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Aligning Perceptual Positions: A new distinction in NLP
Abstract
This article describes and refines an experiential distinction which has been highlighted by neuro-linguistic programming (NLP), perceptual positions. When you are imagining a past or future scene, you may perceive it (usually pre-reflectively) from three different viewpoints or perceptual positions. If you are looking at the world from your own point of view, through your own eyes, you are in the first perceptual position. If you are looking at the scene through another person's eyes, appreciating the other person's point of view, you are in the second position. If you are seeing the world from an outside point of view, as an independent observer, you are in the third position. NLP highlighted the fact that our feelings change dramatically according to the perceptual position we adopt. Through a concrete example, Connirae Andreas shows that this distinction does not only concern visual perceptions, but also auditory and kinaesthetic perceptions. She also shows that our visual, auditory and kinaesthetic perceptions may be split in different perceptual positions at the same time, and that this misalignment may cause difficulties. Learning to 'align' our perceptual positions brings us greater wholeness, enables us to become more integrated.
... From a phenomenological point of view, these are pre-reflective self-consciousness (primary or nonobservant self-consciousness) and reflective self-consciousness (secondary or observant self-consciousness), respectively (Gadsby, 2018;Ninda-Rümelin, 2017;Stelter, 2000). In pre-reflective self-consciousness, a person is inwardly involved in an experience in the moment and has affective perceptual awareness of that experience; this is also known in social psychology as perceiving from the "I" perspective (first perceptual position; Andreas & Andreas, 2009). In reflective self-consciousness, the person observes their own consciousness from the outside, as an external observer, stepping aside in order to view their own experience. ...
... In thinking about their experience, the person is not present in it; there is no affective perceptual awareness, and therefore there is inner distance. This is also known in social psychology as perceiving from the other person's perspective (second perceptual position) or from the helicopter perspective (third perceptual position; Andreas & Andreas, 2009). ...
... Students must be encouraged to practice affective perceptual awareness in order to be able to actively search for useful information from the feelings they experience when confronted with a value conflict. This means that students' engagement in inner self-exploration needs to be fostered (Korthagen & Vasalos, 2010;Meijers & Mittendorff, 2010) while they are in a pre-reflective state of self-consciousness (Stelter, 2000) and perceiving from the first perceptual position (Andreas & Andreas, 2009). This active internal search presents students with a complex task. ...
Students in vocational education and training (VET) need to be prepared for coping with value conflicts they will face in their professional lives. Development of awareness of one's feelings is an essential aspect in this regard. Students need to be aware of their own inner feelings to decrease the unconscious influence of inner feelings on their actions in a value conflict. The purpose of this study is to contribute to a theoretical and practical basis for the design of affective learning experiences aimed to elicit VET students' receptivity to inner self-exploration of their feelings and values. Students were put in an affective learning experience. Three groups of first-and second-year VET students (N = 36) participated in the affective learning experience. Most students did start to self-explore their feelings. However, our findings showed that they did not arrive at affective perceptual awareness. According to the students, deepening inner self-exploration into one's own feelings and values can be stimulated by paying explicit attention to inner feelings, concrete instructions, room for reciprocal exchanges between students and the teacher's participation in sharing inner feelings.
... Whether one is aware of one's own inner feelings when faced with a value conflict is determined by whether one is affectively involved in the value conflict in the moment, from the first (I perspective) perceptual position (Andreas & Andreas, 2009). This is in contrast to someone who uses a cognitive perspective (inner distance) to look at the value conflict from the second (other person's perspective) or third (helicopter perspective) perceptual position (Andreas & Andreas, 2009). ...
... Whether one is aware of one's own inner feelings when faced with a value conflict is determined by whether one is affectively involved in the value conflict in the moment, from the first (I perspective) perceptual position (Andreas & Andreas, 2009). This is in contrast to someone who uses a cognitive perspective (inner distance) to look at the value conflict from the second (other person's perspective) or third (helicopter perspective) perceptual position (Andreas & Andreas, 2009). Someone who is affectively involved in a value conflict is thus present in the moment and sensing from the first perceptual position, with the intention to become aware of their own experience of inner feeling (Alsmith, 2012;Banick, 2019;Legrand, 2007). ...
Learning to become aware of one's own values to be able to cope with value conflicts is an important part of a higher vocational education curriculum. Higher vocational education teachers are used to offering cognitive learning experiences to students to teach them how to deal with value conflicts, disregarding the affective aspect of values. In this qualitative study, we argue that inter‐affective learning experiences are needed to encourage students to deal with value conflicts through affective involvement. We had two research questions: (1) How do teachers and students reflect on an inter‐affective learning experience that aims to promote interactive affective sharing of a value conflict? and (2) What should characterize guidance for inter‐affective learning experiences aimed at promoting interactive affective sharing of a value conflict? The research was carried out at a Dutch University of Applied Science offering higher vocational education programs. Four groups of teachers and two groups of students participated in an inter‐affective learning experience about a value conflict, followed by a focus group discussion on the experience with group members. Teachers and students agreed that they need support in learning to sense their own experience of inner feelings. The reflections led to recommendations for guiding students' inter‐affective learning experiences to encourage affective involvement in a value conflict.
... This form of ex-post-facto introspection can occur from two different perspectives, either as if observing the situation as perceived by another person or seeing it from a detached viewpoint. These perspectives are also called "perceptual positions" (Andreas & Andreas, 2009;Weisfelt, 2012). In the first perceptual position (phenomenologically called "first person" perspective), an individual views the situation very much from his or her personal point of view, in terms of what is happening within him or her. ...
Higher vocational education teachers often encounter students who are inclined to view ethical dilemmas with an inner distance. If teachers' input comes solely from the cognitive rather than the affective component, the interaction about the ethical dilemma between teacher and students will never progress beyond that level of inner distance. In our qualitative study, a total of 31 higher vocational education teachers from 6 educational programs were placed in an experiential position by presenting them with an ethical dilemma. This study aims to inform the analysis and exploration of the problem of our overall design-based research project. By asking them about this dilemma in teams, they were stimulated to respond to the ethical dilemma and to view it affectively. The results show that most teachers Contribution Type Title Authors Abstract kept their distance from the ethical dilemma. Only when their fundamental beliefs were being challenged they seemed to assume some degree of inward affective involvement. This study contributes to theoretical and practical knowledge about stimulating inward affective involvement with ethical dilemmas so that students can develop a conscious value-expressive attitude. ethical dilemma, value-expressive attitude, inward affective involvement , perceptual positions, higher vocational education, design of learning experiences The DOI will be added when the issue is published.
... Perception: Neuro-linguistic programming improves human perception. According to Andreas et al. (2009), NLP training motivates individuals to perceive the world from different viewpoints, encouraging them to look at the world from at least three positions: through their own eyes, through another person's point of view and as an independent observer. Furthermore, it helps clients to clear their perceptions, to perceive what's going on and get in touch with their situation. ...
Neuro-linguistic programming (NLP) has already achieved great popularity as a method for personal development and excellence. It is already used by successful educators, managers, trainers, salespeople, market researchers, counselors, consultants, medics, top athletes and lawyers. However, there is a lack of understanding about the secrets behind the success of neuro-linguistic training in various areas of human life. What are the pillars of its success? What is the role of metacognition? The specific aim of the present review is to explore the relationship between neuro-linguistic programming and metacognition as well as their role in building human excellence. In addition, we investigate, for the first time to our knowledge, the effectiveness of NLP in virtual reality in order to promote metacognitive development in terms of behavior change, subconscious reshaping and consciousness-raising. The results of this review showed that there is a mutually reinforcing relationship between Neuro-linguistic programming and Metacognition. Research has also shown that virtual reality provides the ideal environment for the application of subconscious training techniques like those of NLP. We conclude with a new layered model of NLP based on the principles of metacognition. This model aims to condition people to become awake, transcend their limitations, and enter a higher state of consciousness.
... Perceptual positions refer to the specific vantage points (self, other, and observer) from which subjects (visually) conceptualise, recall, or project given experiences in the present, past, or future. Imaginatively shifting perceptual positions has been shown to alter people's responses in terms of their visual, auditory and kinaesthetic experiences of a given situation (Andreas & Andreas 2009). ...
This paper explores the design, delivery and evaluation of a new bespoke reflection tool for enhancing informal learning in the workplace via reflection in and on action, as part of an undergraduate reflective practice course component. The rationale underlying the tool is presented first, followed by the results of a mixed-methods study evaluating its delivery and application in practice. Although consistently overestimating their ability to do so, participants ultimately demonstrated only a moderate degree of success in their application of the tool, and experienced greater challenges applying it specifically for reflection in, as opposed to on, action. Favourable reports on the general usefulness of the tool, and various suggestions for improving it were made. The tool is finally presented as a promising resource in the context of longer-term scaffolded interventions for more effective teaching and learning of reflective practice in a wide range of higher education settings.
... We have to stress that, to our knowledge, the application of NLP has not been considered experimentally in the context of the neurophenomenological program. The closest instance of using NLP in the study of phenomenological experience is the research conducted by Andreas and Andreas (2009) regarding the experiential distinction between perceptual positions; as well as the theoretical work of about grounded cognition. ...
While the chapters range over a number of areas of research, this collection is focused on current prospects for conceptual synthesis within - or convergence of research between - aspects of mind Frontiers in Psychology 3 August 2016 | How Best to ‘Go On’?
and mindedness. As is clear from the contributions, it highlights integrative conceptual proposals that emphasize action-orientation, process, embeddedness and connectivity – especially between explanatory ‘levels’.Beyond specific proposals for integration, several of the contributions explicitly or implicitly expose broader questions about the purpose of psychological research, the epistemological and ontological commitments required, and the relevant social, political and economic contexts within which such research is performed. This is perhaps inevitable since any aim for synthesis of various understandings of mind will - or should - lead to consideration of the general implications,
beyond the ‘science’, that follow from an integrated account of mind and mindedness.
Whether or not the contributions in this volume provide insights into profitable paths towards greater theoretical synthesis in the sciences of mind or, alternatively, provide grist for the mill of renewed skepticism over the potential or even desirability of such synthesis is unpredictable.
Whichever the outcome, we feel sure that they will help provoke future productive research in, and thinking about, the sciences of mind.
... In addition, if an athlete is interpreting their mental representation of the past related to their performance as an independent observer, they are in "Others" position. In the NLP model, it has suggested that individuals' understanding of their mental contents could change according to the perceptual position they adopted (28). As opposed to the original application of perceptual positions technique, we focused more on the importance of adopting three different positions by observing, verbalising, and understandings of these thoughts through working with its' structures. ...
Introduction: Neuro-Linguistic Programming (NLP) is continuously used as one of the psychological intervention in medicine, sport, and education settings. NLP through employing its techniques and language patterns could make certain changes in connections between neurological processes and therefore, restructure individuals’ cognition and reform their behaviours. This contributes to certain advantages in educational-therapeutic sessions concerning helping athletes with emotional hardship, resulting from physical injuries. Objective: To examine a tailored intervention of the NLP model adapted for educational-therapeutic purposes to reduce competitive state anxiety of two elite basketball players after their rehabilitation programme from physical injuries. Method: This study used a case study approach, and employed the NLP model’s collapsing anchoring, perceptual positions, and meta-model language patterns, to help both athletes to restructure their dysfunctional thoughts and memories. The athletes experienced anxiety related negative thoughts and felt emotionally dif cult to perform in training and competition. Results: The intervention showed promising strategies in helping the athletes to reduce their competitive state anxiety. Also, the results obtained from the interview sessions, and the quantitative analysis showed that the NLP intervention had successfully helped the athletes to cope with dysfunctional thoughts and emotionally related anxiety. Conclusions: The NLP-based intervention, to some degree, helped the athletes to deal with dysfunctional thoughts of their past injury experiences, reducing their competitive state anxiety to compete again in the upcoming competition.
... In addition, if an athlete is interpreting their mental representation of the past related to their performance as an independent observer, they are in "Others" position. In the NLP model, it has suggested that individuals' understanding of their mental contents could change according to the perceptual position they adopted (28). As opposed to the original application of perceptual positions technique, we focused more on the importance of adopting three different positions by observing, verbalising, and understandings of these thoughts through working with its' structures. ...
ABSTRACT
Imagery is a mental practice that has been widely used for the acquisition of sporting skills. Neuro-Linguistic Programming (NLP) is an approach for changing thoughts, feelings, and behavior. Although NLP had been used in mental rehabilitation in the hospital settings, this technique has not been applied systematically in sport psychology research to enhance sports performance. Nevertheless, there is still much to be learned in relation to various issues that are yet to be fully explored about NLP, particularly in the area of sport performance enhancement. Thus, the aim of this study was to examine the influence of imagery training based on NLP model on young kickboxers’ performance. The study employed a pre-test, intervention, post-test design with 24 young amateur kickboxers, age ranged from 18 to 23 (M = 19.5) volunteered to participate in this study. Firstly, the pre-test was conducted by assessing the number of efficient counterattack in this group. Then, imagery training based on NLP model was taught to all participants. After that, the participants took part in the intervention by rehearsing the mental training and specific kickboxing training for seven weeks simultaneously. Finally, post-test were evaluated upon completion of the intervention. The results showed that the numbers of effective counterattack in young kickboxers increased significantly after using imagery training based on NLP, t(23) =6.08, p =.001. From this study, NLP imagery model could be suggested for further research in order to understand the mechanisms of using imagery effectively to enhance sporting performance.
Keywords: NLP, imagery, performance, kickboxing
... We have to stress that, to our knowledge, the application of NLP has not been considered experimentally in the context of the neurophenomenological program. The closest instance of using NLP in the study of phenomenological experience is the research conducted by Andreas and Andreas (2009) regarding the experiential distinction between perceptual positions; as well as the theoretical work of Barsalou (2008) about grounded cognition. ...
In the study of consciousness, neurophenomenology was originally established as a novel research program attempting to reconcile two apparently irreconcilable method-ologies in psychology: qualitative and quantitative methods. Its potential relies on Francisco Varela's idea of reciprocal constraints, in which first-person accounts and neurophysiological data mutually inform each other. However, since its first concep-tualization, neurophenomenology has encountered methodological problems. These problems have emerged mainly because of the difficulty of obtaining and analyzing subjective reports in a systematic manner. However, more recently, several interview techniques for describing subjective accounts have been developed, collectively known as " second-person methods. " Second-person methods refer to interview techniques that solicit both verbal and non-verbal information from participants in order to obtain systematic and detailed subjective reports. Here, we examine the potential for employing second-person methodologies in the neurophenomenological study of consciousness and we propose three practical ideas for developing a second-person neurophenomenological method. Thus, we first describe second-person methodolo-gies available in the literature for analyzing subjective reports, identifying specific constraints on the status of the first-, second-and third-person methods. Second, we analyze two experimental studies that explicitly incorporate second-person methods for traversing the " gap " between phenomenology and neuroscience. Third, we analyze the challenges that second-person accounts face in establishing an objective methodology for comparing results across different participants and interviewers: this is the " validation " problem. Finally, we synthesize the common aspects of the interview methods described above. In conclusion, our arguments emphasize that second-person methods represent a powerful approach for closing the gap between the experiential and the neurobiological levels of description in the study of human consciousness.
... We have to stress that, to our knowledge, the application of NLP has not been considered experimentally in the context of the neurophenomenological program. The closest instance of using NLP in the study of phenomenological experience is the research conducted by Andreas and Andreas (2009) regarding the experiential distinction between perceptual positions; as well as the theoretical work of Barsalou (2008) about grounded cognition. ...
In the study of consciousness, neurophenomenology was originally established as a novel research program attempting to reconcile two apparently irreconcilable methodologies in psychology: qualitative and quantitative methods. Its potential relies on Francisco Varela's idea of reciprocal constraints, in which first-person accounts and neurophysiological data mutually inform each other. However, since its first conceptualization, neurophenomenology has encountered methodological problems. These problems have emerged mainly because of the difficulty of obtaining and analyzing subjective reports in a systematic manner. However, more recently, several interview techniques for describing subjective accounts have been developed, collectively known as ‘second-person methods’. Second-person methods refer to interview techniques that solicit both verbal and non-verbal information from participants in order to obtain systematic and detailed subjective reports. Here, we examine the potential for employing second-person methodologies in the neurophenomenological study of consciousness. Thus, we first describe second-person methodologies available in the literature for analyzing subjective reports, identifying specific constraints on the status of the first-, second- and third- person methods. Second, we analyze two experimental studies that explicitly incorporate second-person methods for traversing the ‘gap’ between phenomenology and neuroscience. Third, we analyze the challenges that second-person accounts face in establishing an objective methodology for comparing results across different participants and interviewers: this is the ‘validation’ problem. Finally, we synthesize the common aspects of the interview methods described above. In conclusion, our arguments emphasize that second-person methods represent a powerful approach for closing the gap between the experiential and the neurobiological levels of description in the study of human consciousness.
... If it does not stop it dead, introspection disrupts the course of experience deeply: 'Tis evident this reflection … would so disturb the operation of my natural principles as must render it impossible to form any just conclusion from the phenomenon.' (Hume, 1739-40/1969, p. 46; see T. Froese, 2009). For Wundt (1897), this disrupting effect is felt mainly in complex thoughts, whereas for James, it is felt mainly in bodily action: 'We walk along a beam all the better if we think less of the position of our feet upon it (James, 1890/1983, p. 1128).' For Merleau-Ponty (1945), reflective consciousness hinders the natural flow of spont ...
This article is devoted to the description of the experience associated with listening to a sound. In the first part, we describe the method we used to gather descriptions of auditory experience and to analyse these descriptions. This work of explicitation and analysis has enabled us to identify a threefold generic structure of this experience, depending on whether the attention of the subject is directed towards (1) the event which is at the source of the sound, (2) the sound in itself, considered independently from its source, (3) the felt sound. In the second part of the article, we describe this structure. The third part is devoted to a discussion of these results and the paths they open up in various fields of theoretical and applied research.
... 24 The visual and other sensorial submodalities have been explored in great detail by Neuro-Linguistic Programming (Dilts, 1983; Dilts, Grinder, Bandler, & Delozier, 1980). 25 C. Andreas and T. Andreas (1991) and Dilts (1998), for example (p. 48), speak of the 1st position, 2nd position and 3rd position of perception. ...
This article presents an interview method which enables us to bring a person, who may not even have been trained, to become aware of his or her subjective experience, and describe it with great precision. It is focused on the difficulties of becoming aware of one’s subjective experience and describing it, and on the processes used by this interview technique to overcome each of these difficulties. The article ends with a discussion of the criteria governing the validity of the descriptions obtained, and then with a brief review of the functions of these descriptions.
A successful transition program in the Early Years will be a smooth, seamless process for Jarjums. We need to work with the centres or spaces our Jarjums are in before they come into our own learning space. Equally, we need to work with the space they are going into. If we don’t, we end up with abrupt situations where Jarjums have to re-navigate every year because the educator turns momentum on its head and wants to start again.
This paper provides a new framework for transitions in the Early Years that is underlain by a mesh of High-Expectations Relationships. This is a transition program that recognises the third cultural space and uses Indigenous Knowledges and ways of thinking to provide an incremental process whereby Jarjums gradually learn the new rules and routines and build familiarity of the next space before they move up to that new level.
This article is devoted to the description of the experience associated with listening to a sound. In the first part, we describe the method we used to gather descriptions of auditory experience and to analyse these descriptions. This work of explicitation and analysis has enabled us to identify a threefold generic structure of this experience, depending on whether the attention of the subject is directed towards (1) the event which is at the source of the sound, (2) the sound in itself, considered independently from its source, (3) the felt sound. In the second part of the article, we describe this structure. The third part is devoted to a discussion of these results and the paths they open up in various fields of theoretical and applied research.
Annak ellenére, hogy a pszichológia egy népszerű fogalma, az önbelátás nem vált középponti szervező témakörré az empirikus pszichológiában (Wilson és Dunn, 2004). A fogalom tanulmányozása során tapasztalható nehézségek az önmegismerésre irányuló törekvés és a tükröződő én kettőssége miatt merülnek fel. A szerző az alábbi kapcsolódó témák szisztematikus áttekintésére vállalkozik: a megismerő folyamatok közvetlen elérhetetlensége (Nisbett és Wilson, 1977), az önmegismerés paradoxona, az önreflexív cselekedetek motivációs és egyéb komponensei, illetve a szelfről szerzett információ szerveződésének módozatai. Ezen összefüggés mentén az önmegismerés folytatása fontosabb motivációs tényezőnek tekintendő az önmagunkról való tudáselemek egyszerű összegzésénél. Az önmegismerés tanulmányozásának lehetőségei a pszichológiában ennélfogva közvetlenül kapcsolódnak a tudományág egészének eredményeihez.„Mindaddig, amíg a kutatók nem veszik birtokukba mindazon pszichológiai folyamatoknak teljesebb áttekintését, amelyek elvezetnek az önmegítélés pontosságának és melléfogásainak megértéséhez, meglehet, korai lenne átfogó elméletek megfogalmazásához hozzálátni.“ (Dunning, 2005)Hangsúlyozván egyaránt a pszichológiai tudásunk integrálásának és a tudományterület következetességének fontosságát, a szerző kiemeli a megválaszolatlan kérdések időszerűségét.
The Perceptual Position Aligning technique was applied to a sample of therapists in the frame of Neuro-linguistic Programming. The aim is to observe if this practice has any subjective effects on how the therapist experience the psychotherapy bond. As a result, the research shows that the technique is of a great utility to diminish the level of emotional perturbance of the psychotherapist and to promote a healthy therapy bond.
The article by Froese, Gould and Seth is a survey rather than a commentary, dealing with the intertwined issues of the validity of first- person reports and of their interest for a science of consciousness. While acknowledging that experiential research has already produced promising results, the authors find that it has not yet produced 'killer experiments' providing a definitively positive answer to these two questions, and wonder what kind of experiment would allow it. Our response will address these two questions successively.
My comments on this pioneering book by Russ Hurlburt and Eric Schwitzgebel do not focus on the descriptions of experiences that it includes, but on the very process of description, which seems to me insufficiently highlighted, described and called into question. First I will rely on a few indications given by Melanie herself, the subject interviewed by the authors, to highlight an essential difficulty which the authors only touch upon: the not immediately recognized charac-ter of lived experience. Then I will look for clues about what Melanie does to come into contact with her experience and recognize it. These clues -- completed by elements of description of this act collected through explicitation interviews -- provide criteria enabling a more precise evaluation of what the authors do to guide Melanie in the real-ization of this act, and therefore the accuracy of Melanie's descrip-tions. I will defend the idea that the description of the very process of becoming aware and describing is an essential condition for the understanding, refinement, teaching, and evaluation of introspection methods, as well as for the reproducibility of their results.
A structural aspect of personal memories was examined in four studies. In some memories, one has the perspective of an observer, seeing oneself “from the outside.” In other memories, one sees the scene from one's own perspective; the field of view in such memories corresponds to that of the original situation. The existence of “observer” and “field” memories was confirmed in Study 1, using a recall questionnaire. In Study 2, the similarity structure of a specified set of eight to-be-recalled situations was established: the significant dimensions were “emotionality” and “self-awareness.” Study 3 related these dimensions to the observer-field distinction; situations involving a high degree of emotion and selfawareness were most likely to be recalled with an observer perspective. Recall set was varied in Study 4: a focus on feelings (as opposed to objective circumstances) produced relatively more field memories. Studies 3 and 4 also showed that events reported as more recent tend to be recalled in the field mode. Thus a qualitative characteristic of personal memories—the perspective from which they are experienced—is apparently related to characteristics of the original event, to the individual's purpose in recalling that event, and to the reported recall interval.