WEBVTT

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Representation in the context of self-determination

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What does representation mean?

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The concept of representation

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is actually characterized

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actually characterized

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by someone taking the place of another.

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Here, too, I would like to refer back

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to the early phase of development

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of mother and child,

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i.e. early childhood development,

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that in this case, the mother

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takes on a surrogate role for the child

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almost always takes on

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and takes the place of the child,

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in order to perceive the environment, themselves, and

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from this perspective

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and then, in turn, to act

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in a manner appropriate to the child.

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That is precisely the process

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that more or less leads to

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us to imagine

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the self of the other.

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And in this respect, for me, representation,

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as an ancient figure,

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an important function and significance

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even in our present-day context.

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However, it should always

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be examined self-critically to determine

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to what extent power relations,

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paternalistic acts, oppression,

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are involved,

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must be recognized

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and, of course, must not be practiced 

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in any form.

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What is the connection between the figure of representation and self-determination?

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Whenever

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people are no longer able to

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speak for themselves

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or have not yet reached the stage

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such as newborns,

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or when this ability, once present,

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of self-determination has been lost,

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then it is actually

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necessary to include the figure of representation.

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And we are also focusing on

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people with profound intellectual and multiple disabilities

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to a particularly high degree.

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We must approach them 

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more or less as advocates.

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But of course, this brings with it many problems

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of the kind mentioned,

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that we believe

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we can dispose of the other

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or that we slip up

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and have power over the other person.

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One criticism of this proxy figure

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in an educational context

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is primarily

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that educators, as representatives

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appoint themselves as representatives,

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they do not actually receive the mandate from those

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they represent,

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explicitly,

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but are already acting on their behalf and saying

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that the other person is not in a position

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represent his interests,

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I have to support him,

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I have to protect him, and in that case

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the figure of representation comes into play.

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I think it's important, however,

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to point out this dependence on a substitute

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and thus to make it clear

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that the self does not determine itself entirely on its own,

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but can only ever determine itself in the context of others.

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And this is where the representative comes in

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also plays an essential role 

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in the process of self-determination.

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Representation is a first,

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essential, fundamental act

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in order to achieve self-determination.

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But it must be recognized, and insofar as we discredit the concept

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of representation,

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we also forbid ourselves to think about it

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and have the problem

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that this latent guiding principle keeps reappearing,

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but we are not aware of it.

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And that is precisely why I would like to

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rehabilitate the figure of the representative.

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What makes me the representative of a person with a profound intellectual and multiple disability?

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The person with the disability challenges me to do so.

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I give myself the task.

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It wasn't given to me

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by the person with a disability specifically.

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But society also expects me

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to take action here.

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And these three aspects

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are actually always three people,

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who appoint me as their representative.

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I also have to keep an eye on this trio,

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in order to critically reflect on myself

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and prevent abuse of power.

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It's about

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me critically questioning

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how I act,

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and ideally always consult others,

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other employees,

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to check myself,

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so that I don't more or less oppress

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the others in my position as deputy.

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Of course, that is not

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the intention of representation in any way,

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but rather the intention of representation is

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that I offer the other person

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assistance and support.

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And as I said,

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that is always necessary in principle

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when the other person can no longer

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make their own decisions

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or cannot articulate their self-determination

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in the circumstances in which they live.

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And in this respect, I am called upon to

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intervene here.

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Criticism of my work through supervision,

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through discussions with others,

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would actually make sense

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to conceptualize,

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so that in concrete practical action

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it is always taken into account,

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this criticism.

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What knowledge do employees need in the context of substitution?

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Well, I would say

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that in terms of knowledge,

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what employees should acquire as much as possible,

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i.e. about

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The knowledge

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of having one's own self for the employee,

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in other words, the reflexive side of the employee,

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is important as a level of knowledge.

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But also, of course, knowledge about others.

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That means

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it would be essential

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to make the other person's biographical experiences

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of the other person.

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how he lived,

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in other words, to know his biography,

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to develop biographical knowledge,

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but then, of course, also quite

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clearly to develop specialist knowledge,

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in which pedagogical, therapeutic,

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but also nursing aspects come into play.