Educating Psyche by Bernie Neville is a book which looks at radical new approaches to learning,
describing the effects of emotion, imagination and the unconscious on learning. One theory
discussed in the book is that proposed by George Lozanov, which focuses on the power of
suggestion.
Lozanov’s instructional technique is based on the evidence that the connections made in the brain
through unconscious processing (which he calls non-specific mental reactivity) are made durable
than those made through conscious processing. Besides the laboratory evidence for this, we know
from our experience that we often remember what we have perceived peripherally, long after we
have forgotten what we set out to learn. If we think of a book we studied months or years ago, we
will find it easier to recall peripheral details - the colour, the binding, the typeface, the table at the
library where we sat while studying it – than the content on which we were concentrating. If we
think of a lecture we listened to with great concentration, we will recall the lecturer’s appearance
and mannerisms, our place in the auditorium, the failure of the air-conditioning, much more easily
than the ideas we went to learn. Even if these peripheral details are a bit elusive, they come back
readily in hypnosis or when we relive the event imaginatively, as in psychodrama. The details of the
content of the lecture, on the other hand, seem to have gone forever.
This phenomenon can be partly attributed to the common counterproductive approach to study
(making extreme efforts to memorise, tensing muscles, inducing fatigue), but it also simply reflects
the way the brain functions. Lozanov therefore made indirect instruction (suggestion) central to his
teaching system. In suggestopedia, as he called his method, consciousness is shifted away from the
curriculum to focus on something peripheral. The curriculum then becomes peripheral and is dealt
with by the reserve capacity of the brain.
The suggestopedic approach to foreign language learning provides a good illustration. In its most
recent variant (1980), it consists of the reading of vocabulary and text while the class is listening to
music. The first session is in two parts. In the first part, the music is classical (Mozart, Beethoven,
Brahms) and the teacher reads the text slowly and solemnly, with attention to the dynamics of the
music. The students follow the text in their books. This is followed by several minutes of silence. In
the second part, they listen to baroque music (Bach, Corelli, Handel) while the teacher reads the text
in a normal speaking voice. During this time they have their books closed. During the whole of this
session, their attention is passive; they listen to the music but make no attempt to learn the
material.
Beforehand, the students have been carefully prepared for the language learning experience.
Through meeting with the staff and satisfied students they develop the expectation that learning will
be easy and pleasant and that they will successfully learn several hundred words of the foreign
language during the class. In a preliminary talk, the teacher introduces them to the material to be
covered, but does not ‘teach’ it. Likewise, the students are instructed not to try to learn it during this
introduction.
Some hours after the two-part session, there is a follow-up class at which the students are
stimulated to recall the material presented. Once again the approach is indirect. The students do not
focus their attention on trying to remember the vocabulary, but focus on using the language to
communicate (e.g. through games or improvised dramatizations). Such methods are not unusual in
language teaching. What is distinctive in the suggestopedic method is that they are devoted entirely
to assisting recall. The ‘learning’ of the material is assumed to be automatic and effortless,
accomplished while listening to music. The teacher’s task is to assist the students to apply what they
have learned paraconsciously, and in doing so to make it easily accessible to consciousness. Another
difference from conventional teaching is the evidence that students can regularly learn 1000 new
words of a foreign language during a suggestopedic session, as well as grammar and idiom.
Lozanov experimented with teaching by direct suggestion during sleep, hypnosis and trance states,
but found such procedures unnecessary. Hypnosis, yoga, Silva mind-control, religious ceremonies
and faith healing are all associated with successful suggestion, but none of their techniques seem to
be essential to it. Such rituals may be seen as placebos. Lozanov acknowledges that the ritual
surrounding suggestion in his own system is also a placebo, but maintains that without such a
placebo people are unable or afraid to tap the reserve capacity of their brains. Like any placebo, it
must be dispensed with authority to be effective. Just as a doctor calls on the full power of
autocratic suggestion by insisting that the pa
Educating Psyche by Bernie Neville is a book which looks at radical new approaches to learning,describing the effects of emotion, imagination and the unconscious on learning. One theorydiscussed in the book is that proposed by George Lozanov, which focuses on the power ofsuggestion.Lozanov’s instructional technique is based on the evidence that the connections made in the brainthrough unconscious processing (which he calls non-specific mental reactivity) are made durablethan those made through conscious processing. Besides the laboratory evidence for this, we knowfrom our experience that we often remember what we have perceived peripherally, long after wehave forgotten what we set out to learn. If we think of a book we studied months or years ago, wewill find it easier to recall peripheral details - the colour, the binding, the typeface, the table at thelibrary where we sat while studying it – than the content on which we were concentrating. If wethink of a lecture we listened to with great concentration, we will recall the lecturer’s appearanceand mannerisms, our place in the auditorium, the failure of the air-conditioning, much more easilythan the ideas we went to learn. Even if these peripheral details are a bit elusive, they come backreadily in hypnosis or when we relive the event imaginatively, as in psychodrama. The details of thecontent of the lecture, on the other hand, seem to have gone forever.ปรากฏการณ์นี้อาจเป็นบางส่วนเพราะไขมันวิธีทั่วไปในการศึกษา(ทำให้ความพยายามมากในการบันทึกมาก tensing กล้ามเนื้อ กระตุ้นให้เกิดความเมื่อยล้า), แต่มันก็สะท้อนถึงวิธีการทำงานของสมอง Lozanov จึงทำการเรียนการสอนทางอ้อม (แนะนำ) กลางเขาสอนระบบ ใน suggestopedia เขาเรียกวิธีการของเขา จิตสำนึกจะเลื่อนออกจากหลักสูตรจะเน้นสิ่งอุปกรณ์ต่อพ่วง หลักสูตรแล้วกลายเป็นอุปกรณ์ต่อพ่วง และมีจัดการด้วยความจุสำรองของสมองวิธีการ suggestopedic การเรียนรู้ภาษาต่างประเทศให้ภาพดี ในสุดตัวแปรล่า (1980), ประกอบด้วยการอ่านคำศัพท์และข้อความในขณะที่ชั้นเรียนฟังเพลง ครั้งแรกในสองส่วนนั้น ส่วนแรก เพลงคลาสสิก (Mozart บีโธเฟนบราห์มส์) และครูอ่านข้อความอย่างช้า ๆ และ ขรึม มีความสนใจไปยังการเพลง นักเรียนทำตามข้อความในหนังสือของพวกเขา นี่คือตาม ด้วยหลายนาทีที่เงียบ ในส่วนที่สอง พวกเขาฟังดนตรียุคบาโรก (Bach, Corelli, Handel) ในขณะที่ครูอ่านข้อความพูดเสียงปกติ ช่วงนี้ มีหนังสือของพวกเขาปิด ในทั้งนี้เซสชั่น ความสนใจอยู่แฝง ฟังเพลง แต่ไม่มีความพยายามในการเรียนรู้วัสดุที่ล่วงหน้า นักเรียนมีการเตรียมภาษาเรียนรู้ประสบการณ์Through meeting with the staff and satisfied students they develop the expectation that learning willbe easy and pleasant and that they will successfully learn several hundred words of the foreignlanguage during the class. In a preliminary talk, the teacher introduces them to the material to becovered, but does not ‘teach’ it. Likewise, the students are instructed not to try to learn it during thisintroduction.Some hours after the two-part session, there is a follow-up class at which the students arestimulated to recall the material presented. Once again the approach is indirect. The students do notfocus their attention on trying to remember the vocabulary, but focus on using the language tocommunicate (e.g. through games or improvised dramatizations). Such methods are not unusual inlanguage teaching. What is distinctive in the suggestopedic method is that they are devoted entirelyto assisting recall. The ‘learning’ of the material is assumed to be automatic and effortless,accomplished while listening to music. The teacher’s task is to assist the students to apply what theyhave learned paraconsciously, and in doing so to make it easily accessible to consciousness. Anotherdifference from conventional teaching is the evidence that students can regularly learn 1000 newwords of a foreign language during a suggestopedic session, as well as grammar and idiom.Lozanov experimented with teaching by direct suggestion during sleep, hypnosis and trance states,but found such procedures unnecessary. Hypnosis, yoga, Silva mind-control, religious ceremoniesand faith healing are all associated with successful suggestion, but none of their techniques seem tobe essential to it. Such rituals may be seen as placebos. Lozanov acknowledges that the ritualsurrounding suggestion in his own system is also a placebo, but maintains that without such aplacebo people are unable or afraid to tap the reserve capacity of their brains. Like any placebo, itmust be dispensed with authority to be effective. Just as a doctor calls on the full power ofautocratic suggestion by insisting that the pa
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