Last day Alejandro gave us a text that talk about a situatuion of a child who wants to read a book by himself and the same child older who is force to do it. After read it Alejandro said us to make groups and speak about the text and to say our opinion about it. my group consisted of Ramiro, Saadet, Jesse, Ainara, Raul, Isa and me: Andrea.
We had to to find relations between what we were talking about attachment and the text. Saadet started saying that it's important not to force someone to reed, no matter if it's a child or an adult person, because if you force someone to reed he/she is not going to like it. There must be a conection between the person and the book, and if you want that this person reed because you think it's important to him/her, you have to help him/her to find that conection. For example, childrens like play. If you find the way to make to reed a game, childrens aare going to like to do it.
After explain that, we tried to find an other situation like this. We decided to use the relation between a person and a mobile phone because we want to make a comparation. If you give a mobile phone to a children and you let him/her use it like he/she wants, the mobile phone is going to be something usefull for him/her. But if you force him/her to use it, he/she is not going to see it like something good for him/her. Everyrhing is about the context. if someone force us to do something that we don't want to do, it won't be an attachment between the object and us, but, if someone give us something and they teach us how to find the good things about it, they explain us why is good for us and help us to use it good, there will be an attachment.
Hi Andrea
ReplyDeleteAs I told you take care about your writing in terms of the english you use. Review it. Children is the plural of child. To read is not the same that to reed (that is not a verb, by the way).
But let's go to the content.
The report of the group was more complex that this one you offer here. Anyway it is also interesting. Let me take one your the sentences that called my attention: "Everything is about the context".
Ok, I agree with that to the extent that the context creates a meaning, a everything is about the meaning". So for me it is not the context but the meanings involved in the activities we perform. Try to use more the processes of bonding instead of the more general term of attachment, and I think it will be even easier to describe the experience.
Interestingly there is not a word in english for "desvincular", you can use "detachment" or "disengaged".
If we had more time we could see the movie "Detachment" translated in Spain as "El profesor". Although it fits better with secondary education, it is also a great opportunity for using Atachment Theory, at least in order to understand the behaviour of the main character. http://www.filmaffinity.com/es/film831815.html
Last idea, the creation of a relationship (another way of seeing a bond) contextualizes and gives meaning to any activity or behaviour that happen. The problem is that we do not use to be aware of the relationship as a creation.
Well I just wanted to share some thoughts here.
Best regards
Alejandro