Educating Psyche Reading Passage
Educating Psyche Reading Passage
Paragraph 1
Educating Psyche is the book that was written by Bernie Neville which talks about a different approach to learning, describing the emotional effect, imagination and unconscious learning. In this book there is one theory that is suggested by George Lozanov which is related to the power of suggestion.
Paragraph 2:
Lozanov's technique is about the connections that the brain creates through unconscious and conscious processing. He states that with the evidence, unconscious processing is more lasting than conscious processing. Other than laboratory evidence, our real-time experiences also show that we will forget what we learn afterwards, but we will remember unimportant information. Let’s say we recall the book we studied some months ago, other than lessons, and we tend to remember the unimportant details such as colour, font style, and table we sat on. When it comes to lectures that we’ve listened to with the utmost concentration, the mannerisms and our seating in the class will be more recallable than the things that we learned. Even though these details are difficult to remember, they come in hypnosis or when we relive it imaginarily, as in psychodrama. Still, the details of the lecture will look like they have gone forever.
Paragraph 3
This method is partly related to the basic counterproductive study approach, such as putting effort into memorising, tensing muscles, and inducing fatigue, but it also reflects the functionality of the brain. Hence, Lozanov indirectly creates instructions for his teaching system. The method he discovered, named suggestopedia, says that consciousness will shift from curriculum to peripheral things. And in the long-term curriculum turns peripheral and it becomes the reserve capacity of the brain.
Paragraph 4
In foreign language learning, this suggestopedic approach is provided with an illustration. In 1980, the recent variant consisted of reading vocabulary and text while the class was listening to music. The first session is carried out in two parts. The first part is a classical music (Mozart, Beethoven, Brahms) session where the teacher reads the text slowly to the dynamics of the music, and the students follow the text from the book. This will happen for several minutes in complete silence. The second part will be listening to baroque music (Bach, Corelli, Handel), where the teacher reads the text in a general speaking tone. In this session, their books will be closed, and during the whole session, they will concentrate only on the music, not on learning the material.
Paragraph 5
In the beginning, students were prepared to gain experience from language learning. In the meeting with the staff and by hearing from the satisfied students they expect that it will be easy to learn and they will be able to learn hundreds of foreign language words during the class. The preliminary speech was held by the teacher, where they introduced the learning material that needed to be covered instead of teaching it. And also, the students are instructed not to learn in that introduction part.
Paragraph 6
After some hours of the second part of the session, there is a follow-up class where the students need to recall the given material. This approach is also made indirect. In this, students will not focus on remembering the vocabulary but instead focus on communicating with the language (for instance, via games and dramatisation). These methods are unusual in language teaching. The difference in the suggestopedic method is that they are completely related to recall. While listening to music, the learning is done without any effort and automatically with the given material. The method of the teacher’s way is done to make students apply their paraconscious learnings, and by doing that, they can easily access their consciousness. The other difference between conventional teaching and suggestopedic methods is that students can learn a thousand new foreign language words with grammar and idioms.
Paragraph 7
With the teaching experiment, Lozanov made a direct suggestion about what happens during sleep, hypnosis, and trance states but found that these techniques are unnecessary. Hypnosis, yoga, Silva mind-control, religious ceremonies and faith healing are associated with successful suggestions, but these techniques are not essential to it. These rituals are meant as placebos. Lozanov acknowledges that the ritual surrounding suggestion is also a placebo in his system, but without the placebo, people are unable to gain the reserve capacity of the brain. Like any placebo, to be effective, it needs to be provided with authority. Just as a doctor who made the full power of autocratic suggestion by insisting the patient take the white capsule before meals and three times a day precisely. Lozanov is categoric in insisting on the suggestopedic session, which is exactly done in the designated manner by the trained and accredited teachers of the suggestopedic method.
Paragraph 8
While the suggestopedic method has gained popularity in the success of modern language teaching, some teachers are trying to perform better and produce spectacular results, as Lozanov and his associates. We might believe mediocre results to an inadequate placebo effect. The proper mindset was not developed by the students, and they were often unmotivated to learn using this method. They don't have faith in this method, and they don't see it as a real teaching method. Particularly, it doesn’t involve the work they need to believe, which is much needed in learning.
Educating Psyche Reading Question & Answers
Discover exciting and informative IELTS reading answers about Educating Psyche
