Despite numerous success stories, there are still many critical views on the subject of suggestive medicine. Trainers and teachers of theCourses are often confronted with the question whether the method is scientifically proven. For this reason we want to deal with this question somewhat more intensively.

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The Unification of Psychology and Pedagogy

The beginnings of the suggestopedic teaching method are now back over 40 years. Which fortunately allows you to look back on several decades of research.

The Founders the suggestopedia Georgi Losanow was not only a teacher, but also a psychologist and thus with the processes in the human Brain trusted. From the beginning, the development of suggestopedia was accompanied by his own research, in which he transferred his knowledge as a doctor to pedagogy.

International research and findings

In the 70's and 80's the iron curtain was still there clear noticeable. Nevertheless, the new teaching method from the former Eastern Bloc fast Interested parties in other countries such as the United States, Canada and later also in Europe.

Numerous researchers have worked on the Methods by Georgi Lozanov, with the Objective confirm or refute their effectiveness and efficiency.

Suggestopedia - a miracle cure?

In summary, it can be said that suggestopedia does not seem to be a miracle cure, but ultimately more stress-free Things to Learn allows.

As a result, larger amounts of substance can be learned in a shorter time compared to conventional methods of learning, or even equal amounts of substance can be learned. This applies especially to the speaking skills and verbal communication skills.

Indirect research

In addition to the researches dealing directly with suggestive medicine, there are also numerous research work that examines topics that are in association with the teaching method.

Recent research confirms, for example, the positive effects of music on learning ability. The so-called "Mozart effect" refers to the improvement of the spatial Intelligence through previously heard music (preferably by Mozart).

The design of the lesson

The lessons are based on certain basic principles. These can ultimately be found in the design of the lessons again. Each course day is divided into four phases.

1. The preparation phase

In the preparatory phase, a general preview of the learning material is provided.

2. The relaxation phase

Afterwards it is usual to do mental and physical relaxation exercises. A stress-free state is, like in the first Article described, the key to successful learning.

3. The cognitive phase

The cognitive phase that follows is Presentation focus on the learning material. The material is actively processed through the lively and detailed presentation of the learning content by the teacher. As many of the participants' senses as possible should be addressed.

The core of the lesson is the seance or learning concert. Here the material is presented under musical accompaniment by the teacher. The decisive factor is that the spoken word is varied in adaptation to the dynamics of the music and the content transmitted. According to Losanov, this was the most important phase.

4. The activation phase

Finally, the activation phase takes place (ideally on the following day). In group discussions, quizzes or role-plays, the passive learning material is actively used by the participants and thus consolidated.

The lessons are structured in such a way that learning in the first phases is mainly passive. The Combination of verbal and non-verbal stimuli, as well as cognitive, emotional and artistic means is a big one Significance to attribute. The latter in particular ensures a liberating and informal atmosphere.

The power of music

It has been found that trophotrope music (characterized by legato and gentle flow) not only triggers relaxation, but also improves the communication ability.

Neuroscientists have also found that music has similar effects as food, social signals, or noise. Music provides an increased output of dopamine and thus stimulates the reward system of the human body.

Conclusion

Finally, it can be said that the research results in general show the suggestive method in a positive light.

Learning processes are accelerated and seem to last longer. By the way, participants are more relaxed and social skills are encouraged.