1.
Disseminating social constructionist ideas
through pattern language
in management, education,
health care, and citizenship
Rudy Vandamme, Ph.D. (Belgium)
rudy@coachingforprofessionals.net
www.coachingforprofessionals.net

2.
Content
1. Me
2. The quest: translating ideas
3. Pattern language in management and teams
4. Pattern language in education
5. Pattern language in coaching and therapy

3.
Me
Ph.D. in psychology
Philosophy, Anthropology
NLP
Coaching, development-oriented approach
Ecopsychology

4.
Context
‘The planet does not need more successful people. The planet
desperately needs more peacemakers, healers, restorers,
storytellers and lovers of all kinds.’ (The Dalai Lama)
We, as social constructionist practitioners, have the ambition to
heal, remediate, improve the ethical quality of the human
enterprise.
The social constructionist approach is an answer to the
contemporary challenge of individualism, radicalism,
consumerism, technocracy, inequality, etc.

5.
Quest
How can we accelerate the dissemination of collaborative
practices based on social constructionism in the
domains of management, education, health care, and
citizenship?

6.
How ?
• Enter professional practices
• Create stickiness of an idea (clear, simple, sexy)
• Describe pattern language
• Use model and method
Are we afraid of putting social
constructionist ideas into
methods, models, and patters?

7.
Examples of pattern language
• Management meetings and team development
• Education
• Coaching and therapy

8.
Pattern language in management and teams

9.
Self-guidance
Personal development
Identity
Bigger whole
Focus1
2
3
4
5
Project 6
7
Structure progress in a social constructionist way
A seven step process

10.
Pattern language in collaborative education

11.
Knowledge
Teacher
is transmitter
The teacher as transmitter of knowledge
Students
are receivers

12.
Subject
Selfdirected
learning
Teacher
as coach
Subgroup
Subgroup
Subject
Subject
Subject
Subject
The teacher as coach
Colloborative
learning
amongst students

13.
(Hubert Hermans: dialogical self
theory)
Ph.D.
The dialogical identity of teachers

14.
Collaborat
ive
Pattern language in face to face conversation

15.
Collaborat
ive
issue
inquiry
1
2
Pattern language in face to face conversation

16.
issue
1
2
3
3

17.
References
Vandamme, R. (2015). Coaching
Handbook for Professionals. Ghent:
Coaching&Co.
ISBN: 9789490384081
www.coachingforprofessionals.net
https://store.kobobooks.com/en-us/ebook/

18.
CoachClient
Self-guidance
Greater whole
Identity
Project
What is your participation in the greater whole?
What are you doing?
What do you have to learn in order to be
more effective in …?
Who are you?
What is your actual theme of personal development?
Structure progress in a social constructionist way
Four tracks of the Fork model

19.
Coach
The Fork model
Client
Self-guidance
Greater whole
Identity
Project
2
3
4
5
1

20.
Coach
Conversational flow
Client
Self-guidance
Greater whole
Identity
Project

21.
My idea about the relationship between the social
constructionist ideas and patterns, models, methods
1. Models, methods, and patterns are fast, easy and simple
to translate ideas into behaviour.
2. It helps disseminating social constructionist ideas.
3. The danger: the model, method, or pattern is used in an
impoverished way.
4. A skill is presupposed: use models, methods, and pattern
as a vehicle for a lively process.
5. Teaching that skill should be part of teaching the models,
methods, and patterns.

22.
Discussion
How do we deal in the Taos Community with the
relationship between the social constructionist ideas and
their translation into models, methods, and patterns?
How can we accelerate the dissemination of the social
constructionist ideas into different fields of application?
rudy@coachingforprofessionals.net