Under Construction 
Illustrations, Exercises and Practice
Using Mediation
This
is an exercise workbook. It is the
place that all the exercises, illustrations and practice opportunities are
centralized.
It
will not be very effective to try to make sense of these without first having
reviewed the materials presented in the Main Menu.
The
exercises are "experiential" in the sense that they try to give you some
experience and then let you note what happens, what differences you note, how
your attention is shifted, etc. From
this, you will begin to understand the distinctions and concepts much better
than you could if all you had was an explanation.
[Note on
presentation: As they are developed,
each exercise consists simply of notes sequenced into this text. However, as each exercise is sufficiently
developed, it should be placed in a .htm file so the same material can be
linked from here and also from the relevant content pages.]
Mediation Case Examples
for Use in Illustrations and Exercises
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Practice Exercises for Individual Facets
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Integrative Practice Exercises
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Recursive Exercises
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Entailments
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Making Distinctions
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Integrating Use
of Distinctions
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Start
Running Example
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Bodily Movement vs. Other
Metaphors
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Integrating
Distinctions and Reference Points
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Listening,
Questioning, Extending
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Target Domain
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Integrating “Classic”
Metaphor With Bodily Movement Metaphor
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Source
& Target Domains
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Source Domain
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Integrating How World
Works with Metaphor
Naming and Making
the Most Of
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Event
Sequence
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Switching Between
Domains
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Metaphor Elements
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Identify Concepts & Categories;
Which Ones Have Metaphoric Inferences?
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Metaphor Clusters
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Change Scope
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Draw or Describe Picture That Gives
Gist
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Moving Together vs.
Moving Separately
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Extending a Metaphor
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Look for Additional Metaphors Picking
Up Additional Aspects
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Completing a Metaphor
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Metaphors of Cause and
Effect
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Event Structure
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Event Sequence
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Complementarity
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Selecting, Switching
Perspective
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Using “Face Value”
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Mediator Metaphors
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Illustrations
Entailments
Long list of Source Domains
with common entailments.
Start
Running Case Example
Let me take the "Common
Journey" metaphor that John Haynes talks about. In a mediation I recently did the parents were in their first
session to negotiate their divorce.
They had told me they weren't
able to discuss things very easily.
She spoke emotionally about
how her life felt since their separation, uncertainty about money and how to be
a parent pretty much alone.
He said they had been
separated for two years, it was time to make it official, and have a regular
parenting time schedule.
They listened patiently to
each other, but she looked hopelessly away when he spoke. When she spoke, his eyes rolled. They were not communicating very well.
[This case is continued in various
illustrations below.]
Listening, Questioning, Extending
The above case with
examples broken down into listening, questioning and extending.
Source & Target Domains
The above case with
examples illustrating source and target domains.
Bodily Movement
The above case with
examples of bodily movement metaphors introduced for guidance.
Event Sequence
Illustrates how changes or actions are broken down by
the event sequence – a generic level metaphor that structures underlying
processes.
Exercises
I structure exercises to be
experiential. My goal is to put people
in the midst of the tension created when something habitually experienced as
merged -- for example, the Target and Source Domains -- begins to
differentiate. Then they will ask
themselves questions such as, "What is the difference? How can I tell the difference?" That is sufficient at this point in the
learning process. We are not yet trying
to apply ourselves to a real mediation task.
Because we want only to bring this distinction into conscious awareness,
the initial exercises are quite simple.
This way the learner can build a good foundation for precision in the
practical use of metaphor. I believe
that such precision is best developed not by memorizing metaphoric examples,
but by grasping general metaphor structure and then looking for signs of that
structure in what clients present.
Distinctions
Method to bring metaphor
process more into conscious awareness.
To bring the process of
forming and using metaphor - which is primarily an unconscious process - into
conscious awareness, we must learn to make conscious distinctions. The first is the distinction between Target
and Source Domains.
Most accounts of metaphor in
philosophy, psychology, linguistics and cognitive science introduce the distinction
between these two domains. This
establishes them as logically separate and helps the student, researcher or
theorist deal with them independently.
But I have found that, because this thinking is a partially unconscious
process, people don't readily learn this distinction as it applies to everyday
examples. When they are presented with
everyday conversation and tasks that are routine in their work they frequently
fail to differentiate between what is the Target and what is the Source. As a result they often fail to recognize
that metaphor is present.
People may be so accustomed
to processing a metaphor holistically that they treat the Source as part of the
Target, the essence or logic of the Target, but not something initially
experienced separately. When these same
people are in their role as mediators I want them to be able to listen for this
distinction in what a client is saying.
The mediator's role is to listen well but also to improve
communications. Skill with metaphor
enables the mediator to ask questions that help to differentiate between the
conflict faced by the client and the logic that may seem part of the conflict
but which is, in fact, metaphorically understood from entirely separate
experience.
Bodily Movement vs. Other Metaphors
Noticing Which Metaphors use
Bodily Movement
The next distinction
to make (in furthering our goal of bringing the operation of metaphor more into
conscious awareness) is to notice which metaphors use bodily movement or object
manipulation as the Source Domain. For
example,
we
arrived at a decision;
he
is a skunk;
she
dumped him for another man;
his
enthusiasm was infectious.
In English
particularly, and especially when verbs are converted to nouns or the passive
voice is used, action of all kinds is then expressed in very compact form. This can make it more difficult to
understand who or what is the actor, what is acted upon and how. For example,
confusion
reigned;
he
over generalized from partial information;
she
was inclined to agree; any additional comments?
Target Domain
Metaphoricity of lexical
units in Target.
1. Note the Source and Target of Each:
Pick out the words or phrases
in each sentence below that are being used figuratively or that, if taken
literally, produce incongruence, strangeness or added meaning from another
context. Such words indicate that the
Target is understood metaphorically in terms of a Source Domain.
Mediation helps disputants
reach a mutual decision.
There were underlying
tensions that escalated into polarized conflict.
He made the decision, but
will he follow through?
Just when I was getting to
the point, he cut me off.
I gave (handed) her
everything she wanted.
He has a certain set of
beliefs.
They rediscovered their
passion for ice cream.
Further reflection
can help one learn how to isolate the Target Domain.
a. Remove the incongruous word(s) or substitute other words
that are not incongruous, odd or rule-breaking; explore what meanings are still
possible.
b. Discuss the context of the Target Domain as it exists
without incongruous words; what the context is that makes certain words odd or
rule-breaking.
Source Domain
1. Practicing the Experiential Shift Between
Source and Target
A description of a
problem or conflict most often is intended to be understood literally -- that
is, solely in terms of the Target Domain.
When figurative, incongruent or strange words or phrases are included in
that description, a Source Domain is introduced usually without conscious
awareness on the part of the speaker or listener. Even though unconscious, such a Source Domain can contain
valuable information that transfers to the Target and qualifies, extends or
explains the Target more fully. The
following exercises allow practice in conscious shifting between Target and
Source Domains to illustrate this:
a.
Take one of the above (e.g., Just when I was getting to the point, he
cut me off). Note the words that are
figurative or incongruent. Imagine a
frame or context in which these words would be entirely literal and congruent
(e.g., sailboat racing, power cut, lost telephone connection). This would be a Source Domain. As one sailboat is about to reach a point of
land sticking out from the shore, another competitive sailboat cuts across his
bow, forcing him to turn abruptly, lose wind, slow down, and fall behind. From this Source Domain several factors
appear that operated only unconsciously in the Target Domain. For example, the "point" was
easily seen by all, it might be an important turning point, competition is
active, once cut off a person loses momentum, propulsion, and speed.
b. Another
example: "I had questions about
what she projected to spend on food."
A frame or domain where the understanding of the focus word
"projected" might be entirely literal and congruent would be where an
image is projected on a screen or a speaker's voice is projected to fill the
hall. As you consider such Source
Domains, you may notice that something in a small format is expanded outward to
fill a larger one, or something in one place now is made to be in another
place. Consider what you know about
projected in such as Source Domain (e.g., how the thing being projected is at
first prepared, how the projection depends upon the original thing, etc.). Now apply it to the original Target
quotation (the basis for the projected expenditure, the dependence of the
projection upon the original, etc.).
Move back and forth between the Target language and the Source and, each
time you shift, note how your experience is affected.
2. Practice in Distinguishing Which Source
Cluster is Being Mapped To. Explore
Source Domain and Cluster(s).
Temporarily Isolate Thinking to Source.
Here is one type of exercise
to illustrate and practice clarifying, communicating and extending operating
metaphors. By "extending" we
mean including additional aspects of the same metaphor or other metaphor
clusters related naturally to those that are initially operating. (They all are related because they work
together in the normal course of bodily movement and almost always have a
corresponding function in whatever the Target Domain may be.) These natural extensions in the Source
Domain can increase options in the Target Domain.
Case Example: Father depends on Mother to care for their
children and to contribute support. He
wants Mother to have a life insurance policy with a large death benefit. He says it will make him feel more
comfortable to know that, if she dies, he will be able to afford the help he
will need to care for their children.
She is opposed to this saying that would make her more valuable dead
than alive.
Take Father’s operating metaphor first, hypothesizing
that he is in an emotional state of mind; go to the Locating/Containing
cluster. This cluster helps us hypothesize metaphorically that an emotional
state is a location in space. It is
understood metaphorically as a distinct place that may be enclosed and hard to
move from, but may be a known distance from other places (states).
Form questions to be asked of the disputant
to test and refine hypotheses; our goal now is to experience this metaphor in
terms of the Source Domain only (not referring back to the Target Domain for
the purposes of this exercise), so form questions using Source Domain
terminology only. Questions that come to mind are, “What can you see from
there? And, “While in that place are
you moving (towards what? falling, sliding?) or stationary?”
Express the operating metaphor using Source
terminology. An additional experiential
component would be to tell a story using Source Domain language; while doing so
you may link to other clusters that seem relevant. For example, “This father knows he is in a uncomfortable place;
what is the place actually like (metaphorically)? What moves is he making to get out of it? He could jump, call for help, grasp onto
something.” From the metaphor cluster in which the operating metaphor has been
found, note other related or relevant metaphoric understandings and links to
other clusters. Going to another cluster
(e.g., Balancing) may suggest other questions, such as “Do you feel off
balance?”, “What is needed to get your feet under you?”
Form hypotheses about extending the operating metaphor;
reiterate as needed (ask questions, listen to the other person’s answers,
further extend whatever metaphor you hear being expressed).
Move around within a cluster;
Move to another cluster;
Move to another layer;
Move to another standard, evaluation, safety...
orientation;
E.g., disputant says, "I must stand up for my
rights." This is in
Movement/locomotion cluster; try moving to Seeing.
Switching Between Domains
Switching
the Starting Point From One Domain to the Other.
Ordinarily we focus first on
the Target Domain -- this is the topic of immediate concern. Then we may look for "triggers"
present in the Target that make cross-domain mapping into a Source Domain. To cultivate conscious awareness of how such
mapping works it is useful to make deliberate steps from the Target to Source
domains.
Useful experience may also be
gained by starting with what you might often think of as a Source Domain and
work "backwards". So
mediators, accustomed to focusing first on a problem or dispute, would instead
focus first on bodily movement with no particular problem or dispute in
mind. For example, take a bunch of
small objects in your hand (coins, marbles, pencils) and handle and feel them
until you notice something through your tactile or kinesthetic senses.
Does the movement or sensing
bring anything to mind? Do you find
yourself thinking about any situation, behavior, activity, scene, or other
thought?
1.1 [Starting With Target Domain]
1.2 [Starting with Source Domain]
1. Noticing Which Metaphors use Bodily Movement
The next distinction to make
(in furthering our goal of bringing the operation of metaphor more into
conscious awareness) is to notice which metaphors use bodily movement or object
manipulation as the Source Domain. For
example,
we arrived at a decision;
he is a skunk;
she dumped him for another man;
his enthusiasm was infectious.
In English particularly, and
especially when verbs are converted to nouns or the passive voice is used,
action of all kinds is then expressed in very compact form. This can make it more difficult to understand
who or what is the actor, what is acted upon and how. For example,
confusion reigned;
he over generalized from partial information;
she was inclined to agree; any
additional comments?
2. Practicing the Experiential Shift Between Source and Target
A description of a problem or
conflict most often is intended to be understood literally -- that is, solely
in terms of the Target Domain. When
figurative, incongruent or strange words or phrases are included in that
description, a Source Domain is introduced usually without conscious awareness
on the part of the speaker or listener.
Even though unconscious, such a Source Domain can contain valuable
information that transfers to the Target and qualifies, extends or explains the
Target more fully. The following
exercises allow practice in conscious shifting between Target and Source
Domains to illustrate this:
a. Take one of
the above (e.g., Just when I was getting to the point, he cut me off). Note the words that are figurative or
incongruent. Imagine a frame or context
in which these words would be entirely literal and congruent (e.g., sailboat
racing, power cut, lost telehone connection).
This would be a Source Domain.
As one sailboat is about to reach a point of land sticking out from the
shore, another competitive sailboat cuts across his bow, forcing him to turn
abruptly, lose wind, slow down, and fall behind. From this Source Domain several factors appear that operated only
unconsciously in the Target Domain. For
example, the "point" was easily seen by all, it might be an important
turning point, competition is active, once cut off a person loses momentum,
propulsion, and speed.
b. Another
example: "I had questions about
what she projected to spend on food."
A frame or domain where the understanding of the focus word
"projected" might be entirely literal and congruent would be where an
image is projected on a screen or a speaker's voice is projected to fill the
hall. As you consider such Source
Domains, you may notice that something in a small format is expanded outward to
fill a larger one, or something in one place now is made to be in another
place. Consider what you know about
projected in such as Source Domain (e.g., how the thing being projected is at
first prepared, how the projection depends upon the original thing, etc.). Now apply it to the original Target quotaton
(the basis for the projected expenditure, the dependence of the projection upon
the original, etc.). Move back and
forth between the Target langnE and the Source and, each time you shift, note
how your experience is affected.
3. Additional Exercises in Conscious Awareness
Here is one type of exercise
to illustrate and practice clarifying, communicating and extending operating
metaphors. By "extending" we
mean including additional aspects of the same metaphor or other metaphor
clusters related naturally to those that are initially operating. (They all are related because they work
together in the normal course of bodily movement and almost always have a
corresponding function in whatever the Target Domain may be.) These natural extensions in the Source
Domain can increase options in the Target Domain.
Case Example: Father depends on Mother to care for their
children and to contribute support. He
wants Mother to have a life insurance policy with a large death benefit. He says it will make him feel more
comfortable to know that, if she dies, he will be able to afford the help he
will need to care for their children.
She is opposed to this saying that would make her more valuable dead
than alive.
Take Father’s operating metaphor first, hypothesizing
that he is in an emotional state of mind; go to the Locating/Containing
cluster. This cluster helps us hypothesize metaphorically that an emotional state
is a location in space. It is
understood metaphorically as a distinct place that may be enclosed and hard to
move from, but may be a known distance from other places (states).
Form questions to be asked of the disputant to test and refine
hypotheses; our goal now is to experience this metaphor in terms of the Source
Domain only (not referring back to the Target Domain for the purposes of this
exercise), so form questions using Source Domain terminology only. Questions
that come to mind are, “What can you see from there? And, “While in that place are you moving (towards what? falling,
sliding?) or stationary?”
Express the operating metaphor using Source
terminology. An additional experiential
component would be to tell a story using Source Domain language; while doing so
you may link to other clusters that seem relevant. For example, “This father knows he is in a uncomfortable place;
what is the place actually like (metaphorically)? What moves is he making to get out of it? He could jump, call for help, grasp onto
something.” From the metaphor cluster in which the operating metaphor has been
found, note other related or relevant metaphoric understandings and links to
other clusters. Going to another
cluster (e.g., Balancing) may suggest other questions, such as “Do you feel off
balance?”, “What is needed to get your feet under you?”
Form hypotheses about extending the operating metaphor;
reiterate as needed (ask questions, listen to the other person’s answers,
further extend whatever metaphor you hear being expressed).
4. Exercises in Practical Application
The following exercises begin
to integrate all of the previous distinctions and illustrate how they can be
applied in working with mediation clients or disputants. This means learning how to move easily back
and forth between Target and Source Domains.
Note that the integration covers not only how the previous distinctions
work together, but also how they relate to the three highly valued principals
of the mediation process - careful listening, questions that promote
communications, and expanding options.
Here are the steps of this exercise:
Decide which disputant’s metaphor to focus on first.
Listen for and identify the language, movement or action
in the Target Domain that may indicate a metaphor.
The Mom spoke about her life since she and
her husband separated. Her life was at
home with the children. She took each
day is it came. It was hard to see what
the future would be like.
Use the Bodily Movement metaphor clusters to hypothesize
about one or more operating metaphors.
Form questions to be asked of the disputant to test and
refine hypotheses.
Express and communicate the operating metaphor:
Transfer metaphor patterns, logic and intelligence to the
Target.
From the metaphor cluster in which the operating metaphor
has been found, note other related or relevant metaphoric understandings and
links to other clusters.
Form hypotheses about extending the operating metaphor;
reiterate these steps as needed.
Here is another example to
which the same steps can be applied: The Father said they had been separated
for two years and it was time to get the divorce settled and get on with their
lives.
5. (another example) I need to write a paper, and the more time that
passes, the more pressured I feel. I
think first that I should just work like hell and get a lot done, so that I
will feel less pressured. But the
intense work adds to the pressure I feel.
So then I think I should work a little harder to get more done, but not
so much as to increase the pressure too much.
This is an example of thinking mostly within the
"Moving/Locomotion" cluster of metaphors, particular Speed and Ease.
a. A Story Set in the Source Domain: Put aside the Target Domain and think as much as possible only in
the Source Domain. Something is pushing
you on all sides making you feel squeezed, constrained... (whatever
"pressured" feels like).
Things are passing by, and the more this occurs the more pressured you
feel, like you are being taken to a place you don't like. You want relief. What do you do? Maybe you
struggle to crawl, walk or run away from the place you don't like. But you find that this, while reducing the
threat of going to the place you don't like, doesn't relieve the pressured
feeling -- in fact it seems to make it worse.
How can you move yourself to improve this situation? Look at other sub-clusters, such as Path --
various steps towards a destination.
b. Switch Metaphor Clusters:
In the Movement/Locomotion cluster, note the link to the Structure
cluster. Continue the Source Domain
story in another cluster.
c. Transfer to Target Domain:
[Under development:
[DBM tools may actually seem to alter Source by bringing
attention to other parts of Source experience, including shift from remedial to
generative aspects, through time from in time, safety to development, position
to effect, etc.]
[Noting How Shifting Domains Changes Distance Between
Subject, Object and Action by Focusing on Process, putting Result or Product in
Broader Perspective:
distinguish
product from process and from working the process
follow
logic in abstract without affecting real people or things
inspect how
dynamics are different in differant contexts
can move
"I", "me" from central or close-up; substitute other
entities
hypothetical
a model,
where "what if" is easier
easier to
separate phases of a process, imagine alternatives
unpack
terms, expand time, change distances or angles
]
Metaphor
Elements
Nouns (things, people,
Agent, Affected entity, etc.)
Verbs (action, movement,
force)
Prepositions (orientation,
direction, relative position)
1.
Note which elements are
present, absent.
One by one, remove
what is present and note changes in clarity and what is meant.
One by one, add a missing
element, note, etc.
Perspective arises from
identifying and Agent, Affected Entity and "seeing" them, or
"seeing from their point of view (i.e., identification). If it seems difficult to identify the Agent,
etc., simply choose the point of view of any entity and see if that entity is
moving, being moved, etc.
Example:
Attending a wedding, take guests point of view, who is moved by the
ceremony to a place of sympathy for the couple and for their future, then moved
to a place where I am with them (in celebration), then just left there (while
the caterers struggle with food).
Metaphor shows guest being moved to where he saw the couple as..., then
moved further, anticipating the destination of sharing the view, then being left
to fend for self.
2.
Take classic metaphor
Source Domain and identify one or more candidates for each Element. For example, if the classic metaphor is
Gardening, agent could be gardener, Affected Entity – person/people who eat
from garden, Force/Movement – actions of gardener or growth of plants…,
Locations – garden, seed, in ground, above ground, Obstacles – draught, weeds…,
Paths – sequence of gardening steps
Metaphor
Clusters
Based on the Bodily Movement
clusters.
Container Attributes of Situation
Where Going?
Moving Person vs. Moving Possessions
Figure-Ground
relationship of Force moving you to a location or destination
vs. moving objects or
Possessions to or away from you.
Also, distinction between movement due to outside
forces vs. inside.
And, for outside "forces",
the distinction between forces and obstacles.
Change Scope
Moving Together vs.
Moving Separately
Differential Paths,
Locations -- a Force may move one person or object differentially compared to the
effect on another person or object that are also in the same context or frame.
Extending a Metaphor
Clusters
[exercises in Source Domain
begin to do this; here, go further]
Completing a Metaphor
Metaphors of Cause & Effect
Cause
and Effect Exercises
1. Which of the following contain within them
Agent, Affected Party, Force, Locations, Possessions, Container, Obstacle?
Everything is lined up for
the next step.
He twisted her words and
misled us.
She responded to what I said
and was willing to negotiate.
After thinking through the
ins and outs of what had happened, several questions came to mind.
She pulled the rug out from
under him.
When will your progress
depend upon how well the other is doing?
Will you pack everything
before you go, or pick up what you need along the way?
Is your life mostly inside
your house right now?
2. Use time, motivation, evaluation and
transition questions to explore Source Domain...
3. Disturbing or Violent Emotion -- Cases Where
Someone Else or Something External "Causes" Upset:
When an event "makes you
angry" you may not be willing to pay attention to how you experienced the
onset of the emotion or how the emotion is maintained -- it just seems to have
been because of the event. This is a
structural "part-whole" situation where the parts fit together so
seamlessly that they are not initially attended to (just as with an explosion
or volcano eruption).
More global (e.g., cultural)
metaphor may be the path to a Primary Conceptual Metaphor. For example, the agreed-upon rules of this
game have been broken. These rules --
like any rules -- are followed most of the time, including immediately
following an infraction. When they are
not followed something has happened increasing urgency or leaving an
opportunity different from normal -- an opportunity for rule breaking. Think about circumstances that might have
made an opportunity in this case. If
this thinking focuses on openings or subtle movements, you will quickly find
yourself in a Primary Conceptual domain.
Questions can be asked once
there is a realization that this whole does have parts and that the event
consists of phases or steps. Here are
some examples:
A married man becomes livid,
realizing that he has been dumped for another man. Listen for his words or ask questions. You may find:
Suddenly a channel is opened for hidden
thoughts to get through.
An external force has hit him.
Feels violated - a sudden change in identity
(location).
His location now occupied by someone else.
His existence in question, is denied.
A sudden lowering or drop in position.
Terms of trust invalidated - "We tried and it didn't
work" replaced by "dumped for someone else".
(Status changed in spouse's eyes) where he is
located according to spouse's
perspective (is it the way she sees him or the way he sees her seeing him?)
The container, that kept certain things in
and other things out, with its walls, limits, predictable attributes -- is
broken or gone.
Another example: In a casual conversation between friends, one
person continues on for an extended period, making comments and
assertions. The other person feels
uncomfortable but hardly speaks, just waiting for the first person to
finish. We could start with a sports
metaphor (she's hitting shots I can't return) or a family metaphor (make the
family strong by honoring contributions) or a gardening metaphor (has the
ground been prepared for this crop?) or a journey metaphor (where are we going
and where did we start from?).
Another example: A man complains that he has been offended by
an associate who has evidently ignored or invalidated his request for
information (the associate has caused offense). To him this is a serious matter and he continues to embellish the
complaint and connect it to the associate's questionable character. Listening to this you believe the man's
feelings have been hurt and are concerned that he focus on this hurt rather
than focus on the character of his associate.
Here we have a choice of
Target Domains -- (1) the problem as perceived by the man (the associate's
behavior and character having caused offense) or (2) the problem as conceived
by you the listener (who wants to move the focus of attention from the
associate to the man's own feelings). Both
are metaphors of cause and effect, with differently defined agents, affected
entities, types of force or movement, etc.
Make a choice and ask the relevant questions.
Event Structure
Example of location version: Target involves a teenager who has been
grounded.
Do mapping Grounded
Teenager is Limiting an entity’s movement
Limiting
is Obstructing object’s movement
Conflict
is Objects Moving in Opposition
Human
Relations is Objects in Motion
Event
Structure (generic or most superordinate)
Draw inferences From
this hierarchy we would expect the grounded teenager to inherit structure of
locations, forces, destinations, etc. from Event Structure metaphor: Teenager is moved to ground by force,
preventing teenager’s actions, for a purpose, using some method, including
obstacles to flight, on a schedule…
Example of object version: Target involves teenager with vague aspirations.
Do mapping Goalless
teenager is Person Who Isn’t Hungry
(doesn’t hunt, shoot, fish, shop, get, buy,
bargain…)
e.g., s/he has no taste for art, can’t track
prey, nothing
in his sights, not a go-getter…
Goalless
teenager is Person Who Doesn’t Farm
(doesn’t plan, till, plant, weed, harvest…)
Goalless
teenager is Person Not in Business
(doesn’t invest, figure profit/loss, find
customers…)
e.g., she squanders, won’t look for best
deal…
Object
Event Structure (most superordinate)
Draw inferences From
this (limited) hierarchy we would expect the goalless teenager to inherit structure
of objects, possession, moving of objects to be largely done by others, not
self-propelled, distinctions between long-term value and short-term not being
made…
[From these examples, construct exercises that are
more or less clearly cases of Location or Object version; that may involve
first one, then other (e.g., request-fulfillment pattern), and that ask for a
“classic” metaphor that can be revealed to have Event Structure.]
Event Sequence
Complementarity
Mutual
completion of event sequence.
Reciprocity
Cyclical
compensation
[see
perceptual preferences]
STMP
levels coordinated
Effectiveness,
Affect, Position triangle
Selecting, Switching Perspective
[related
to distinctions among Agent, Patient, etc. above]
1st,
2nd, 3rd person
Agent,
Object, Affected Entity, Movement, Possessions, Containers
Satire
categories
Evaluation/motivation
triangle
FADS
Are
frames, context, or other boundries relevant?
Mediator Metaphors
Introduction
When teaching about metaphors
that clients use, how to detect them, clarify and extend them, participants
often ask questions about procedure, appropriateness; they give examples of
what they already do. For example, one
mediator said that when clients aren't moving successfully towards a
settlement, he tells a story about a donkey, a carrot and a stick. Another mediator asked whether it was
appropriate to bring metaphoric material, largely unconscious, into conscious
awareness without the permission of the client.
These questions switch reference
point or point of view from that of clients to that of the mediator, and ask,
"What metaphor relating to my role and behavior as a mediator is useful
here?", or "As a mediator, what metaphor am I using?"
Exercises
1. List two, three, or four of what you believe are your main tenets
for mediation. Identify the primary
conceptual metaphors involved in each.
2. This exercise gives practice in translating mediator activity
into spatial and bodily movement terms.
First, think of a particular case you have mediated or observed. Write down examples of what occurred during
one or more of the sessions (questions asked, statements made, etc.). Take each example and imagine the
movements which would figuratively
characterize each thing the mediator does or says. For example, stating ground rules (drawing lines), encouraging
client to speak (opening), listening (receiving), talking (handing things to
clients), stating a goal (pointing), mentioning steps (beginning to move
towards).
3. Example:
One of the children of a
couple in divorce mediation is said to be frightened of his father. The mediator believes from what he has
observed so far that the father is somewhat of a tyrant with both his wife and
the children. The child is depressed
and is on medication for this, and the mother blames this on the poor
relationship between father and child.
The father rejects this accusation.
Although the couple has been able to cooperate in parenting in the
recent past, and has completed part of the mediation process, they have become
stymied and have not agreed to schedule further sessions. The mediator is considering what to do to
(a) get the parents to cooperate in parenting and (b) get them back into
mediation.
Put the mediator's options in
movement terms: For example, will the
mediator pull the couple back into mediation, push them, nudge them, attract
them? If attracting them, will it be to
turn them, point them, orient them, line things up, open their eyes, open a
path? Will it be necessary to give them
something they want ("wanting" is a state or location), give them
something they need to move further? Is
it better to loosen them up, unattach them, move them to a different vantage
point?
4. Example of Mediator Training
School
mediators are taught the following steps:
1.
Describe mediation process to disputants, set rules, invite
participation and effort.
2.
Story telling by disputants.
3.
Set agenda.
4.
Identify needs.
5.
Construct solutions that meet as many of all disputants' needs.
6. Prepare an
agreement.
In step 1, disputants are told about and shown the
container of mediation and invited to enter it. It is a door through which disputants may pass to another
location (a better place, a resolution).
Rules help distinguish the mediation container as different from other
places.
In step 2, disputants receive something special that
mediator has for them -- recognition, honor, dignity, hope, freedom, the right
to occupy a position, help to go deeper.
Disputants move material out onto the table where it can be seen, sorted
through, organized.
In step 3, the results of the sorting and organizing is
sorted again and moved to the board where it can be seen.
In step 4, the positions that the disputants have
identified are looked into in more detail to find out what they are on the way
to -- destinations (needs requiring fulfillment). Mediator receives material from disputants, manipulates it
somewhat and gives it back (mirroring, reframing).
In step 5, structures are found, put together, looked at
to find out if they will take or move the disputants to the places
identified. The mediator may identify
different destinations for the disputants that are closer together (common
ground). If a disputant isn't familiar
with territory, mediator shows him around.
Mediators may inadvertently spend too much time showing disputants
around instead of letting them find their own way. Mediators get closure, reach out and bring disputants back, tie
up loose ends.
In step 6, a written agreement makes the construction
more clear, showing disputants where they can and cannot go.
Practice in Integration
Exercises in Practical
Application
Integrating Use of Distinctions
Distinctions thought to be
"out there" are often thought to actually exist in what is being
observed. This often leads to
equivalences. On the other hand, when
distinctions are found to be in one's experience, they become How You Work It.
Types of distinctions:
sensory
conceptual
structural
functional
Distinctions can be
covered
uncovered, discovered
recovered
Distinctions can be in terms
of
self
other
time
connections
liking, wanting, needing
being liked, being wanted, being needed
likability, desirability, necessity
irritation (conceptual issue)
stimulation (concern)
motivation (imminent, urgent, crisis/critical)
For
example, in forming questions about a distinction, you can ask:
Simply how you know it is ___, or different from X, or
you can ask if something is different within oneself, between one person and
another, over time, as to connections, liked more..., just noticeable, enough
to make you think of doing something, actually gets you doing something.
In noticing when a task "sucks me in", "Does
(what tells you that) it affect(s) you?"
"Does it put you in a different place?" "Do others react
differently?" "Does it (what part) touch(es) you?" "Do you
relate to it differently?" "Does it influence your environment?"
"Do you like/want/need it more?" "Is it more
likable/desirable/necessary?" "Is it enough to notice?" "Do
you find yourself (what makes you) leaning towards action?"
The
following exercises begin to integrate all of the previous
distinctions and illustrate
how they can be applied in working with mediation clients or disputants. This means learning how to move easily back
and forth between Target and Source Domains.
Note that the integration covers not only how the previous distinctions
work together, but also how they relate to the three highly valued principals
of the mediation process - careful listening, questions that promote
communications, and expanding options.
Here are the steps of this exercise:
Decide which disputant's
metaphor to focus on first.
Listen for and identify the
language, movement or action in the Target Domain that may indicate a metaphor.
The Mom spoke about her life
since she and her husband separated.
Her life was at home with the children.
She took each day is it came. It
was hard to see what the future would be like.
Use the Bodily Movement
metaphor clusters to hypothesize about one or more operating metaphors.
Form questions to be asked of
the disputant to test and refine hypotheses.
Express and communicate the
operating metaphor: Transfer metaphor patterns,
logic and intelligence to the Target.
From the metaphor cluster in
which the operating metaphor has been found, note other related or relevant
metaphoric understandings and links to other clusters.
Form hypotheses about
extending the operating metaphor; reiterate these steps as needed.
Here is another example to
which the same steps can be applied:
The Father said they had been
separated for two years and it was time to get the divorce settled and get on
with their lives.
Integrating
Distinctions and Reference Points
2. PROPOSED OVERALL SEQUENCE FOR LEARNING DISTINCTIONS AND
PRACTICING IN SMALL GROUPS.
Integrating "Classic" Metaphor With Bodily
Movement Metaphor
Note:
Start with something like
battle, transformed into common journey.
Illustrate need to:
- Join client's own metaphors
- Distinguish Target from Source
- Select reference point(s)
- ...
Integrating How World Works With Metaphor
General
Method to include several metaphor characteristics or forms:
0. Clarify what the problem or dispute actually is in the client's
experience.
Ask
questions such as:
"What affects you most about
this? What is main effect? Is it different? What comes up for you? Is
it different from normal? Where do you
sense it? Did it move you off center,
off course?",
"How do you tell how big a
problem you have here?"
"What signal/message do you
get?",
"What is the first thing you
noticed indicating this problem? What
is the first response you felt inside?",
"What do you first sense that
tells (how did it register) you that you have a problem? When did you notice your own internal
response? Is it similar when you think
about it now? In a word or two how
would you describe your internal state right now? Is it different than you expected?"
"How do you know it ... (e.g.,
is a current conflict, is an insult, will cause trouble...) ?",
"How do you sense that it
pushes you, opposes you, gets in your way...?"Try to go a bit beyond the
surface here to find out how the client uniquely experiences the described
problem; often problems are presented in self-evident terms, and it is
important non-judgmentally to recapture in the moment what the client senses
has happened both in the environment and her/his responses.]
"How would someone else be affected by this?"
Example A: A single father is individually exploring,
in consultation with the mediator, reopening negotiations with the mother of
his child after a period of great hostility and estrangement. He admits immediately that he feels very
averse to dealing with his ex again. He
is extremely hurt, humiliated and believes she is to blame after she defeated
him badly in court and his pre-teen child has refused to see him or be in
contact. The mediator asks, "How do
you know you don't want to deal with her again?" He answers, "When I imagine encountering her I feel sick
inside, tightening in the belly, rage.
I recall her in court, in school meetings, where she told untruths and I
was unable to be heard."
Example B: In a mediation with a married couple, the
Wife frequently mentions that Husband has hurt her feelings and that it is
nearly impossible for her to go on with the discussions. Husband's behavior is not particularly
hostile, so the mediator suggests spending a few moments to get a better
understanding of this impediment to negotiations. The mediator asks, "How do you first detect that your
feelings have been hurt?" "At
first I just feel dull and hurting and when I look inside I feel a dull
tightening feeling around the middle of my body and then sense that I don't
want to engage in conversation. I don't
look forward to the next thing and I want to withdraw or maybe hide, leave the
room. Then I may feel angry and want to
argue or verbally retaliate. I start
thinking the words that hurt me are just plain wrong, maybe stupid, and
definitely inaccurate."
1. Identify if what the client is talking about
involves How The World Works,
How You Work The World
(including oneself), or some of both.
Help the client clarify (1) the distinctions between influences from the
world, outside, versus how s/he works the world, and (2) gaps or transitions as
a thing moves or becomes something else.
Ask
such questions as:
"Was there one thing or more
than one that lead to this problem?"
"Was it a chain of events, a
pot stewing, a bunch of things stirred together, strong currents to contend
with, a sudden surprise or explosion, a long simmering of a number of things, a
seed planted long ago, one particularly damning thing, chickens coming home to
roost, so many strikes against you, the deck getting stacked against
you...?",
"What tells you that the
problem comes from something he/she/they did (the way the world worked)?"
"What indicates for you the
impact you have on this particular situation?"
"What tells you the degree to
which you effect this situation?"
"What indicates for you the
impact this has on you?"
"What strategy did you decide
on in response?"
"Do you know of anyone who, if
in your place, would handle this without any difficulty? How would this person respond
differently?"
"How
Example A continued: The mediator says, "So, right now as
you recall the bad experiences with her regarding your child, not able to be
heard, what might that turn into if you spoke with her now?" The client answers, "I would still
expect her views might be the only ones that would be heard." The mediator asks, "How come?" "She has the weight and authority,
because my child has pretty much refused contact with me. He doesn't seem to need or want me. As long as he is doing reasonably well
living with her, since I've been out of his life this much time, how can I be
heard if I try to argue that we need to spend time together?" The mediator asks, "What would stop you
being heard?" "People will
say it is something I want but my child doesn't need it or want it. End of story." The mediator asks, "She will say this
or people will say this?"
"She will say it and everyone with any kind of influence will
pretty much agree." The mediator
says, "You're his father and you don't have any pull?" "That's what it seems. I just feel hurt, unfairly put down, missing
my kid, and no way open to me to do anything for the good. Whatever I do is likely to make things worse
-- me feeling worse, resenting his mother more, and my kid wanting even more
not to see me -- none of which does anybody any good."
[try metaphors to see if any
fit] "If you said you and your
child ought to spend time together you would be stopped, gagged, speaking from
a low position, paddling against too strong a current, pissing into the wind,
howling from deep inside some cave?"
"No, not exactly."
[filling gap] The mediator asks, "So you're the
outsider -- relagated to really a low position, with no say and no connection,
and no easy way in?" "Yes,
I'm a sort of blacksheep, but I haven't actually done anything to deserve to be
in this position." The mediator
says, "Yes, I suppose most often a 'blacksheep' does things others find
offensive." "Well, I did
certain things, but nothing deserving of this." The mediator asks, "So you've been profiled as a blacksheep,
misidentified as someone who doesn't fit the good father role?" "Yes." The mediator says, "You did things, took a different stance
than your child's mother, and one thing lead to another, and now you don't have
the status as parent that you had before." "That's pretty much it."
[general extension of any
metaphor to exploratory mode] The
mediator asks, "So you don't know absolutely for sure, but what you do know
leads you to this conclusion, is that right?" "Yes." The
mediator asks, "Are you interested in finding out more particularly what
your status is and how your child and others may see what is going on?"
[extension to as-yet ignored
aspects of operating metaphor] The
mediator says, "What do you have as outsider, a blacksheep, that you would
be deprived as part of the in-group, as a father already connected to his
child?"
Example B continued: The mediator asks, "What tells you that
these feelings and thoughts that you have come from what Husband
said?" "I'm surprised, often
startled by how hurtful the words are.
I comes from out of the blue.
This means it's what he says that is doing it to me. His words (in these cases) hurt
me." The mediator asks, "If
you simply get back into the hurt place for a moment, what thoughts do you find
yourself having or do you say anything to yourself?" "I listen to the words, and they are
about me, about what I had said or done, and they are unfair and untrue. I'm used to hearing things about myself and
judgments -- we talk this way a lot. It
usually doesn't have this effect. I'm
always surprised, taken by surprise when it's hurtful. I lose my bearings." "It knocks you lose?" "Yes." "Once knocked lose are there any thoughts?" "I'm on autopilot, I just go to dull,
hurt, no interest in anything. Then I
think I want to leave." The
mediator asks, "So, someone else is at the controls at this point, getting
clearance to depart?" "Right,
I suppose its my subconscious trying to fly me out of there."
[now we have distinguished
the outside trigger from some automatic responses inside and found a metaphor
for it; the metaphor can be expanded, perhaps to learn to operate without
autopilot in this case, to fly somewhere new...]
2. How is each aspect found in 1. regarded in metaphors terms? If no metaphor is apparent, identify
distinctions that are being made in each aspect.
3. What elements are included?
Missing?
4. What layers?
5. What causation?
Face Value
What
is person’s task or what is he/she wanting to do, basically, when you hear the
face value of the words or see the most obvious parts of the picture. For example, employees are disputing; they
go to the boss for a decision; the metaphor here could be Decision is Appeal to
Authority, or Solution is What is Easiest Seen, or Decision is Father Knows
Best, or Where to Go with this is Found on Maps.
Whenever
a metaphor is seen or metaphorical expression given, the use of the particular
language or form is sanctioned by a conceptual mapping. It is useful, then, to ask, “What conceptual
mapping sanctions this?”
Naming
and Making the Most Of
1.
Name, in words that
come easily, the Target and Source Domains (Target: what is being talked
about or depicted? Source: what is it
being made to look like, seem like, understood through?).
a. If can’t
detect metaphor, identify concepts involved that differentiate entities or
events in Target or that just stand out.
b. What
attributes or dimensions of concepts might be figurative?
2.
Name Target and Source
using most superordinate terms you can think of.
3.
Map correspondences; polysemy;
entailments; inheritance from superordinates.
4.
Identify one or more
special cases using subordinate terms.
5.
What is the basic-level
case?
6.
Extend metaphor by identifying
one or more additional entailments or dimensions of the Source not yet mapped
to the Target.
7.
Elaborate one or more
existing dimensions.
8.
Devise a questioning
statement that shows possible inadequacy of the metaphor.
9.
Identify at least one
additional metaphor that applies simultaneously or picks up additional aspects.
10.
Devise a
personification.
11.
What is a possible
governing or metametaphor? Aspect, Event Structure…
12.
Find generic-level
metaphors; see if a pattern can be found.
Example:
Divorced parents with a
history of distrust and hostility towards each other are trying to work out a
mid-week overnight with the father for their 7-year old child. The father wants to pick up the child after
school and keep the child until he goes to work the next morning. He would leave the child at a suitable
daycare center that opens early. The
mother is willing in principle, but points out that the child has a regular sports
activity on the proposed afternoon after school and that the daycare center is
too far for her to drive in morning rush hour traffic to pick up and then
prepare their child for school. The
father says that he is willing to make it any other day of the week. The mother says let’s wait until the sports
activity is finished and find a closer daycare facility.
1.
Name, in words that come easily, the Target
and Source Domains.
Changing the schedule is
solving a puzzle/sorting out a disruption
2.
Name Target and Source in the most
superordinate terms you can think of.
Schedule Change is Rearranging
Strange-Shaped Pieces
3.
Map correspondences.
Space corresponds to time.
Subdivisions of available
space correspond to intervals of time.
Variously-shaped pieces
correspond to steps or activities to be put in schedule.
Different shapes correspond to
lengths of time, desirability, appropriateness.
Pieces fitting well together
corresponds to schedule that works for everybody.
Pieces not fitting well
corresponds to proposal that isn’t acceptable to all.
Bending or changing
the shape of pieces corresponds to pressure to accommodate.
4.
Identify one or more special cases using
subordinate terms.
Pieces stuck together or that
fit together are steps or activities that one or more parties want to happen
together or in succession.
Pieces left over are steps or
activities that won’t happen, yet probably should.
Small pieces are less
important steps or activities.
5.
What is the basic-level case?
Time with child is biggest
piece [really a special case].
6.
Extend metaphor by identifying one or more
additional entailments or dimensions of the Source not yet mapped to the
Target.
Pieces might fit better if
flipped over, turned inside out, upside-down.
Pieces could be
custom-shaped.
7.
Elaborate one or more existing dimensions.
Make existing space larger,
smaller, triangular…
8.
Devise a questioning statement that shows
possible inadequacy of the metaphor.
Some activities might need to
happen at the same time, not in succession.
9.
Identify at least one additional metaphor that
applies simultaneously.
Changing the schedule is raising
dust/drawing fire (being shot down).
Changing the schedule is
re-filling a container (re-packing a suitcase).
Changing the schedule is
setting off in another direction.
Changing the schedule is
re-computing the accounts.
10. Devise
a personification.
Changing the schedule burdens
our lives (Schedules are People’s Lives)
The schedule is selfish/takes
too much out of me/doesn’t give me enough.
11. What
is a possible governing or metametaphor?
puzzle
12. Find
generic-level metaphors; see if a pattern can be found.
Moving objects to and from
each party.
|
Name, in words that come easily, the Target and Source Domains |
|
|
If can’t
detect metaphor, identify concepts involved that differentiate entities or
events in Target or that just stand out… |
|
|
…and/or
note more than one domain operating to produce meaning. |
|
|
What
attributes of concepts or other domains might be figurative? |
|
|
Name Target and Source using
general terms. |
|
|
Map correspondences: Element A
in Target corresponds to X in Source, Polysemy;
Typical phrases that illustrate |
Chunk to less/more inclusive categories, Less/more inclusive time frames, Unpack the implied process or sequence, Look for events conflated with ones named, 3 layers (Direction, Strategy, Performance), Related bodily movement. |
|
Identify one or more special cases using
subcategories or subordinate terms. |
Member of category, Point in time, Step in process or sequence, Specific case from discourse. |
|
What is the basic-level case? |
|
|
Extend metaphor by identifying one or more
additional entailments or dimensions of the Source not yet mapped to the
Target. |
|
|
Elaborate one or more existing dimensions. |
|
|
Devise a questioning statement that
shows possible inadequacy of the metaphor. |
|
|
Identify at least one additional metaphor that
applies simultaneously or picks out additional aspects. |
|
|
Devise a personification. |
|
|
What is a possible governing or metametaphor? Some pattern? |
States are Locations |