一个消除认知盲区和提高洞察力的心理学游戏设想
（原贴于 www.jlpma.com ）一个消除认知盲区和提高洞察力的心理学游戏设想
有这样一个心理学理论，我是在Anderson的培训中的知道的，好象叫吉哈里之窗，是这样说的：
我们对自我的认识分两种：自己认识到的部分和自己未认识到的部分；
旁人对一个人的认识也分两个部分：旁人认识到的部分和没认识的部分。
这样就组合出四个象限：己知人知的区域，己知人不知的区域，人知己不知的区域， 人和己都不知的区域。（绕口令？：）
每个人都存在这样四个区域吗 ？
请找个安静的处所，暂时把年终红包大猜想放在一边，闭上你明亮的双眼。
打开或许尘封已久的心窗，轻轻的问问自己：
＃我的四个区域都有些什么？
＃＃ 都有些什么方面别人都知道了我自己反而不了解，还在自以为是？ 它是我的长板还是短板 ？？
＃＃＃我知道什么时候自己的长板会变成短板甚至断板吗 ？ ？
再睁开眼睛，试着重新打量一下身边的人：老板，下属，朋友，家人....要不干脆就是尊夫人或准夫人甚或如夫人吧( 你应该最了解才对 ）。
＃你认识她吗？
＃＃你真的认识她？太好了，那请告诉我，昨晚你们在吵什么呢？ 在练汉语雅思？
＃＃＃你们从不不吵架？不会吧？ 你连该吵些什么，怎末吵她才能心花怒放都不知道吗？
相信大家都认可：我们一直在认识别人和反省自己，但认识到的都是冰山一角而已，正如Steven R.Covey 说的：“每个人的生活都是如此与众不同，有谁会凝神倾听，试图去了解那独特之处？”
我们的混沌未开的潜智潜能，我们对别人的误读误判，不正是我们沉睡的金矿和导致我们失败的误区吗？
－－－－－To be continued.---
如果我们能知道形形色色的“旁人”是怎样看我们自己的， 如果我们观察别人的同时能知道他是怎末看自己的以和自己的分析相印证，那该多好啊 ！
所以先哲有言： 认识你自己。
所以后哲 Hunter 把修炼总结为“读书-->读事-->读人”。
（ 抱歉， 他的顺序好象和我写在这里的有所不同。 ）
我们不是要寻求良师麽？ 其实最好的良师就是自己！先拜自己为师吧！
想想看：先教自己哪招？
再想想看： 怎末教呢？
扬子有个设想：
在协会里大家没有带面具的压力，就试试看把所有的面具都摘下来。
先分析自己， 给自己归纳出：
1.我认为自己最引以为傲的三块最长的长板是什么？
2.我觉得自己最需要改进和避免的最短的三块短板是什么？
3.它们长的分别有多长？短的短到什么程度？？
把分析记下来，同时使用学习PMBOK的经验：把做分析时用到的 Assumption 也记下来。这很重要，因为它代表了你的思维习惯。
要细心点的化，可以再分析一下你估计你尊夫人是怎样分析你的，也记下来。
一个小贴士：别以为她真的把你当凯撒崇拜！！
有个刻薄鬼说过，最大的恭维，人们总是留给自己的。 ：）
先把你的分析藏好，一定要藏好！！
再请“旁人”－可以是其他会员，如果你在协会里做这个游戏—也对你进行分析。毫不留情的分析。
！！！ 其他会员的结果匿名提交给你。 一定要匿名！！
（ 蜻蜓，请教： 网站上有匿名发帖的功能吗？ ）
最后结果公开程度由被分析者自己决定吧：
A.他可以疑惑地公布全部结果，向大家作三个90度的深度鞠躬后，请大家和他进行 “深度会谈”（ 《第五项修炼》里学来的 ），消除疑惑（可能带来更多的疑惑！？）。
B.他也可以在面色惨白的休息一会后，只将修正过或未修正过的自己对自己的分析公布。 别的， 大家就别为难他了。 ：P
C.最后一种可能：赶紧掏出手机，打 120 ！！
我们玩它能得到什么 ？？
对被分析者来说， 看看己对己的“知” 和人对己的“知”吻合度如何吧！
你的认知盲区有多大??
对分析别人的伟大的心理学家来说， 你惊叹的是人类的自我认识能力（ Self Awareness )还是人性的多样复杂 ？！
你的洞察力如何? 你的分析到位吗?你让他来不及打120就咕咚倒地了吗 ?
我无法预想自己此刻的表情， 但我很想一试，我愿意先给大家做试验。
我选了C， 第二天也会再选A。 （ hiahia.., 还蛮嘴硬 !!)
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大家有兴趣玩吗 ?
或许我们可以把这个游戏完善后作为协会的入会洗礼仪式. 新会员必须通过游戏(以A结束).
补充说明:
长板短板指的是木桶理论: 木桶能盛多少水取决于最短的一块木板.
昨天 Hunter 讲的章鱼故事又启发我想到原来长板之长可能就是短板之短的原因！
不成熟的想法， 请大家多多指教！ 有点愚钝，扬子兄可否再做一点简单说明？ http://www.augsburg.edu/education/edc210/images/figure-a.jpeg
QUADRANT I. The area of free activity or public area, refers to behavior and motivation known to self ann known to others.
QUADRANT II, The blind area, where others can see things in ourselves of which we are unaware.
QUADRANT III. The avoided or hidden areas, represents things we know but do not reveal to others, (e.g., a hidden agenda, or matters about which we have sensitive feelings).
QUADRANT IV. Areas of unknown activity. Neither the individual nor others are aware of certain behaviors or motives. Yet, we can assume their existence because eventually some of these behaviors and motives were influencing relationship all along.
In a new group, Quadrant I is very small; there is not much free and spontaneous interaction. As the group grows and matures, Quadrant I expands in size, and this usually means we are freer to be more like ourselves and to perceive others as they really are.
Quadrant III shrinks in area as Quadrant I grows larger. We find it less necessary to hind or deny things we know or feel. In an atmosphere of growing mutual trust, there is less need for hiding pertinent thoughts or feelings.
It takes longer for Quadrant II to reduce in size, because usually there are "good" reasons of a psychological nature to blind ourselves to the things we feel or do.
Quadrant IV changes somewhat during a learning laboratory, but we can assume that such changes occur even more slowly than shifts in Quadrant II. At any rate, Quadrant IV is undoubtedly far larger and more influential in an individual's relationships than the hypothetical sketch illustrates.
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THE JOHARI WINDOW APPLIED TO INTERGROUP RELATIONS
Quadrant I means behavior and motivation known to the group, and also known to other groups.
Quadrant II signifies an area of behavior to which a group is blind, but other groups are aware of this behavior, e.g., cultism or prejudice.
Quadrant III, the hidden areas, refers to things a group knows about itself, but which is kept from other groups.
Quadrant IV. the unknown areas, means a group is unaware of some aspects of its own behavior, and other groups are also unaware of this behavior. later, as the group learns new things about itself, there is a shift from Quadrant IV to one of the other quadrants.
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PRINCIPLES OF CHANGE WITHIN THE JOHARI WINDOW
A change in any one quadrant will affect all other quadrants.
It takes energy to hide, deny, or be blind to behavior which is involved in interaction.
Threat ends to decrease awareness; mutual trust tends to increase awareness.
Forced awareness (exposure) is undesirable and usually ineffective.
Interpersonal learning means a change has taken place so that Quadrant I is larger, and one or more of the other quadrants has grown smaller.
Working with others is facilitated by a large enough areas of free activity. It means more of the resources and skills in the membership can be applied to the task at hand.
The smaller the first quadrant, the poorer the communication.
There is universal curiosity about the unknown area; but this is held in check by custom, social training, and by diverse fears.
Sensitivity means appreciating the covert aspects of behavior, in Quadrants II. III. IV. and respecting the desire of others to keep them so.
Learning about group processes, as they are experienced, helps to increase awareness (larger Quadrant I) for the group as a whole as well as for individual members.
The value system of a group and its membership may be noted in the way unknowns in the life of the group are confronted.
A centipede may be perfectly happy without awareness, but after all, he restricts himself to crawling under rocks.
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THE OBJECTIVES OF A GROUP DYNAMICS LABORATORY
Using this model, we may illustrate one of the general objectives of the laboratory, namely, to increase the area of free activity in Quadrant I so that more of the relationships in the group are free and open. it follows, therefore, that the work of the laboratory is to increase the area of Quadrant I while reducing the area of Quadrants II, III and IV. the largest reduction in area would be in Quadrant III, then Quadrant II and the smallest reduction in Quadrant IV.
An enlarged area of free activity among the group members would immediately imply less threat or fear and greater probability that the skills and resources of group members could be brought to bear on the work of the group. It suggests greater openness to information, opinions and new ideas about oneself as well as about specific group processes, since the hidden or avoided area, Quadrant III, is reduced, it implies that less energy is tied up in defending this area. Since more of one's needs are unbound, there is greater likelihood of satisfaction with the work, and more involvement with what the group is doing.
The Initial Phase of Group Interaction
Applying the model to a typical meeting of most groups, we can recognize that interaction if relatively superficial, that anxiety or threat is fairly large, that interchange is silted and unspontaneous. We also may note that ideas or suggestions are not followed through and are usually left undeveloped, that individuals seem to hear and see relatively little of what is really going on.
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THE JOHARI WINDOW: OVERALL MODEL
Reference
Luft, J. (1970, 2nd Ed.) Group processes; an introduction to group dynamics. Palo Alto, CA: National Press Books.
d:\http://www.augsburg.edu/education/edc210/images/overall.jpeg
[此贴子已经被作者于4/3/2003 9:32:14 AM编辑过] 这也太“简单”了吧，昏到 尝试一下就会发现不简单.
有句最简单的谚语:认识你自己. 一个不错的想法，但实施起来会有点难吧
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