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Title:Suggestopedia - a theoretical approach to understanding its principles and reasons for its use in practice
Authors:ID Karner, Andrej (Author)
ID Pižorn, Karmen (Mentor) More about this mentor... New window
ID Kukovec, Melita (Comentor)
Files:.pdf UN_Karner_Andrej_2016.pdf (7,10 MB)
MD5: 90756FD9292C6C6A9D0F6748002F25F6
 
Language:English
Work type:Undergraduate thesis
Typology:2.11 - Undergraduate Thesis
Organization:FF - Faculty of Arts
Abstract:Suggestopedia is a teaching method, originally developed by psychiatrist Dr. Georgi Lozanov, the foundations of which are built upon the knowledge of psychology, neurology and linguistics. By combining the knowledge of suggestology, medical facts and well-established psychological effects, Lozanov attempted to reconcile various aspects of this knowledge by their systematic and strategic integration. This has been achieved by using suggestion as a common denominator, and creating the carefully coordinated “set-up” (preparation of the classroom and the students) which would then make tapping into the “hidden reserves” of our brain possible. Lozanov argues that these reserve capacities, although present, are normally more or less inhibited by parasitic conscious and subconscious thought processes, which he calls barriers, and that it is critical to discard or override, i.e. de-suggest them, and then suggest new standards prior to any language teaching. Hence, this involves the process of suggesting as well as the process of de-suggesting, i.e. erasing negative ideas by setting and anchoring positive ones. In every-day life, language (mother tongue or foreign language) is by far more dependent on subconscious processes (automaticity) than on conscious ones. In fact, it is believed that about 95% of the language acquisition happens by employing these subconscious mechanisms. And this is believed to give us fluency and grammatical accuracy at the same time. Since it makes sense that the acquisition of knowledge should follow the principle of economy and efficiency, and, at the same time, should have a solid scientific support, the fact that suggestopedia, in addition to employing various types of suggestions, also makes use of almost all known beneficial psychological effects found in humans makes this method rather scientifically plausible. In Slovenian elementary schools suggestopedia did not establish itself either as the principal or alternative teaching method. One definitive reason for this situation is that the method is almost unknown. The other reason lies in the lack of appropriate (suggestopedic) teacher training which is mainly due to the first reason. In terms of suggestopedia being applied as an alternative teaching method in Slovenian elementary schools, although a fair amount of mistrust towards the effectiveness of the method has been revealed, the general attitude of the teachers toward suggestopedia, nevertheless, is not negative or reluctive, but rather positive and embracive, and there is a general consensus that suggestopedia is an acceptable alternative to the standard way of teaching.
Keywords:Suggestopedia, Superlearning, memory enhancement, language acquisition, neurons, episodic memory, semantic memory
Publication status:Published
Place of publishing:Maribor
Publisher:[A. Karner]
Year of publishing:2016
PID:20.500.12556/DKUM-57149 New window
UDC:159.953(043.2)
COBISS.SI-ID:22758664 New window
NUK URN:URN:SI:UM:DK:QVNOAESK
Publication date in DKUM:25.11.2016
Views:2454
Downloads:121
Metadata:XML RDF-CHPDL DC-XML DC-RDF
Categories:FF
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Secondary language

Language:Slovenian
Title:Sugestopedija - teoretični pristop k razumevanju njenih principov in razlogi za njeno uporabo v praksi
Abstract:Sugestopedija je didaktična metoda, ki jo je razvil psihiater dr. Georgi Lozanov in ki temelji na spoznanjih psihologije, nevrologije in jezikoslovja. Na podlagi poznavanja sugestologije, medicinskih dejstev in preizkušenih psiholoških učinkov je Lozanov skušal uskladiti različne vidike tega znanja tako, da jih je sistematično in strateško integriral. Pri tem je kot skupni imenovalec služila prav sugestija, kar je dosegel z ustrezno pripravo posebne atmosfere (torej tako pripravo prostora kot tudi »pripravo« učencev). Takšen način bi naj omogočal aktivacijo "skritih rezerv" v naših možganih. Lozanov trdi, da so te rezerve ves čas prisotne, vendar pa istočasno omejene oziroma zavrte zaradi parazitnih zavestnih in nezavednih miselnih procesov, kar Lozanov s skupnim imenom poimenuje mentalne bariere. Lozanov poudarja, da je še pred začetkom poučevanja ključnega pomena le-te zavreči ali prestrukturirati, in sicer tako, da se »vcepijo« novi (višji) standardi. Pri sugestopediji gre torej tako za sugeriranje kot tudi desugeriranje, t.j. za brisanje negativnih idej in prepričanj ter postavljanje oziroma sidranje novih, boljših oziroma pozitivnih. V vsakdanjem življenju je jezik (materni ali tuji) veliko bolj odvisen od nezavednih procesov (avtomatizem) kot pa zavestnih. Podatki pravzaprav kažejo, da je približno 95% jezikovnega znanja pridobljenega na podlagi podzavestnih spominskih mehanizmov, ki nam pri jezikovni komunikaciji hkrati podarjajo tako tekočnost kot tudi točnost. Ker je smiselno, da je pridobivanje znanja skladno z načelom gospodarnosti in učinkovitosti, in da ima istočasno tudi trdno znanstveno podporo, govori dejstvo, da sugestopedija poleg implementacije različnih sugestij izkorišča tudi skoraj vse znane psihološke učinke, ugotovljene pri ljudeh, tej metodi v prid. V slovenskih osnovnih šolah se sugestopedija ni uveljavila niti kot standardna niti kot alternativna metoda poučevanja. En razlog za tako stanje je, da je metoda skoraj nepoznana. Drugi razlog je v pomanjkanju ustreznega (sugestopedskega) kadra oziroma usposabljanja učiteljev, kar pa je v glavnem posledica prvega razloga. Kar zadeva uvajanje sugestopedije kot alternativne metode poučevanja v slovenske osnovne šole, čeprav je anketa razkrila dobršen del nezaupanja glede učinkovitosti metode, pa lahko kljub temu rečem, da splošen odnos učiteljev do sugestopedije ni negativen oziroma odklonilen, temveč pozitiven in sprejemajoč. Učitelji se v splošnem strinjajo, da predstavlja sugestopedija sprejemljivo alternativo standardnemu načinu poučevanja.
Keywords:sugestopedija, superlearning, izboljšanje spomina, usvajanje jezika, nevroni, epizodični spomin, semantični spomin


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