thinking of the parable of the seed… I am thinking about My own free association: I am thinking of the parable of the seed… I am thinking about

other experiences, how little wheat is harvested…other experiences, how little wheat is harvested…

Building bridgesBuilding bridgesReturning to the subject (see preliminary questions for Returning to the subject (see preliminary questions for the dialogue J. Campos 4-4-07)the dialogue J. Campos 4-4-07)The discussion leads us along many pathways:The discussion leads us along many pathways:The training of Malcolm and Joan (similarities and The training of Malcolm and Joan (similarities and

differences). The beginningsdifferences). The beginnings Participation in institutions and professional associations Participation in institutions and professional associations

(similarities and differences). Links between professional (similarities and differences). Links between professional groups. Long life experience.groups. Long life experience.

Training others, spreading group analysis or creating Training others, spreading group analysis or creating networks. From psychoanalysis to group analysis networks. From psychoanalysis to group analysis (similarities and differences).(similarities and differences).

Interest in historical analysis; differences in the insertion of Interest in historical analysis; differences in the insertion of group analysis in view of cultures, of different processes of group analysis in view of cultures, of different processes of institutionalization in different countries.institutionalization in different countries.

Personal free association: I look at Joan and Malcolm, listen to them, they surprise me, Personal free association: I look at Joan and Malcolm, listen to them, they surprise me, the connections (in spite of the differences), I enjoy the free floating discussion. I think the connections (in spite of the differences), I enjoy the free floating discussion. I think in Foulkes’ article (“Communication of a group by a group”). I feel that this climate in Foulkes’ article (“Communication of a group by a group”). I feel that this climate and this experience cannot be transmitted in the space of the Congress, its and this experience cannot be transmitted in the space of the Congress, its irrevocableirrevocable

Building Building bridgesbridges

HanneHanneThank you for the Thank you for the document “A bridge document “A bridge called group”, chart called group”, chart for a joint inaugural for a joint inaugural conference of J. conference of J. Campos & M. Pines. I Campos & M. Pines. I hope you will get the hope you will get the information of information of Malcolm to complete Malcolm to complete it.it.Thank you for Thank you for footnotes, for getting footnotes, for getting us back onto the task, us back onto the task, for the care, for the for the care, for the knowledge… for knowledge… for everything ;-)everything ;-)

Building bridgesBuilding bridgesThis time Pere is our reporterThis time Pere is our reporter

Building bridgesBuilding bridgesGroup analysis: motor of social change?Group analysis: motor of social change?

KNOWLEDGEKNOWLEDGEEvolution contributions (others)Evolution contributions (others)

Personal contributions (Malcolm / Joan)Personal contributions (Malcolm / Joan)Processes of integration (inter-theories)Processes of integration (inter-theories)

COMPETENCESCOMPETENCES

ATTITUDESATTITUDES

HIS

TO

RY

CU

LT

UR

E THEORYTHEORY

PRACTICEPRACTICE

Training and AccreditationTraining and Accreditation

A way of thinking, being and acting

Building bridgesBuilding bridges Group analysis: motor of social change?Group analysis: motor of social change?

To the question of the preceding page (this would be my To the question of the preceding page (this would be my interest, what I would ask if I was the audience), a bit interest, what I would ask if I was the audience), a bit more restructured some days afterwards, emerge many more restructured some days afterwards, emerge many answers.answers.My impression:My impression: Knowledge (Malcolm): avid reader, interested in other Knowledge (Malcolm): avid reader, interested in other

currents and disciplines, individual integration, more explicit currents and disciplines, individual integration, more explicit in the discussion with peers y in practice than in new in the discussion with peers y in practice than in new conceptualizations.conceptualizations.

Knowledge (Joan): avid researcher, wide interests, revising Knowledge (Joan): avid researcher, wide interests, revising history, multiple attempts at integrating collectives history, multiple attempts at integrating collectives (example: Convergencia Analítica), made explicit in (example: Convergencia Analítica), made explicit in different writings, group discussions and correspondence.different writings, group discussions and correspondence.

Note: I am much more familiar with the trajectory and writings of J. Campos, so that by Note: I am much more familiar with the trajectory and writings of J. Campos, so that by force I am more subjective with the trajectory of Malcolm (sorry).force I am more subjective with the trajectory of Malcolm (sorry).


My impression:My impression: Training (Malcolm) from the Institute of Group AnalysisTraining (Malcolm) from the Institute of Group Analysis

(training and accreditation together). His experience in the (training and accreditation together). His experience in the Nordic countries. His efforts of propagator and facilitator in Nordic countries. His efforts of propagator and facilitator in attracting people towards the group analytic experience.attracting people towards the group analytic experience.

Training (Joan): has created groups wherever he passed Training (Joan): has created groups wherever he passed (IESE, San Joan de Deu, University School of Psychology, (IESE, San Joan de Deu, University School of Psychology, Autonomous University Barcelona, etc.). Almost all Autonomous University Barcelona, etc.). Almost all interdisciplinary and pioneering projects in Spain, which interdisciplinary and pioneering projects in Spain, which he, in some way, left when the pressure towards he, in some way, left when the pressure towards institutionalization grew. I think he is more inclined towards institutionalization grew. I think he is more inclined towards continuous training in group, and feels a certain resistance continuous training in group, and feels a certain resistance towards traditional forms of accreditation.towards traditional forms of accreditation.

Note: Note: I am absolutely subjective with both; it’s a devolution of what made me I am absolutely subjective with both; it’s a devolution of what made me

resonate.resonate.


Some sentences picked out from the “report”Some sentences picked out from the “report”We arrived at the conclusion that the degree of We arrived at the conclusion that the degree of acceptance of group analysis in society at large depends acceptance of group analysis in society at large depends basically on people who have political or academic basically on people who have political or academic influenced or a recognized authority to implement group influenced or a recognized authority to implement group analysis in universities, national health services or in analysis in universities, national health services or in institutions or organizations institutions or organizations (all).(all). Being group analysts we can influence society by writing, Being group analysts we can influence society by writing, publishing and going to conferences. Then, we are able to publishing and going to conferences. Then, we are able to create a network create a network (Malcolm).(Malcolm). There appeared several questions: There appeared several questions: How can group analysis influence the wider social system How can group analysis influence the wider social system

beyond therapy?. beyond therapy?. Analysis in the groups and analysis between Analysis in the groups and analysis between

groups?. groups?. How individualistic are we in group analysis?. How individualistic are we in group analysis?.


My My impression impression Attitudes Attitudes In general: A way of thinking and living. Group In general: A way of thinking and living. Group

analysis changes your way of perceiving reality. analysis changes your way of perceiving reality. Group analysis is more than a therapeutic technique, Group analysis is more than a therapeutic technique, perhaps only possible in peer groups.perhaps only possible in peer groups.

Malcolm: a point of view more integrated with formal Malcolm: a point of view more integrated with formal transmission in the clinical ambit, creating networks transmission in the clinical ambit, creating networks through contacts between institutions, congresses, through contacts between institutions, congresses, etc. Possibility of network transmission (social etc. Possibility of network transmission (social synapses).synapses).

Joan: disillusioned with “formal” networks, he puts his Joan: disillusioned with “formal” networks, he puts his stake on correspondence groups, now virtual, stake on correspondence groups, now virtual, between interdisciplinary peers, breaking the between interdisciplinary peers, breaking the hierarchical boundaries (influence of T. Burrow)hierarchical boundaries (influence of T. Burrow)

Note: Note: I am absolutely subjective with both; it’s a devolution of what I am absolutely subjective with both; it’s a devolution of what made me resonate.made me resonate.


A possible outline or script:A possible outline or script: Where do we come from? Where do we come from? Training, Training, experience, trajectory of Joan and Malcolm.experience, trajectory of Joan and Malcolm.

Where are we now? Where are we now? Really it is where we Really it is where we have arrived at, our here and now.have arrived at, our here and now.

Where we are heading for? Where we are heading for? Future Future perspectives of group analysis.perspectives of group analysis.

A different title:A different title:

Bridging the social synapsisBridging the social synapsis

Joan y MalcolmJoan y Malcolm A synapses between groups? Between cultures?A synapses between groups? Between cultures?

What is a What is a synapses?synapses?

It is a way of It is a way of communicating communicating information from one information from one nerve cell to another.nerve cell to another.

The nervous impulse arrives to the terminal pre-synaptic body of the nerve cell the synaptic vesicles open and release neurotransmitters into the synaptic cleft on the post-synaptic dendrite there are receptors where some of the released neurotransmitters fit in.

What is a synapses?What is a synapses?

It is a SPECIFICALLY CLOSED It is a SPECIFICALLY CLOSED system, something similar to a system, something similar to a key and a lock, supposing that the key and a lock, supposing that the neurotransmitter is the key and neurotransmitter is the key and the receptor-surface is the lock. the receptor-surface is the lock. Only if they fit, the transmission of Only if they fit, the transmission of information between one cell and information between one cell and the following will be produced, the following will be produced, and, in consequence, their and, in consequence, their activation in the inter-synaptic activation in the inter-synaptic cleft. There also float enzymes, cleft. There also float enzymes, which are in charge of “breaking which are in charge of “breaking the transmission”. The the transmission”. The neurotransmitters separate from neurotransmitters separate from the receptor-surface and return to the receptor-surface and return to the synaptic vesicles.the synaptic vesicles.

And if we apply this concept to the social And if we apply this concept to the social context (synapses between groups)context (synapses between groups)??

Bridges between groups (synaptic connections) Bridges between groups (synaptic connections) should be established.should be established.To build bridges does not guarantee that there will To build bridges does not guarantee that there will be communication and, consequently, an be communication and, consequently, an activation of the social network. This only is activation of the social network. This only is possible if there is a real intention of possible if there is a real intention of communicating, of being permeable to new ideas communicating, of being permeable to new ideas that activate some shared change.that activate some shared change.Groups, very often, are closed (closed speciality). Groups, very often, are closed (closed speciality). Causes: theoretical framework, socio-cultural Causes: theoretical framework, socio-cultural influences, fights for power,…influences, fights for power,…

The idea of the double helicesThe idea of the double helices

The double helices The double helices really is a spiralreally is a spiralAs a symbol, the As a symbol, the spiral implies spiral implies evolutionevolutionThe sequence of The sequence of simple elements simple elements repeats itself, but repeats itself, but makes up a unique makes up a unique “Gestalt”“Gestalt”

Gestalt means form, configuration or structure and refers to a quality of perceptual form, a global quality that transcends the elements which constitute it. I always thought that this concept is very meaningful in relation to the concept of group. The influence of Gestalt is very clear in the work of Foulkes.

The idea of the The idea of the double helicesdouble helices

An image most illustrative An image most illustrative of cultural values, in this of cultural values, in this case of capitalismcase of capitalism

Can culture transform our Can culture transform our DNA?DNA?

We talked about We talked about Vigostky, Batjin & Luria. Vigostky, Batjin & Luria. The socio-cultural school, The socio-cultural school, emerged precisely under emerged precisely under the influence of Marxism the influence of Marxism in soviet thought. in soviet thought.

Note: the paradox seemed significant to meNote: the paradox seemed significant to me

Some personal contributions (Communication)Some personal contributions (Communication)Resonating to the dialogueResonating to the dialogue

For Batjin “To understand the statement of another For Batjin “To understand the statement of another person means to orientate oneself in relation to him in person means to orientate oneself in relation to him in the corresponding context. For each word of the the corresponding context. For each word of the statement that we are in the process of understanding, statement that we are in the process of understanding, we propose, so to say, a larger set of words of ours we propose, so to say, a larger set of words of ours answer... answer... All real understanding is, by its very nature, dialogue".

It has to be underlined that the concept of address of It has to be underlined that the concept of address of Batjin is not limited to the speakers in an immediate Batjin is not limited to the speakers in an immediate situation, but that voices to wich we direct ourselves can situation, but that voices to wich we direct ourselves can be temporally, spatially and socially distant (for example, be temporally, spatially and socially distant (for example, when writing a text we can have in mind one o more when writing a text we can have in mind one o more people to which it is directed).people to which it is directed).

I think that the idea of which we have often been talking of “internalised group” I think that the idea of which we have often been talking of “internalised group” or present in absence, has much to do with the concept of addressee of Batjin.or present in absence, has much to do with the concept of addressee of Batjin.


We should underline two aspects which without doubt intervene in We should underline two aspects which without doubt intervene in social behaviour: in one hand, language and communication as one social behaviour: in one hand, language and communication as one of the most complex systems used by humans beings in regulating of the most complex systems used by humans beings in regulating his cognitive functions (Vygotski, 1977 y 1979; Bruner y Haste, his cognitive functions (Vygotski, 1977 y 1979; Bruner y Haste, 1990; Werstch, 1991); on the other hand, the capacity of perceiving 1990; Werstch, 1991); on the other hand, the capacity of perceiving and representing that which others believe, think, wish for… a and representing that which others believe, think, wish for… a system with which to understand ourselves and understand others.system with which to understand ourselves and understand others.

Both mechanisms equip the human being to achieve an intelligent Both mechanisms equip the human being to achieve an intelligent contact, especially, with others (transmission and reception of ideas, contact, especially, with others (transmission and reception of ideas, knowledge, intentions) and with his environment (adaptation to knowledge, intentions) and with his environment (adaptation to social and cultural norms). social and cultural norms).

Perhaps one of the peculiarities of the human mind that can more Perhaps one of the peculiarities of the human mind that can more surprise us, is not so much all its knowledge functions (think, surprise us, is not so much all its knowledge functions (think, remember, perceive, resolve, create…) but the capacity to be remember, perceive, resolve, create…) but the capacity to be conscious of these functions in ourselves and in othersconscious of these functions in ourselves and in others

The ideas coming from soviet school, symbolic interactionism or theories of The ideas coming from soviet school, symbolic interactionism or theories of mind, are relevant for understanding “the conscience of oneself” and “the mind, are relevant for understanding “the conscience of oneself” and “the represented other” from a different perspective but which can be integrated with represented other” from a different perspective but which can be integrated with the psychoanalytic one. the psychoanalytic one.


The social group contributes with different procedures in The social group contributes with different procedures in defining the personalities of is members, carrying out this defining the personalities of is members, carrying out this process primarily through communicative interaction. process primarily through communicative interaction. Little by little, the individual learns to act in accordance Little by little, the individual learns to act in accordance with the norms, accumulated throughout various with the norms, accumulated throughout various generations. This set of norms, explicit and implicit, we generations. This set of norms, explicit and implicit, we can call culture. can call culture.

The approach, which from the point of view of The approach, which from the point of view of psychology has tried understand how mental acts and psychology has tried understand how mental acts and processes locate themselves in the cultural, historic and processes locate themselves in the cultural, historic and institutional contexts, has its origin in the soviet school. institutional contexts, has its origin in the soviet school.

For Vigotsky, the development of the child depends on For Vigotsky, the development of the child depends on the use the latter makes, as we may say, of the toolbox the use the latter makes, as we may say, of the toolbox of culture in expressing his mental faculties. of culture in expressing his mental faculties.

Perhaps these ideas can help us understand the different development of group Perhaps these ideas can help us understand the different development of group analysis in view of the socio-cultural contexts.analysis in view of the socio-cultural contexts.

Inviting you to resonateInviting you to resonate

Let us think of people who represent the Let us think of people who represent the different cultures, especially in the different cultures, especially in the Mediterranean area, so that they may share their Mediterranean area, so that they may share their ideas if the development of group analysis in ideas if the development of group analysis in each country or in each socio-cultural context. each country or in each socio-cultural context.

There emerged the idea of reserving a space for There emerged the idea of reserving a space for a workshop, perhaps with a fishbowl technique, a workshop, perhaps with a fishbowl technique, were to realize the aforementioned idea.were to realize the aforementioned idea.

resonances june 2007 joan, malcolm, hanne, pere & mercè

Documents

group analysis similarities

building bridges malcolm

building bridges joan

insertion of group analysis

joan similarities

training of malcolm

joan hanne

joan merc