Thinking about Synergy between the Group and the Mediating Object

Vacheret, Claudine; Joubert, Christiane

doi:10.1177/0533316408094902

Cited by 16 publications

(8 citation statements)

References 2 publications

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“…The concept of mediating objects is not only used within the design discipline. It is also used in natural science such as explaining phenomenon in biology [2], diagrams in contemporary mathematics [3], or helping patients to heal in psychical therapeutic care [4]. Even though the concept of mediating object is given different usage, roles and properties within the different research subjects, there are commonalities.…”

Section: Mediating Objectsmentioning

confidence: 99%

“…Even though the concept of mediating object is given different usage, roles and properties within the different research subjects, there are commonalities. Some argue that the mediating object's main purpose is to convey knowledge [3] [2], whereas others present the mediating object as a tool for gaining new perspective on the individual's personal thoughts [4] [5]. Some claim that the physical object itself does not possess specific characteristics, it is an ordinary object like a photo, a doll or peas [2] [4].…”

Section: Mediating Objectsmentioning

confidence: 99%

“…Some argue that the mediating object's main purpose is to convey knowledge [3] [2], whereas others present the mediating object as a tool for gaining new perspective on the individual's personal thoughts [4] [5]. Some claim that the physical object itself does not possess specific characteristics, it is an ordinary object like a photo, a doll or peas [2] [4]. That it is the purpose of usage, which transform the ordinary object into a mediating object.…”

Section: Mediating Objectsmentioning

confidence: 99%

See 2 more Smart Citations

Knowledge-carrying objects in learning situations

Olander¹,

Sörensen²,

Musa³

et al. 2020

Proceedings of the 22nd International Conference on Engineering and Product Design Education

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This study aims to explore the scope of 'knowledge-carrying' objects in learning situations. The study is based on a qualitative content analysis of a design project conducted in a science centre for children aged 7-10 years, learning about polymers and circularity. The design project is based on research through design and has been an iterative process where design experiments and observations were intertwined. The main purpose of the study has been to understand the role a 'knowledge-carrying' object may play in learning situations, and whether an object can convey knowledge between learners or between the object and the individual, without the presence of a facilitator. The study also aimed to explore what type of properties or requirements can be claimed by such an object. Different types of documentation from the design project has been analysed through a qualitative content analysis in a topdown process in order to explore and identify how the iterations of the objects changed the objects' capacity to carry knowledge during the project's time frame. The goal was to create an initial concept of how designers can work with 'knowledge-carrying' objects in learning situations. Finally, the understanding of the role of 'knowledge-carrying' objects is discussed in relation to other types of mediating objects used by designers in design processes and using 'knowledge-carrying' objects as pedagogical agents in design education.

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Section: Mediating Objectsmentioning

confidence: 99%

Section: Mediating Objectsmentioning

confidence: 99%

Section: Mediating Objectsmentioning

confidence: 99%

See 1 more Smart Citation

Knowledge-carrying objects in learning situations

Olander¹,

Sörensen²,

Musa³

et al. 2020

Proceedings of the 22nd International Conference on Engineering and Product Design Education

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show abstract

“…The objects and artworks acted as mediators (Vacheret and Joubert, 2008) but also perhaps as self-objects providing opportunities to deposit, project, recollect, sensorial perceptions of thought. Papadopolous describes the ‘primary layer’, the ‘substratum of identity’ as ‘a mosaic consisting of small elements which together form an integral whole’ (Papadopolous, 2003: 17).…”

Section: Beginning Phasementioning

confidence: 99%

The search for a container in a precarious environment

O’Mahony¹,

Bereen²

2018

Group Analysis

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This article explores the impact of the parallel process of a precarious environment on a multicultural therapy group for women survivors of torture and persecution who had sought asylum in Ireland. The environments for both therapists and group members were experienced as producing ‘unthinkable anxiety’ (Winnicott, 1962: 57). For the therapists, their context was of threatened dismissal due to organizational restructuring, and for the group members it was the threat of deportation. The impact shaped decisions pertaining to the dynamic administration of how the group should be conducted and for how long. It led to a clinical crisis when the anxiety in the group became enmeshed, provoking primitive defences which affected the capacity to think, and blocked understanding on the part of the therapists. Flexibility in the level of leadership activity allowed for a containing process to take place and the group to become the therapist (Sclapobersky, 2016: 210). This flexible approach enabled the naming of an anxiety for the group as a whole which bound together the fragmented, intense emotions, and opened up the reflective space to the contents the members wished to have contained (Hinshelwood, 1994: 102). All names have been changed and the group gave consent for the authors to write about this experience.

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“…Shall we keep it? The 'synergy' (Vacheret and Joubert, 2008) between the group and the mediating object that bears this sadness, offers the patients the opportunity to speak about it.…”

Section: The Mourning Of the Childmentioning

confidence: 99%

Mitsopoulou-Sonta¹,

Vacheret²

2016

Group Analysis

Self Cite

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This article presents clinical sequences in order to illustrate the case of Sophie, a woman who participates in a Photolanguage© group. Sophie, whose metaphorical thought is flawed, has the possibility to access consciousness and subjectivity with the double aid of the group as well as the mediating object. The contribution of the group is primordial, as it proposes a space where the internal groups of Sophie can be diffracted, permitting her to find the words and to restore the thread of her personal history. The photograph, as an object, creates a space where the subject is able to create the link between her internal and external images, and between its sensations and the descriptive words.

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Thinking about Synergy between the Group and the Mediating Object

Cited by 16 publications

References 2 publications

Knowledge-carrying objects in learning situations

Knowledge-carrying objects in learning situations

The search for a container in a precarious environment

The Elaboration of Internal Groups in a Photolanguage© Group

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