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The Philosophy of VIPP 10 Communicating personal perceptions Reality is the product of the subjective perception of human beings. Each human being, depending on age, education and cultural heritage, has an individual form of perception of reality. Perception involves a way of selecting details out of the surrounding social and physical reality, interpreting those details in accordance with one's own experience and values. Personal perception is formed through socialization and education when values, preferences and norms have been internalized. People form their needs, hopes and aspirations according to those perceptions. This subjective reality will always orient personal action and the interaction with other human beings and with nature. However, perception is never static. During any group process, if dialogue and mutual understanding take place, perception of reality will change. During a creative group process the perception of every participant may be exchanged and communicated. New insights will be acquired. VIPP uses this dynamic of group interaction, based on individual perceptions, to create a synergetic process in the generation of ideas and knowledge. As these subjective perceptions are communicated to other people, they are modified, accepted and become part of the collective knowledge and perception of the group. Development usually results from the collective decisions of people, when they take ownership of ideas and are motivated to both individual and collective action. VIPP facilitates this process. THE ROOTS AND PHILOSOPHY OF VIPP
Lifestyles and cultures Development has traditionally been understood as a linear process of evolution from a primitive stage of humanity to modern forms of civilization, with western society put forward as the model to be attained. This "modernization paradigm" is a reductionistic view which neglects the diversity of possible cultural understandings of development. Each society has created its own language and culture which reflect its values, traditions and vision of "utopia". A basic assumption of VIPP is that development comes about through the strengthening of cultural identity. In application, this reflection leads to several consequences. First of all, VIPP has to be adapted to different cultures. We do not prescribe universal techniques. In addition, the facilitator assists in the cultural expression of perceptions and ideas. Instead of imposing rigid ideas for development, she motivates the oral and graphic expression of different development models, based on the lifestyle and culture of the group. If the members of the group come from different cultures, the facilitator has the chance to bring about an intercultural dialogue, communicating and learning different perceptions and solutions from one another and arriving at a creative consensus in action plans. Ideally, any planning process should begin from the values and perceptions of people at the grassroots level as they will guide forthcoming actions and orient the direction of development. Although this is not always possible with nationally-planned programmes derived from global goals, VIPP processes can translate such programmes into local realities and assist in the devolution of the planning process in countries where such devolution is contrary to traditions and systems in place. THE ROOTS AND PHILOSOPHY OF VIPP The Philosophy of VIPP 11
Page 2 and 3: V I S U A L I S A T I O N I N P A R
Page 4 and 5: Said is not yet heard, Heard is not
Page 6 and 7: ACKNOWLEDGEMENTS This manual is a n
Page 8 and 9: Connecting cards 56 Overall design
Page 10 and 11: HOW TO USE THIS MANUAL This manual
Page 12 and 13: Part I THE ROOTS AND PHILOSOPHY OF
Page 14 and 15: 4 VIPP involves capturing all parti
Page 16 and 17: 2 The Roots of VIPP 6 VIPP is a cre
Page 18 and 19: The Roots of VIPP 8 In 1991, Neill
Page 22 and 23: The Philosophy of VIPP 12 Developme
Page 24 and 25: The Philosophy of VIPP 14 Language
Page 26 and 27: 16 THE USES OF VIPP
Page 28 and 29: Group events and VIPP 18 VIPP plann
Page 30 and 31: 20 SOME DEFINITIONS FOR THE USE OF
Page 32 and 33: Group events and VIPP 22 Management
Page 34 and 35: Group events and VIPP 24 Discussion
Page 36 and 37: Group events and VIPP 26 input. Dev
Page 38 and 39: 28 When VIPP methods are used in tr
Page 40 and 41: Group events and VIPP 30 The main c
Page 42 and 43: 5 The Participants In VIPP, the par
Page 44 and 45: The Participants 34 facilitator mus
Page 46 and 47: 6 The Facilitator 36 V IPP depends
Page 48 and 49: The Facilitator 38 Conflicts within
Page 50 and 51: 40 In a training of facilitators wo
Page 52 and 53: The Facilitator 42 There is not onl
Page 55 and 56: 7 VIPP materials and their use The
Page 57 and 58: The number of pin boards required w
Page 59 and 60: Card sizes and shapes Standard card
Page 61 and 62: Dots of about 12 mm to 16mm (1/2" t
Page 63 and 64: VIPP case: Facilitators who are inv
Page 65 and 66: Using colours Colours and sizes hav
Page 67 and 68: Overall design Also use empty space
Page 69 and 70: Events are often shaped by the phys
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and complexity of the workshop, the
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The rooms for group work should con
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9 Opening events The first day has
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Expectation and fears At the beginn
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10 VIPP rules The rules of VIPP are
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The following sets of rules are bac
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RULES WHICH REINFORCE VIPP PHILOSOP
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Part IV VIPP TECHNIQUES Basic VIPP
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12 Basic VIPP techniques 78 The fol
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80 BASIC RULES OF CARD COLLECTION 1
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82 After discussion, the final clus
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84 After ideas have stopped flowing
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Basic VIPP techniques 86 Multi-dot
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Basic VIPP techniques 88 Name taggi
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90 Breakthrough The participants ar
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Games and exercises 92 Blind trust
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Games and exercises 94 The assassin
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Games and exercises 96 Power cable
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Games and exercises 98 Association
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Games and exercises 100 Visualized
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102 Fish bowl Divide the participan
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Games and exercises 104 Controlled
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106 Horse Trader An exercise in int
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Games and exercises 108 Drawing Dev
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14 Debates 110 Orchestrated debates
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Debates 112 The Fish Pond Purpose:
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Role Plays 114 Examples of role-pla
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Role Plays 116 In the same workshop
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Use of group and plenary 118 3 It a
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Use of group and plenary 120 Buzz g
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Use of group and plenary 122 Case s
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17 Including content and dealing wi
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Including content and dealing with
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Including content and dealing with
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Evaluation 130 Flash Purpose: To ge
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Evaluation 132 Feedback and memo bo
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Evaluation 134 Rapid participatory
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Evaluation 136 Group work on factor
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138
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140 both parties are desperate enou
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142
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144 Mobilizing for Education for Al
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146 Putting Research into Action in
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20 Case Studies 148 Development in
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150 Planning for Social Mobilizatio
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152 Value Clarification* A multimil
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154 PROGRAMME: ORGANIZATION: 1 - Pi
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156 Emery, Merrelyn (ed.) Participa
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Schnelle, Eberhard The Metaplan Met
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