Dr. Georgi Lozanov created a remarkably effective method of teaching based on how the brain actually learns. In “Suggestologiia,” Georgi Lozanov discusses his theories of Suggestology, the scientific study of suggestion, and Suggestopedia, the application of suggestion. Download Citation on ResearchGate | My Experiences with the Lozanov Method | ABSTRACT An instructor of French discusses her introduction to the Lozanov.

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The effectiveness as well as the benefits of the genuine method have been confirmed by the most prestigious international commissions and scientists.

He is the creator of the science Suggestology and its application in pedagogy — Suggestopedia. Suggestopedia is the pedagogy operating on the level of the reserves of mind, tapped in a new organisation of the teaching — learning communication.

Suggestopedia – Wikipedia

His methodology was oficially observed by a 25 expert commision from UNESCO inevaluated as a superior teaching method and recommended for application all over the world. As a result, he was detained under home lozanoov for the period — until the political changes in Bulgaria. At the moment, he is still working on the development of the theory and practice of suggestopedia as well as training teachers from all over the world.

Suggestopedia created a new vision on education, where for any methodology to be successfulit should first bear in mind the psycho — psychotherapeutical considerations. Lozanov The best results of suggestopedia are not due to any technique guided relaxation, guided fantasies, breathing exercises, etc. On the basis of extremely productive research studies, we arrived till present to the following conclusions for the absolutely required knowledge that should be assimilated by the teachers in lozsnov course of their methodological training: Excerpts from the forthcoming book Suggestopedia-Reservopedia Theory and Practice of the Liberating-Stimulating Communicative Pedagogy on the Level of the Reserves of the Human Mind Suggestology and Suggestion In every communication, in every thought, in every feeling, in every perception and meghod every mental activity, there exists one central, clear complex of experiences and many peripheral, background experiences.

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In the perception of speech, for example, the content or the basic thought bearing the specificity of the message falls in the centre of attention and consciousness where it is subjected to critical analysis and logical processing.

But we react not only to the specific meaning of speech, but to a whole complex of accompanying and, in some cases, preceding or succeeding stimuli non specific to this speech. The number of these non-specific stimuli and most often they are peripheral perceptions is inconceivably large – gestures, gait, facial expressions, expressions of the eyes, diction, intonation, and a number of ideomotor movements unnoticeable to consciousness. The peripheral perceptions are fluctuating – when they pass into consciousness they are no longer peripheral but ordinary, conscious perceptions.

These non- specific stimuli, if synchronized, can play some suggestive role by changing the power of the words and by serving as mwthod control for their authenticity. The conclusion can be pozanov that the suggestive is a constant and indivisible part of every communicative process. In some cases, it may increase the power of the words; in others, it may decrease it; but it always participates in man’s mental and emotional life when communicating.

The Suggestology, which we have been developing, is the science of that type of suggestion which in fact liberates us from the previous negative conditioning. With this type of suggestion the information is wanted and absorbed with meethod, without coercion and controlled by the harmoniously organised peripheral perceptions.

Subliminal peripheral perceptions are uncontrollable by volition. These weak signals are emitted by the trained prestigious teacher and the general organization of the teaching process, and they are absorbed subconsciously by the students or the patients if those refer to psychotherapy.


These peripheral perceptions absolutely guarantee the authenticity of the msthod or access to the aimed-at hidden reserves to enable exceptionally fast learning or healing, in the case of psychotherapy.

It would be impossible for a teacher to reveal reserves throughout the teaching process, i. That is an axiom because the peripheral perceptions reveal the truth. It thus becomes obvious that suggestology, and suggestopedia respectively, constitute a genuine science that opposes any coercion, any hypnosis or manipulative commanding suggestion. Relying mainly on the high prestige of the teacher or the physician without a commanding tone, or obedient and passive behaviour on the part of the recipient, we demonstrated in our first big experiment that it was possible to memorize French words and phrases in one day.

Due to a lack of alternative terminology, we have called this variant means of reaching the metnod of mind ‘spontaneously absorbed, non-manipulative suggestion’.


With hypnosis and ordinary clinical lozabov, we cannot even talk about creative thinking. Even independent thinking is not evident with the former two. While with Reservopedia and the spontaneously absorbed, non-manipulative suggestion we use, creative thinking is omnipresent and at the core of the process.

This is the learning and teaching type of communication of the future which we have to acquire. In the pedagogy of the hidden reserves of mind, this spontaneously absorbed, non-manipulative type of suggestion has been insured through the first law of Reservopedia — Love. There are no translations available.