Coaching is now a major trend in Denmark, one addressing organizational management issues as well as the private issues of individuals. Yet despite its prevalence there is hardly any focus on the differences in approaches to coaching and coaching firms seldom spell out which approach they take. Common to the different approaches is an emphasis on helping the person to be self-governing, that is to say, autonomous, but it is often unclear what this means. The purpose of this thesis is therefore to examine the concepts of autonomy and learning as conceived by two of the most popular coaching approaches, NLP coaching and systemic/narrative coaching, and to identify what problems these concepts may pose. To examine the two coaching approaches’ conception of learning I have used “the learning triangle” of Knud Illeris. And to examine the two approaches´ conception of autonomy I have used the most dominant positions in the recent discussion of autonomy, represented by Gerald Dworkin, Laura Waddel Ekstrom and John Christman, as well as Mark Bevir, whose work is critical of the notion of autonomy. In the thesis I conclude that there are major differences in the concepts of learning and autonomy employed by the two coaching approaches. The concept of learning in the NLP approach focuses on what happens on the individual level whereas the systemic/narrative approach to coaching focuses on the interaction between the individual and his or her surroundings. Regarding what it takes to ensure that one is autonomous, the NLP approach to coaching sees it as crucial that the individual finds his or her true self and acts in accordance with that. The systemic/narrative approach to coaching on the other hand finds that autonomy is about taking up authorship of particular situations and of one’s life. I also conclude that there are various problems posed by these different concepts of learning and autonomy. The NLP approach to coaching seems, among other things, to have an inherent problem in advocating for self- governance based on self-discovery since it is the NLP coach who decides when the person has found her true self. For the systemic/narrative approach to coaching, the biggest problem may be that by assigning too much significance to language, there is a risk that economic and structural factors will be neglected.
|Uddannelser||Filosofi og Videnskabsteori, (Bachelor/kandidatuddannelse) KandidatPædagogik og Uddannelsesstudier, (Bachelor/kandidatuddannelse) Kandidat|
|Udgivelsesdato||8 jan. 2009|
|Vejledere||Thomas Søbirk Petersen & Niels Warring|
- Laura Waddel Ekstrom
- Gerald Dworkin
- John Christman
- Knud Illeris