2013年5月27日 星期一
內地漢墮傳銷「色誘」陷阱
層壓式拉人頭?聽講座「掘金」 內地團遊港「洗腦」學傳銷
2011年8月7日 星期日
邪教實例 - 這個是什麼的邪教?
邪教實例 - 這個是什麼的邪教?
這個是香港本地發生的其中一單不是個別事件, 本人有朋友剛剛入了這個邪教~
請提供資料這個模式的教會是什麼的邪教?
由facebook 的真人真事
邪教實例 :
好唔開心,有個好朋友信左邪教,佢屋企人今朝打比我話我知,話佢 比邪教既人洗左腦,勸極都唔聽,又阻止唔到佢同邪教既人接觸,佢 仲誇張到攻擊講佢教會唔好既人,我一路都好專重唔同既宗教,不過 點解D人可以沉迷到是非不分,我最後同佢屋企人講,我幫佢唔到, 因為能夠幫到佢只有佢自己一個
佢屋企人無透露,只係話佢近排性格變晒,出糧d錢大部份 比晒教會,仲係咁叫佢屋企人信,仲叫屋企人掉晒屋企原本 d觀音象~香呀咁,仲話世界未日,信佢唔駛死
佢屋企人都同佢傾唔到,我地外人點傾呀,因為佢一味係咁 幫住個邪教,一見人講有關佢個教會既嘢,佢會話全家人針 對佢個教會.叫呢D教會真係生人勿近,不過唔知點解佢D信徒又會信佢D 所謂既道理
洗人腦仲向善,叫妳連屋企人都唔駛尊重,咁都向善
2011年5月17日 星期二
張銳輝﹕倒退的「德育及國民教育課程」
張銳輝﹕倒退的「德育及國民教育課程」
【明報專訊】去年10月,特首施政報告首次指出要設立獨立的「德育與國民教育科」,並預計要在2013學年推行。當時社會上已就應否改變現時滲透式校本自決的公民教育模式、對國民教育內容及推行手法的憂慮等問題,引起了廣泛討論。然而,制訂「德育及國民教育科」課程的專責小組,稍後仍悄悄成立。以往,一個教學課程,由草擬編撰至推出予公眾諮詢,通常至少需要一年多的時間,並且有兩至三輪的諮詢。然而,「德育及國民教育科」由小一至中六級的課程,竟在半年之內完成洋洋近300頁的課程諮詢稿,更沒有表明有多少輪諮詢,不禁令人萬分質疑:如此急就章完成的課程,究竟能否回應之前的社會爭議,又能否充分檢視現時的公民教育發展,作出與現存各個課程相互配合的安排;甚或是否尊重現行的多輪諮詢機制?現先集中「國民教育」部分評論。
首先,課程名稱放棄了以往一直沿用的「公民教育」或是「公民科」,已反映了對於課程在實踐公民教育的倒退。事實上,就是在課程文件中,也明確指出現今世界各地(包括中國國內)正在推行的都是更廣義的「公民教育」,而非狹隘的「國民教育」(諮詢稿頁13),但是,整份文件卻沒有解釋「捨公民教育」「揚國民教育」的原因,只是在委員作口頭解說時,不斷強調廣義的公民教育內容,如培養學生建立如人權民主等的普世價值,仍是課程的目標;並且一再強調老師不用迴避如六四 等的敏感問題,似乎要告訴大家只是文字遊戲,實質上沒有分別。
「國民教育」的保守特質
然而,當細閱課程內容時,卻發覺這個說法刻意淡化了「國民教育」的保守特質。整個「德育及國民教育科」課程分為五個範疇,分別為個人、家庭、社群、國家及世界,每個範疇均定下了一系列要培育學生發展的價值觀和態度。然而,民主、自由、人權等普世價值,是歸納在世界公民的範疇之下;相反,國家公民範疇下的價值觀與態度,竟是欣賞、理性、團結、包容、愛國心等等,都是一些不包括普世價值內容,卻是服從性的、妥協性的態度,不禁令人恍然大悟:原來「國民教育」就是不以普世價值的價值觀去思考國家問題!
其實,早在1998年,中一至中三級亦已經編訂了「公民教育科」的課程,「國家民族社會」當然是內容之一,整個課程內容,是由家庭至國際社會由近至遠去學習及認識不同的公民身分與責任。
而2009年實行的高中通識教育科包括了現代中國的單元,整個科目的性質是包容而開放的:
通識教育科採用議題探究的學與教方法,鼓勵學生獨立學習以追求知識,並對新的事物持開放的態度。透過探究與本課程主題相關的議題,學生可以學習找出不同主題和學科之間的聯繫,以及了解知識的複雜內涵和組織……
課程發展議會與香港考評局 (2007)
《通識教育科 課程及評估指引(中四至中六)》,頁三
可是當我們再看現存於教育局課程發展範疇內的「國民教育」,其定義卻是相當的狹隘:
自回歸祖國以來,提高學生對國家的認識及國民身分認同,便是香港特別行政區 政府的既定政策和首要任務。教育局一直致力鼓勵學校從「加深對國家認識」、「培育對國家情懷」及「實踐對國家承擔」三個層面入手,為學生提供整全的國民教育學習經歷……
(摘自:教育局網頁:德育、公民及國民教育──國民教育)
再看「德育及國民教育科」課程如何將上述定義化為學生學習的目標時,只看到低層次的認知與認同,卻缺乏了批判與普世價值的建立:
以孕育家國情懷為中心,樂於了解國情,包括:自然國情、人文國情、當代國情和歷史國情。通過有系統的國情學習,引領學生探討國家發展的機遇與挑戰,作出情理兼備的判斷。藉此讓學生培養國民素質,提升國民身分的認同,並繼往開來,既能傳承中華文化,亦能對於國家發展有所承擔,願意為國家及民眾謀福祉,加強和諧團結、關愛國家民族的情懷,成為了解國情、關愛社群、樂於承擔、敢於創新的國民。
(摘自:諮詢文件,頁18,國家範疇的學習目標)
反而是在世界範疇的學習目標才提及了批判思考各普世價值,但卻還要「兼顧國情」。課程對學生的思維發展,可說是步步為營!
世界範疇的學習,旨在引導學生認同自己亦是世界的一分子,能從世界角度思考問題,尊重多元文化,關注全球共通議題,進而積極履行世界公民的義務,締造和平、公義、可持續發展的世界。學生亦會建立批判性思考,在面對具爭議性的普世議題時,能持世界公民的視角,同時亦兼顧國家國情,以理解問題,並作出情理兼重及務實的判斷。
(摘自:諮詢文件,頁20,世界範疇的學習目標)
此外,課程文件中的國民教育教材舉隅,討論的例子都是非政治化的經濟社會文化議題,如國旗國歌的認識、客家文化的交流活動等,即使是社會議題的討論,如汽車業及高速鐵路的發展,分析的角度卻仍是傳統的宏觀的、大國家、GDP導向的焦點,然而,即使是早前香港本地就高鐵的討論與思潮,已更多地從每一個受影響的人的角度、可持續發展的角度去分析。由此可見,課程中的「國民教育」仍傾向重集體輕個人,缺乏人文關懷的精神,對於國內人口大多數的黎民百姓,如農民、農民工、弱勢人士(如上訪者、維權者等)傾向視而不見。
缺乏人文關懷精神
再者,公民教育包含多元的身分反思與教育,例如,即使我們作為中國國民,但在思考不少社會議題時,例如資源的開發(應否廉價買入緬甸的木材,換取我國山林的保育)、或是自由人權的事件(劉曉波獲諾貝爾和平獎)上,不可能捨棄「世界公民」的身分去思考與抉擇。另一方面,香港人的本土身分認同,一直與國族身分認同相互拉扯,雖然內地經濟急促發展,亦未能大幅收窄。如果以為是「國民教育」力度未夠,未免太天真太傻。相反,唯有讓新一代掌握多元公民身分的分析工具,明白多元身分不必相互排斥,同時批判可以愛國,才是真正有利香港及國家長遠發展的公民教育方向。
我們原有的「公民教育科」、「通識教育科」,其實早已包含了更開放包容,視野亦更開闊的公民價值教育。現在,是否要將狹隘的「國民教育」,進一步塞進每一個中小學的課室裏?放棄讓我們的年輕人,繼續作為國際城市全球公民的一分子?
培養虛偽犬儒機會主義者?
如果「德育及國民教育科」真的要證明課程是有包容性的,「國民教育」其實等同公民教育的話,請教育局在提供的教材舉隅中,敢於以六四事件、處理維權人士等等反映中國政治及社會發展問題的事件為議題,展示如何培育學生積極面對中國的問題,從而思考解決方法積極推動國家進步。
如果「國民教育」的目的,是要培養一批可以讓當權者呼之則來揮之則去的狹隘民族主義者,還是要培養一批虛偽犬儒只懂揣測上意的機會主義者?這或者是短期「維穩」的好方法,但對國家的健康發展以及人民素質的提升,又有何貢獻,香港要走這條路嗎?
作者是中學通識科教師
2011年5月14日 星期六
李焯芬﹕國民教育非「洗腦」
李焯芬﹕國民教育非「洗腦」
【明報專訊】德育及國民教育科課程諮詢月初展開,昨日德育及國民教育專責委員會主席李焯芬在電台節目中強調,新學科並非單向價值灌輸或「洗腦」,委員會期望老師能在課堂帶領學生討論社會時事、政治等,培養獨立思考能力。
李焯芬昨日在港台 節目回應,新德育及國民教育科並非單向價值灌輸,也不是「洗腦」,他說﹕「香港整體社會情况及教育制度,跟所謂單向價值灌輸完全是兩碼事,香港是很開放的社會,我們的老師會在課室中,帶領同學討論各種時事、各種社會問題,透過思辨,培養獨立分析能力,讓他們懂得分析問題,從而建立價值觀,我們覺得這制度行之有效。」
思辨培養獨立分析力
李焯芬認為透過新課程安排,教師能繼續帶領同學,討論時事、政治等問題,加深學生認識之餘,培養獨立思考能力。他認為新課程能理順現有國民教育內容,並不會增加教師壓力。
2011年5月6日 星期五
學者教師憂國民科向學生洗腦
全港530所小學明年9月率先推行「德育及國民教育科」,其餘5百所中學則在2013年起落實。學者與通識教育老師均憂慮,新科變成向學生洗腦,灌救國家的集體利益,漠視對人民的關懷,難以全面地幫助學生建立身分認同。教育局官員則重申,科目教材由老師自選,局方不會要求迴避任何敏感議題。
教育局首席助理秘書長張國華指出,以往學校一直在不同課程及班主任課滲透德育及公民教育內容,但是過去10餘年社會日益複雜,需要強化這方面的教育,所以「德育及國民教育科」涵蓋個人、社群、家庭、國家及世界公民等5個範疇,對建立身分認同很重要。
香港教育學院 政策與領導學系副教授梁恩榮明言對諮詢文件十分不滿,擔心對學生造成洗腦。通識教育教師聯會顧問張銳輝指出,文件主要提出國家的集體利益,對人民的關懷不足,而所舉的範例並沒有任何政治例子,用字且相當正面,或致老師不敢提出敏感的政治事件。
教協會長馮偉華也擔心,新科旨在推廣國民教育,著重官方的指定價值觀,並非客觀地教授公民身分。
身兼中學校長的「德育及國民教育專責委員會」成員關穎斌辯稱,新科是多元化教學,重視情理兼備,即使國家處事有不足之處,老師也可以教授。他認為,諮詢文件是良好的工具,讓前線老師校長重新檢視學校過往在國民教育方面的成效。
張國華又說,希望中、小學每周上一至兩節課,具體教法以學生為本、學校為本,各校可按照各自需要,跟校內公民教育銜接。他強調,教材由老師自選,局方不會要求迴避任何議題。
教育評議會副主席何漢權擔心,現時的教師工作已相當繁重,立刻推行國民教育,而配套又不足,將加重教師工作負擔。然而,身兼教師的「德育及國民教育專責委員會」成員梁偉傑認為,網上與民間團體可提供大量相關的教材,相信工作壓力不會大增。
2010年4月3日 星期六
用 NLP 洗腦 - NLP 內容
語言影響我們如何思考,行動,反應,感受。例如,一位行政人員在明天之前要做一個非常重要的決定。但他對這個決定信心不是很大,在他的大腦內無意識地出現類似的說話:"真係唔知點做" "真系唔係咁容易"! 事實上,他習慣地透過這些說話使他大腦內的神經網絡封閉。透過 NLP 的訓練,他建立了完全不同的內向溝通程式,他會自然地問自己 "我需要知道什麼資料才能做這個決定"? "可以有什麼不同的選擇?" "如果這個決定最終導致失敗,會出現在什麼地方等......" 這些問題能夠開啟他大腦內新的神經網絡,使他更快找出答案。我們透過五官眼,耳,鼻,舌,身,攝取外界訊息,NLP 學者發現人類透過大腦內的心智模式 (Mental Model) ,把信念,價值,規條進行刪減,扭曲,一般化等程序而成為我們描述外界事物的語言。故此,受過訓練的 NLP 執行師能夠從對方的說話了解他的心智模式,從而有效進行輔導影響別人,改變對方信念。
NLP 提供系統化的語言工具達致上述效果包括:
a. 檢定語言模式 (Meta Model)
是 NLP 最重要的技巧之一,是由 NLP 創始人李察‧賓達拉 (Richard Bandler) 和約翰,葛瑞德(John Grinder) 在 1975年發展出來的一套語言技巧。他們透過模仿完形治療法 (Gestalt Therapy) 創始人費茲士.波爾士 (Fritz Perls) 及家庭治療大師 (Family Therapy) 維珍尼亞沙維雅 (Virginia Satir) 在治療過程當中的發問方式從受導者口中得悉對方的內心世界的運作。同時他們有另外一套的發問方式,令受導者重組他們的心智模式,從而改變對方的心態及行為。運用檢定語言模式在自己身上面,能夠使思考更清晰,有效地修正自己的心智模式,從而更容易解決問題消除困擾。
b. 巧妙回應話術 (Sleight of mouth)
這套語言技巧是由 NLP University Dr. Robert Dilts 發展出來的。他發現人類歷史中出現的偉大領袖,智者,包括耶穌,甘地,馬克思等,均能透過語言展現出非凡的說服能力,改變世界的固有信念。Dr. Robert Dilts 發現他們都有一些共通的語言模式。他透過觀察及模仿整理出一套獨特的語言技巧,能夠在短時間之內改變對方的信念。大大加強說服能力。
c. 其他語言技巧包括米爾頓語言模式(Milton Model), 換框法(Reframming),正面詞語(Positive Wordings)等。
4. NLP 的前提假設
NLP的理論及技巧建築在以下的前題假設(NLP Presupppositions)上 :
1. 沒有兩個人是一樣的。
No two persons are the same.
2. 一個人不能控制另外一個人。
One person cannot change another person.
3. 有效用比有道理更重要。
Usefulness is more important.
4. 只有由感官經驗塑造出來的世界,沒有絕對的真實世界。
The map is not the territory.
5. 溝通的意義決定於對方的回應。
The meaning of communication is the response one
gets.
6. 重複舊的做法,只會得到舊的結果。
Repeating the same behavior will repeat the same result.
7. 凡事必有至少三個解決方法。
There are at least three solutions to every situation.
8. 每人都選擇給自己最佳利益的行為。
Every one chooses the best behavior at the moment.
9. 每人都已經具備使自己成功快樂的資源。
Every one already possesses all the resources needed.
10. 在任何一個系統裡,最靈活的部份便是最能影響大局的部份。
In any system, the most flexible person has the control.
11. 沒有挫敗,只有回應訊息。
There is no failure, only feedback.
12. 動機和情緒總不會錯,只是行為沒有效果而已。
Intentions and emotions are never wrong, only the behavior has not been effective.
13. 有選擇總比沒有選擇好。
Choice is better than no choice.
14. (心靈焦點的力量) 你所注視的地方會給予能量, 無論這個地方是負面或者是正面。
(The law of mind focus) Where your mind focus, where you give energy.
Extract from : wikipedia
Neuro-linguistic programming
NLP originated when Richard Bandler, a student at University of California, Santa Cruz, was listening to and selecting portions of taped therapy sessions of the late Gestalt therapist Fritz Perls as a project for Robert Spitzer.[17][18] Bandler believed he recognized particular word and sentence structures which facilitated the acceptance of Perls' therapeutic suggestions. Bandler took this idea to one of his university lecturers, John Grinder, a linguist. Together they studied Perls's utterances on tape and observed a second therapist Virginia Satir to produce what they termed the meta model, a model for gathering information and challenging a client's language and underlying thinking.[19]
The meta model was presented in 1975 in two volumes, The Structure of Magic I: A Book About Language and Therapy and The Structure of Magic II: A Book About Communication and Change, in which the authors expressed their belief that the therapeutic "magic" as performed in therapy by Perls and Satir, and by performers in any complex human activity, had structure that could be learned by others given the appropriate models. They believed that implicit in the behavior of Perls and Satir was the ability to challenge distortion, generalization and deletion in a client's language. The linguistic aspects were based in part on previous work by Grinder using Noam Chomsky's transformational grammar.[20]
Challenging linguistic distortions, specifying generalizations, and recovery of deleted information in the client utterances, the surface structure, was supposed to yield a more complete representation of the underlying deep structure, and to have therapeutic benefit.[21] They drew ideas from Gregory Bateson and Alfred Korzybski, particularly about human modeling and ideas associated with their expression, "the map is not the territory".[22][23]
Satir and Bateson each agreed to write a preface to Bandler and Grinder's first book. Bateson also introduced the pair to Milton Erickson who became their third model. Erickson also wrote a preface to Bandler and Grinder's two-volume book series based on their observations of Erickson working with clients, Patterns of the Hypnotic Techniques of Milton H. Erickson, Volumes I & II.[24] These volumes also focused on the language patterns and some non-verbal patterns that Bandler and Grinder believed they observed in Erickson. While the meta model is intentionally specific, the Milton model was described as "artfully vague" and metaphoric; the inverse of the meta model. It was used in combination with the meta model as a softener, to induce trance, and to deliver indirect therapeutic suggestion. In addition to the first two models, Bandler, Grinder and a group of students who joined them during the early period of development of NLP, proposed other models and techniques, such as anchoring, reframing, submodalities, perceptual positions, and representational systems.
At the time, the human potential movement was developing into an industry; at the centre of this growth was the Esalen Institute at Big Sur, California. Perls had led numerous Gestalt therapy seminars at Esalen. Satir was an early leader and Bateson was a guest teacher. Bandler and Grinder claimed that in addition to being a therapeutic method, NLP was also a study of communication, and by the late 1970s Grinder and Bandler were marketing it as a business tool, claiming that "if any human being can do anything, so can you". After 150 students paid $1,000 each for a ten-day workshop in Santa Cruz, California, Bandler and Grinder gave up academic writing and produced popular books from seminar transcripts, such as Frogs into Princes, which sold more than 270,000 copies. According to court documents, Bandler's NLP business made more than $800,000 in 1980.[19]
[edit] Applications
[edit] Psychotherapeutic
The early books about NLP had a psychotherapeutic focus especially given that the early models were psychotherapists. As an approach to psychotherapy, NLP shares similar core assumptions and foundations in common with some contemporary brief and systemic practices,[25][26][27] such as solution focused brief therapy.[28][29] NLP has also been acknowledged as having influenced these practices[27][30] with its reframing techniques[31][32] which seeks to achieve behaviour change by shifting its context or meaning,[33] for example, by finding the positive connotation of a thought or behaviour.
The two main therapeutic uses of NLP are: (1) use as an adjunct by therapists[34] practicing in other therapeutic disciplines, and (2) as a specific therapy called Neurolinguistic Psychotherapy[35] which is recognized by the United Kingdom Council for Psychotherapy[36] with accreditation governed at first by the Association for Neuro Linguistic Programming[37] and more recently by its daughter organization the Neuro Linguistic Psychotherapy and Counselling Association.[38]
[edit] Other uses
While the original goals of neuro-linguistic programming were therapeutic, the patterns have also been adapted for use outside psychotherapy for interpersonal communications and persuasion including business communication, management training,[39] sales,[40] sports,[41] and interpersonal influence,[42] used for coaching, team building, public speaking, negotiation,[43] and communication. The UK Chartered Institute of Personnel and Development includes a number of NLP courses including an application of NLP to coaching in its 2010 training programme.[44] A range of books have been published related to the application of NLP to coaching.[45]
[edit] Criticism and controversy
[edit] Empirical validity
In the early 1980s, NLP was hailed as an important advance in psychotherapy and counseling,[46] and attracted some interest in counseling research and clinical psychology. In the mid-1980s, reviews in The Journal of Counseling Psychology[47] and by the National Research Council (1988; NRC) committee[42] found little or no empirical basis for the claims about preferred representational systems (PRS) or assumptions of NLP. In an article published in 2005, psychologist Grant Devilly stated that at the time it was introduced, NLP was heralded as a breakthrough in therapy, and advertisements for training workshops, videos and books began to appear in trade magazines. The workshops provided certification. However, controlled studies shed such a poor light on the practice, and those promoting the intervention made such extreme and changeable claims that researchers began to question the wisdom of researching the area further.[46]
The experimental research that does exist was mostly done in the 1980s and 1990s, and on the whole was unsupportive of the central assumptions and core models of NLP.[citation needed] It consisted of laboratory experimentation testing Bandler and Grinder's hypotheses[48] that a person's preferred sensory mode of thinking can be revealed by observing eye movement cues and sensory predicates in language use.[43] A research review conducted by Christopher Sharpley which focused on preferred representational systems, in 1984,[49] followed by another review in 1987 in response to a critique published by Einspruch and Forman,[50] concluded that there was little evidence for its usefulness as an effective counseling tool. Reviewing the literature in 1988, Michael Heap also concluded that objective and fair investigations had shown no support for NLP claims about "preferred representational systems".[14]
A research committee[42] working for the United States National Research Council led by Daniel Druckman came to two conclusions. First, the committee "found little if any" evidence to support NLP's assumptions or to indicate that it is effective as a strategy for social influence. "It assumes that by tracking another's eye movements and language, an NLP trainer can shape the person's thoughts, feelings, and opinions (Dilts, 1983[51]). There is no scientific support for these assumptions."[52] Secondly, the committee members "were impressed with the modeling approach used to develop the technique. The technique was developed from careful observations of the way three master psychotherapists conducted their sessions, emphasizing imitation of verbal and nonverbal behaviors... This then led the committee to take up the topic of expert modeling in the second phase of its work."(Druckman, 2004)[52] Von Bergen et al. (1997) state that "the most telling commentary on NLP may be that the latest revision of his text on enhancing human performance, Druckman (Druckman & Bjork 1991) omitted all reference to Neurolinguistic Programming."[53] These studies, in particular Sharpley's literature review, marked a decline in empirical research of NLP, and particularly in matching sensory predicates and its use in counsellor-client relationship in counseling psychology.
NLP practitioners and academics Tosey and Mathison have argued that the experimental approach is not always appropriate for researching NLP, instead proposing that NLP should be researched phenomenologically.[54][55] Gareth Roderique-Davies (2009) stated that "Phenomenological research is free from hypotheses, pre-conceptions and assumptions, and seeks to describe rather than explain. Given the claims made by proponents of NLP, this adds little to the credibility debate and would produce reports concerning the experience from the perspective of the individual rather than confirmation of the claimed efficacy. The fact remains that NLP proponents make specific claims about how NLP works and what it can do and this compels providing evidence to substantiate these claims." He argued that the proposal to conduct phenomenology research using NLP modeling "constitutes an admission that NLP does not have an evidence base and that NLP practitioners are seeking a post-hoc credibility."[56]
[edit] Scientific criticism
See also: NLP and science
Michael Corballis (1999) stated that "NLP is a thoroughly fake title, designed to give the impression of scientific respectability".[57] NLP adapted many scientific sounding terms, such as eye accessing cues, metamodeling, micromodeling, metaprogramming, neurological levels, presuppositions, representational systems, and submodalities, which Barry Beyerstein wrote was intended to obfuscate and to give the impression of a scientific discipline.[58] According to Canadian skeptic Beyerstein (1995) "though it claims neuroscience in its pedigree, NLP's outmoded view of the relationship between cognitive style and brain function ultimately boils down to crude analogies."[59] According to Efran and Lukens (1990), claiming that "original interest in NLP turned to disillusionment after the research and now it is rarely even mentioned in psychotherapy"(p. 122).[60]
Heap states that generalizations about the mind and behavior, such as those purported by NLP proponents, can only be arrived at through prolonged, systematic, and meticulous investigation of human subjects using empirical procedures. Heap (1988) stated "There is just no other way of doing this". In general, authors in the field of NLP have rarely expressed an interest in providing a coherent theory; instead, they often state their primary aim in modeling "what works". They also claim there is ample evidence for NLP as an eclectic approach drawing from existing "cognitive-behavioral approaches, Gestalt therapy, hypnotherapy, family therapy, and brief therapy.[61]
John Grinder offers a counterexample arguing in retrospect that the meta-model, for example, drew from his expertise in transformational grammar and empirical work in collaboration with Bandler between 1973 and 1975.[23] Tosey and Mathison state "the pragmatic and often anti-theoretical stance by the founders has left a legacy of little engagement between practitioner and academic communities".[43][62]
Norcross et al. (2006) conducted a Delphi poll of American doctoral-level mental health professionals and academics in psychology and psychotherapy in which 73.3% of respondents reported that they were familiar with NLP as an approach and, on average, rated NLP for the treatment of mental and behavioral disorders between possibly and probably discredited. The ratings given by psychologists from the cognitive and behavioral orientations were significantly less favourable towards NLP than those from the humanistic and psychodynamic orientations.[63] A follow-up study by Norcross et al. (2008) found that NLP for the treatment of drug addiction was rated as among the top ten most discredited of the interventions included in the study.[64]
[edit] Intellectual property disputes
In the 1980s, shortly after publishing Neuro-Linguistic Programming: Volume I[65] with Robert Dilts and Judith Delozier, Grinder and Bandler fell out. Amidst acrimony and intellectual property lawsuits, the NLP brand was adopted by other training organizations.[42] Some time afterwards, John Grinder collaborated with various people to develop a form of NLP called the New Code of NLP which claimed to restore a whole mind-body systemic approach to NLP[23][66] Richard Bandler also published new processes based on submodalities and Ericksonian hypnosis.[67]
In July 1996, after many years of legal controversy, Bandler filed a lawsuit against John Grinder and others, claiming retrospective sole ownership of NLP, and also the sole right to use the term under trademark.[68][69] At the same time, Tony Clarkson (a UK practitioner) successfully asked the UK High Court to revoke Bandler's UK registered trademark of "NLP", in order to clarify legally that "NLP" was a generic term rather than intellectual property.[70]
Despite the NLP community's being splintered, most NLP material acknowledges the early work of co-founders Bandler and Grinder, as well as the development group that surrounded them in the 1970s. In June 2001, the lawsuits were settled with Bandler and Grinder agreeing to be known as co-founders of NLP.[citation needed]
[edit] Practitioner standards
Since 1978, a 20-day NLP practitioner certification program had been in existence for training therapists to apply NLP as an adjunct to their professional qualifications. As NLP evolved, and the applications began to be extended beyond therapy, new ways of training were developed and the course structures and design changed. Course lengths and style vary from institute to institute. In the 1990s, following attempts to put NLP on a regulated footing in the UK, other governments began certifying NLP courses and providers; for example, in Australia, a Graduate Certificate in Neuro-linguistic programming is accredited under the Australian Qualifications Framework.[71] However, NLP continues to be an open field of training with no "official" best practice. With different authors, individual trainers and practitioners having developed their own methods, concepts and labels, often branding them as "NLP",[72] the training standards and quality differ greatly.[73] The multiplicity and general lack of controls has led to difficulty discerning the comparative level of competence, skill and attitude in different NLP trainings. According to Peter Schütz, the length of training in Europe varies from 2–3 days for the hobbyist to 35–40 days over at least nine months to achieve a professional level of competence.[73]
In Europe, the European NLP therapy association has been promoting its training in line with European therapy standards.
In 2001, neuro-linguistic psychotherapy, a derivative of NLP, was recognized by the United Kingdom Council for Psychotherapy as an experimental constructivist form of psychotherapy.[74]
Today, there are many competing organisations offering varying forms of NLP training and certification in what can be a lucrative business. The Guardian reported that in 2006 that a seven day course by Paul McKenna's company for 600 delegates produced £1m of revenue.[75] Many variants of the practice are found in seminars, workshops, books and audio programs in the form of exercises and principles intended to influence behavioral and emotional change in self and others. There is great variation in the depth and breadth of training and standards of practitioners, and some disagreement between those in the field about which patterns are, or are not, "NLP".[47][76]
2009年6月24日 星期三
聖潔會永光堂稱遭侵權索償
指被告侵NLP版權
原告為五旬節聖潔會永光堂有限公司,兩名被告依次是陳國平、李寶玲及陳國平經營的香港心理中心。入稟狀指原告自○五年開始,陸續派員工到海外修讀有關NLP的課程,並於○六年八月出版《永光堂NLP執行師證書
課程手冊》作教材之用。其後原告發現被告於「身心治療學—身心治療及NLP執行師證書課程」的教材內,以及一篇刊於○八年四月號《天使心》雜誌的文章內
容,疑侵犯原告上述的課程手冊,有部分更疑是搬字過紙,一字一句都完全相同。
據原告表示,首被告曾經向一名修讀過原告課程的學生透露,被告一方是從另一名原告前學生處取得原告的教材,之後被告在撰寫自己的教材時,曾閱讀和參考過那些材料。
原告指出,由於被告的侵權行為,已令原告有所損失,因此要求法庭頒令,要被告賠償及銷毀侵權物品,並禁止被告繼續使用侵權教材。
案件編號:HCA 1449/2009