STIFTELSEN PEDAGOGISK UTVECKLING, BOX 30, S-815 21 TIERP
Tel +46 (0)293 12725 Fax +46 (0)293 13377

Stiftelsen Pedagogisk Utveckling har arrangerat kurser med Libyan Labiosa Cassone redan i slutet av 80-talet. Hon har systematiskt dokumenterat resultaten av de undervisningsmetoder hon använder och resultaten är mycket goda. Hon uppskattar mycket Lozanovs internationellt spridda inspirerande pedagogik (desuggestiv pedagogik - med inriktning på att befria från inlärningshämningar), men flera andra pedagogers teorier är också integrerade i hennes arbete.

Vad är Accelerative Learning?
Ett sätt att organisera och genomföra undervisningen för att största möjliga antal elever ska uppnå undervisningsmålen. I Accelerative Learning, används inlärningsstilar och bearbetnings-sätt på ett strukturerat, systematiskt vis. Kursuppläggning och träningstekniker är de allra senaste inom pedagogiken, baserade på forskning vid över 80 universitet över hela världen. Detta innebär att eleverna lär sig snabbare. Termen Accelerative Learning började användas av Lozanovs efterföljare i USA 1975, då Society for Suggestive Accelerative Learning, (nu IAL) grundades.

Används Accelerative Learning nu?
Ja. Accelerative Learning anses av många vara den inlärningsteknologi som ger bäst resultat för pengarna. Förutom i skolor och på universitet används Accelerative Learning av företag som AT&T, Continental Airlines, Kellog Cereals, Star Petroleum, IBM, Hewlett-Packard, Eastman-Kodak, Westinghouse, Bell Atlantic, Occidental Chemical, Avon Cosmetics, Cincinatti Bell Telephone, US Postal Service, Duke Power, Western Textiles, Watlow Electric och mängder av andra företag.

Kan varje kurs undervisas med Accelerative Learning?
Ja, Accelerative Learning kan användas varhelst eleverna måste förbättra sina prestationer. Den fungerar lika bra för kurser i "mjuka" färdigheter som byggande av laganda, kundtillfredställelse, management, eller försäljning.

Hur kan Accelerative Learning användas för att förbättra resultatet?
Continental Airlines använder för närvarande Accelerative Learning i sin Airport Services Training division. Continental identifierar varje område som påverkar dess nettovinst, och utformar sedan kurser för att öka personalens prestationer på dessa områden.

Praktiska upplysningar
Tider 08.30 -10.00 10.30 -12.00 13.30 - 15.00 15.30 - 17.00
Plats Meddelas i samband med bekräftelse.
Avgift 5 900 kr exkl moms för vardera kursen. Lunch och kaffe ingår.
Anmälan Anmälan är bindande. Antalet platser begränsas till 30 personer.
Hotellbokning: Gillet 018-155360, Grand Hotel Hörnan 018-139380, Linné 018-102000, Scandic 018-200280, Svava 018-130030, Uplandia 018-102160. Lågprisalternativ: Plantan Lägenhetshotell & Vandrarhem 018-104300, Uppsala Rumsförmedling 018-109533.
Till

						ANMÄLAN

Namn _____________________________________________________________
Företag ____________________________________________________________
Adress ____________________________________________________________
Tel ______________________________Fax ______________________________
O Jag önskar vegetarisk mat
O Jag kan inte delta i september men skulle vara intresserad av kurs_________ O båda kurserna en annan tidpunkt förslagsvis_______________________

Workshopen i Grunderna i Accelerative Learning har utformats för att deltagarna ska lära sig att bemästra verktygen i Accelerative Learning snabbt och säkert.

Workshopen utformas i sin helhet enligt Accelerative Learning principer, vilket gör att alla deltagare får uppleva Accelerative Learning samtidigt som de övar de nya tekniker de lär sig. Betoningen är på övning i en säker och konstruktiv atmosfär.

Du börjar med att lära sig de senaste pedagogiska teorierna av Knowles, Senge, Schmid, Lozanov, Gardner, Fuller, Diamond och andra viktiga forskare. Sedan övar deltagarna tillämpning av teorierna i förening med en 6-stegsmodell för inlärning och en 11-stegsmodell för undervisning/utbildning/träning.

Du tar med dig material för de kurser som du undervisar i för närvarande eller önskar utveckla. På så sätt kommer du att lära dig de senaste Accelerative Learning-teknikerna genom att tillämpa dem på dina egna kurser. Detta innebär omedelbar användning av all nyförvärvad kunskap.

Vem bör deltaga?
Kursen är speciellt utformad för lärare i skola, affärsliv och förvaltning, skolledare, kurs- och kursplaneutvecklare. Alla som vill få sina kurser att fungera, som vill hålla sig ā jour med de senaste inlärningsteknikerna och göra dem mer effektiva har nytta av denna workshop. Denna vecka är utformad för att ge högsta värde för investerad tid och pengar.

Vad kommer du att lära dig?
I slutet av kursen lär du dig genom övning att:
1) åstadkomma utbildning som kostnadseffektivt stödjer resultatbaserade mål eller affärsplaner.
2) tillämpa begreppen lärande organisationer, systemtänkande, TQM och Total Quality Education.
3) känna igen de tre individuella inlärningsstilarna och sju informationsbehandlande stilarna och att undervisa därefter.
4) omedelbart använda den enkla 11-stegsmodellen som en garanterad vägvisare till spännande, effektiv undervisning.
5) åstadkomma tänkande på högre nivå och kreativ problemlösning.
Efter kursen kan du därför
-lättare och på kortare tid nå bättre resultat med din undervisning.
-skapa en kraftfullare inlärningsatmosfär med väggplanscher, musik och rumsutformning.
-ge effektiva presentationer som gör eleverna mer kompetenta.
-vara mer avslappnad medan du undervisar.
-lättare och på kortare tid integrera innehåll med aktiviteter.

Efter att ha deltagit i den grundläggande träningen i Accelerative Learning är du redo för en workshop i kursutformning enligt principerna för Accelerative Learning. Denna trevliga kurs har utformats för att du ska lära sig bemästra nyckelelementen i kursutformning enligt principerna för Accelerative Learning. Kursen presenteras i sin helhet på Accelerative Learning manér, vilket låter alla deltagare uppleva och öva de nya utformningstekniker de lär sig. Betoningen är på övning i varje steg på vägen, med användning av 6-stegsmodellen för inlärning och 11-stegsmodellen för undervisning.

Förvänta dig många konkreta övningar som anpassas direkt till ditt arbetsmaterial. Ta med dig material för kurser du önskar utveckla för pågående eller framtida kursanvändning. På detta sätt lär du dig de senaste Accelerative Learning teknikerna genom att tillämpa dem på dina egna kurser.

Vilken nytta har du?
Efter kursen kommer du att finna att du kan
-Reducera undervisnings- och träningstiden i de flesta kurser.
-Utforma texter och visuellt material som ökar retention och resultat.
-Utveckla effektiva övningslekar och aktiviteter som ger långtidsmemorering.
-Skapa effektiva program som tränar dina elever att använda kunskaperna i situationer i verkliga livet.
-Utforma effektivare kurser med mindre ansträngning.
-Uppdatera kurser snabbt för att snabbt möta ändrade behov.

Vem bör deltaga?
Kursen är speciellt utformad för kursutformare/utvecklare inom utbildning, affärsliv eller förvaltning. Tränare och lärare som också utformar kurser är också mycket välkomna. Alla som är intresserade av att få sina kurser att fungera, med hjälp av de senaste inlärningsteknikerna, och göra dem mer kostnadseffektiva har nytta av denna kurs, som är utformad för att ge största värde för investerade pengar och tid.

Vad kommer du att lära dig?
Mot slutet av kursen har du genom övning lärt dig att:
1) korrekt använda många slags musik i klassrummet.
2) använda konst i klassrummet som ett annat verktyg för inlärning.
3) tillämpa principerna för Educational Kinesiology och Total Physical Response för förbättrad inlärning.
4) förbättra elevernas uppmärksamhet inför nytt material med kraftfulla introduktionstekniker.
5) värdera elevers olikhet och göra det till en tillgång i klassrummet och på arbetet.
6) använda olika ovanliga "leksaker" och tekniker för att inpränta lektionsinnehållet.
7) noggrant mäta effektiviteten av din träning/undervisning.
8) hitta på arbetshjälpmedel och bilder i klassrummet som förstärker hågkomst.
9) använda "rulle"-metoden för att snabbt och lätt utforma kurser.
10) utforma effektiva feedback- och mätstrategier.
11) öka långtidsmemorering av material genom "konsert-läsningar".

Back to CONTENTS.

STIFTELSEN PEDAGOGISK UTVECKLING, BOX 30, S-815 21 TIERP
Tel +46 (0)29312725 Fax +46 (0)293 13377

Stiftelsen Pedagogisk Utveckling has arranged courses with Libyan Labiosa Cassone already in the end of the eighties. She has systematically documented the results of the methods she is using and the results are very good. She appreciates very much Lozanovs internationally spread inspiring pedagogy (desuggestopedagogy - directed to liberation from learning inhibitions), but theories from several other pedagogues are also integrated in her work.

What is Accelerative Learning?
It is a way of organizing and presenting instruction to have the greatest number of learners achieve your teaching and training outcomes. In Accelerative Learning learning styles and processing styles are used in a structured, systematic way. The format and training techniques are cutting-edge educational technologies based on current worldwide research from more than 80 universities. This means that students and trainers benefit from increased effectiveness. The use of the term Accelerative Learning was introduced by Lozanov's followers in the USA 1975, when the Society for Suggestive Accelerative Learning, (now IAL) was founded.

Is Accelerative Learning being used now?
Yes. Accelerative Learning is considered by many as the key learning technology to deliver the best result for the money. Except from schools and universities Accelerative Learning is used by corporations such as AT&T, Continental Airlines, Kellog Cereal, Star Petroleum, IBM, Hewlett-Packard, Eastman-Kodak, Westinghouse, Bell Atlantic, Occidental Chemical, Avon Cosmetics, Cincinnati Bell Telephone, US Postal Service, Duke Power, Western Textiles, Watlow Electric, and scores of other companies.

Can any course be taught with Accelerative Learning?
Yes. Accelerative Learning can be used wherever learners must demonstrate increased performance. It can be used in outcome-based learning, technical or operational skills training. It works equally well in "soft" skill courses such as team-building, customer satisfaction, management, or sales.

How can Accelerative Learning be used to improve the net profit?
Continental Airlines is currently using AL in its Airport Training Division. Continental identifies any areas affecting its net profits, then designs courses to increase the human performance related to those areas.

How can you create an Income-Generating Training Department?
1) Rigorously examine how human performance affects your organizations expenses and revenues. 2) Target the specific human performance you want to achieve and when you expect to achieve it. 3) Choose a high-performance system of design and training and use it consistently. 4) Create a staff of course developers and trainers capable of producing results consistently with effective course design and delivery.

Pedagogy in combination with efficient management methods and a high professionality have given the International Centre for Accelerative Learning many tasks in areas where human performance is important. They now work with different projects within Continentals Airport Services Training Division, that expect to increase the net profit annually with 20-35 million crowns. Other projects they have worked with are 1) Customer Satisfaction 2) Plant Safety 3)Total Quality Manufacturing 4) Hospital Management 5) Centrex Telephone systems. Other companies that have used their services are: United Airlines, Turkmen Airlines, CEMEX, Continental Airlines, Cambridge College (Massachusets), Caltex Petroleum in Thailand, American Airlines, Turkish Airlines, etc.

Practical information
Schedule: 09.00 -10.30, 11.00 -12.30, 14.00 - 15.30, 16.00 - 17.30.
Place: Uppsala, Sweden. Details will come together with confirmation in June.
Fee: 5 900 SEK for each workshop including lunches and coffee. VAT will be added to the fees 1) for all participants from Sweden 2) private persons, businesses and non-business organisations outside Sweden that do not have a VAT-number. VAT will not be charged for 1) businesses, institutions or organisations in the EU with a VAT-number, 2) private persons or businesses from countries outside the EU with a VAT-number. Our VAT-number is SE817301091201.
The registration is binding. Maximum 30 participants.
Hotels: Uppsala Tourist Office, Tel +46 (0)18 274800, Fax +46 (0)18 132895.
Gillet 018-155360, Grand Hotel Hörnan 018-139380, Linné 018-102000, Scandic 018-200280, Svava 018-130030, Uplandia 018-102160.
Low price alternatives: Plantan Lägenhetshotell & Vandrarhem +46 (0)18-104300, Uppsala Rumsförmedling +46 (0)18-109533.

					REGISTRATION

Namn________________________________________________________________
Företag______________________________________________________________
Address______________________________________________________________
Tel_____________________________Fax__________________________________
O I would like vegetarian food
O I cannot participate in April but would be interested in workshop _________
O both workshops at another opportunity, for example _________________

The workshop is designed entirely according to Accelerative Learning principles, allowing all participants to experience Accelerative Learning at the same time as they are practicing the new techniques they are learning. The emphasis is on practice in a safe and constructive atmosphere.

You begin by learning the latest educational theories developed by Knowles, Senge, Schmid, Lozanov, Gardner, Fuller, Diamond and other important researchers. Then participants will practice using these theories in conjunction with a 6-Stage model of Learning and 11-Step Model of Training.

You bring material for courses you are currently teaching or wish to develop. So you will learn the latest Accelerative Learning techniques by applying them to your own courses. This provides immediate on-the-job application for all newly aquired knowledge.

Who should attend?
The course is specifically designed for teachers and trainers in education, business, or government, their supervisors, course designers and curriculum developers. In fact, anyone concerned with making their courses work, keeping them current with the latest learning techniques, and making them work more effective will benefit from this workshop. This week is designed to deliver the highest value for time and money invested.

What will you learn?
At the end of this course you will learn through practice to:
1 Deliver training which supports your outcome-based objectives or corporate business plan cost-effectively.
2 Apply the concepts of "learning organizations", "systems thinking", TQM and Total quality Education.
3 Recognize the 3 individual learning styles and 7 processing styles and teach accordingly.
4 Immediately use the simple 11 step model as a guaranteed guide to exciting, highly effective teaching and training.
5 Generate higher-level thinking skills and creative problem-solving.

After the course you therefore will be able to:
-produce more effective outcomes from your teaching and training in less time and with greater ease.
-create a powerful learning environment with visuals, music and room setup.
-give effective presentations that produce competent learners.
-be more relaxed during teaching and training.
-integrate content into activities in less time and with greater ease.

After you have attended the Accelerative Learning Basics Workshop, you are ready for the Accelerative Learning Course Design Workshop. It has been created to allow participants to master the ley elements of Accelerative Learning course design in this enjoyable hands-on workshop.

The workshop is presented entirely in Accelerating Learning format, allowing all participants to experience and practice the new design techniques being learned. The emphasis is on practice every step of the way, using a 6-Stage Model of Learning and 11-Step Model of Teaching and Training. Expect plenty of hands-on exercises that will be applied directly to each participant's on-the-job applications.

Bring materials with you for courses you wish to develop for current or future use. So you will learn the latest Accelerative learning techniques by applying them to your own courses. This provides immediate on-the-job applications for all newly acquired knowledge.

Who should attend?
The course is specifically created for designers and curriculum developers in education, business or government. Trainers and teachers who do some designing are also encouraged to attend. In fact, anyone concerned with making their courses work, keeping them current with the latest learning techniques, and making them more cost-effective will benefit from this workshop, which is designed to deliver the highest value for time and money invested.

What will you learn?
At the end of the course you will learn through practice to:
1 Utilize correctly many types of music in the classroom.
2 Use art in the classroom as another tool for learning.
3 Apply the principles of Educational Kinesiolgy and Total Physical Response for enhanced learning transfer.
4 Improve learner attention to new material with powerful prelude techniques.
5 Value student diversity and make it an asset in the classroom and the workplace.
6 Emply a variety of unusual "toys" and techniques to deeply embed lesson content.
7 Measure accurately the effectiveness of your training and teaching.
8 Devise job aids and classroom peripherals that increase retention and recall.
9 Utilize the "Scroll" method to quickly and easily design courses.
10 Design effective feedback and measurement strategies.
11 Increase long-term retention and material through "Concert Readings".

How will you benefit?
After the workshop you will find that you will be able to:
Reduce teaching and training time in most courses
Devise text and visual materials that increase content retention and outcome-based objectives.
Develop effective practice games and activities that asure long-term learning transfer.
Create impactful programs to train your learners to use their knowledge in real-life situations.
Design more effective courses with less effort.
Update courses quickly for quick response to changing needs.

Back to CONTENTS.

KURSMOMENT(Standardpresentationen innefattar 70 % elevdeltagande och 30% föreläsning) COACHING ITEMS The standard presentation includes 70 % audience participation and 30% lecture.

Grundkurs/Basics workshop

	6 stage model of learning		11 step model of design
	Administration				Art and Art Activities
	Class management			Class preparation
	Concert reading				Course Content
	Content objectives			Drama
	Dual Plane Communication		Languaging
	Music					Needs analysis
	Passive correction			Performance tracking
	Peripherals				Preluding
	Psychological objectives		Positive suggestion
	Timing

	6 types of input			Preliminaries and follow-up device
	Bloom's taxonomy			Content peripherals and materials
	Curriculum goals: ...hard skills	Curriculum goals: ...soft skills
	Designing to content goals		Designing to psychological goals
	Designing with the 7 intelligences	Environment - music and art
	Icebreaker and close			Measurement device
	Needs analysis				Objectives and mastery demonstration
	Overview and reviews			Primary Elaboration
	Secondary Elaboration			Tertiary Elaboration
	Use of 6 stage model of learning	Use of 11 step model of design

11-stegsmodellen för kursutformning/11 step model of design		
		1   Preparations		2   Ice Breaker				
		3   Overview			4   Objectives
		5   Initial team Project	6   Presentation
		7   Activation			8   Mastery Demonstration
		9   Review			10  Close
		11  Follow up


6-stegsmodellen för inlärning/ 6 stage model for learning
		1 State				2 Intake			
		3 Thinking			4 Storage
		5 Activate			6 Review

								Georgi Lozanov

Fee 950 SEK + VAT(25%) for one day. 750 SEK + VAT per day for two or three days. No VAT for participants outside the EU. No VAT if the paying organisation in a EU-country outside Sweden has a VAT-number. Exchange rates (27/3): 1 GBP=12,43 SEK, 1 USD=7,64 SEK.

To
Stiftelsen Pedagogisk Utveckling PRELIMINARY REGISTRATION
Box 30
S-815 21 Tierp
Tel +46(0)293 12725 Fax +46 (0)293 13377
E-mail us at christer.pedagogisk.utveckling@swipnet.se
Web-site http://home4.swipnet.se/~w-41095
O Yes, I/we would like to take part in the NO SECRETS meeting in Uppsala, Sweden November 21-23, 1997. Please wait for confirmation of the date until August 31.

Name__________________________________________________________
Organisation_____________________________________________________
Address________________________________________________________
Telephone/Fax/e-mail_____________________________________________

I/we enclose questions I/we would like to have replied. The first three of these I/we consider to be most important for me/us.

The daily schedule is 09.00-10.30, 11.00-12.30, 14.00-15.30 16.00-17.30.
Four of the eight 45-minutes-lessons are for questions.
Desuggestive pedagogy is not a question of mechanical use of techniques. The basic skill is how to use them. The communication has to be flexible due to the changes in the participants behaviour during the learning process.
The method has a different approach today due to changes in socio-psychological problems and changing social consciousness. People now are different from people 30 years ago.
Explanations are not enough to reach good results. Training is necessary.
Day 1
GL1 Gestalt psychology in desuggestive pedagogy.
EG Planning for freedom (creativity), health and growth? The teacher's score.
1-2 Principles for lesson planning, specifically: selection and formation of activities in relation to psychological, pedagogical, sociological and content objectives and the phase of the course. Explanations will be given from a lesson plan distributed to the participants. It will show how a short text is elaborated in different stages of the learning process.
GL2 The complexity strategy. Simultaneous integration of stimuli. Interconnectedness. Criteria for an activity. Benefits.
Day 2
GL1 Memorizing the meaning of 1200 words in one day. Demonstration of how the material was presented, plus all the relevant information in order to make a repetition of the Bulgarian experiment possible. What training is needed to repeat it? How desuggestive pedagogy is designed to appeal to different types of memory. Episodic, semantic, PRS, procedural, etc.
EG1 Which skills/personal qualities should the teacher develop to meet the requirements for success in teaching with desuggestive pedagogy? Checklist for self-training, self-evaluation and as a feedback-tool for trainers.
GL2 Desuggestive pedagogy in the future. Possible ways of development. Research proposals for teachers and educators.
EG2 Associating, coding, symbolizing, generalizing, emphasizing, explaining and communicating through songs. Some roles/functions of music in learning.
Day 3
GL1 The big Bulgarian school experiment.
EG1 Rhetorics in desuggestive pedagogy. The importance of overtones for learning and memorization. Research results. Movements and gestures. Attitude. Demonstration.
GL2 Criteria for desuggestive pedagogy in subjects other than languages. Desuggestive pedagogy as a necessary complement to computerized pedagogy. Desuggestive pedagogy without music.
EG2 Introducing desuggestive pedagogy to an uninformed audience. Main points to be presented.
Seminar evaluation.

Back to CONTENTS.

A BRIEF DESCRIPTION OF THE DEVELOPMENT OF SUGGESTOPEDIA

The following text is taken from a text by Georgi Lozanov (1995), which was included as an introduction to the programme of the seminar Scientific Aspects of Tapping Reserve Capacities, held in January 1996 in Uppsala, Sweden.

THE SCIENCE OF SUGGESTION AND SUGGESTOPEDAGOGY
The contemporary accelerative methods of learning (including "Superlearning", "Accelerative Learning" and other methods) which are attracting the attention of more and more people, are attempts to imitate the different variants of Dr. G. Lozanov's scientific methods of teaching-learning (after 1971 in cooperation with Dr. E. Gateva Hinkova), as a result of the strong limitations in giving information imposed by the authorities in their country.

-"Suggestopaedia: A way to Hypermnesia in the Learning Process", Journal Narodna Prosveta, 1966, VI, pp. 23-41, Sofia

-"Suggestopaedia and Memory", Proceedings of the International Psychosomatic Week, Rome, 1967, pp 535-539.

Because of the great interest in his work and of the limited information about it this first experimental variant was subjectively interpreted (not acceptable by Dr. Lozanov from a scientific point of view) to give rise to the first methods of "Superlearning".

The investigations continued on a new methodological variant, which was reported in Dr. Lozanov's monography (Ph. D. thesis) "Suggestology", 1971, Sofia, republished as "Suggestology and Outlines of Suggestopedy" in 1978 in New York,/London/Paris, in 1984 in Montreal and in 1985 in Bogota.

It was also in this period that Dr. Gateva Hinkova started her own investigations (1971), stimulated by Dr, Lozanov who regarded her experiments as conducive to the aims of Suggestopaedia.

The first two variants were both internationally successful as they achieved better results than the methods existing at the time.

Whereas "Superlearning" draw most heavily on the first variant, "Accelerative Learning" developed mostly along the lines of the second variant and was partly influenced by the third.

In 1976-1977 a new variant of Suggestopaedia emerged from Dr. Gateva Hinkova's investigations and Dr. Lozanov's additional contributions. This variant appeared in Dr. Gateva Hinkova's monography (Ph. D. thesis) "Suggestopedical Art", Sofia, 1982, republished as "Creating Wholeness Through Art", London, Minneapolis, 1991 and in Dr. Lozanov's - Dr. Gateva Hinkova's "The Foreign Language Teacher's Manual", 1981 Sofia, 1983 Rome, 1988 New York, London, Paris.

Between 1976 qnd 1979 some elements of the new variant were demonstrated in the U.S.A. and elsewhere but due to the limitations imposed by the authorities in their country Dr. Lozanov and Dr. Gateva Hinkova had not been able to carry out proper teacher training in their methods.

At the same time they conducted research programs at seventeen experimental state schools in Bulgaria and at three experimental schools in Austria, where their methods were implemented in all subjects with great success, evaluated very positively by both ministries of education, parents and teachers.

Their methods, not only in the school sector but also in the field of adult foreign language learning were evaluated very positively by independent commissions abroad. UNESCO experts concluded that the method is "superior teaching method for many subjects and for many types of students, compared with traditional methods".

After 1980 Dr. Lozanov and Dr. Gateva Hinkova started working on a new direction of their methods and up to now they have added the latest results of their research experiments to their work prducing new variations every couple of years.

Dr. G. Lozanov is MD, university professor, specialist in psychiatry and psychotherapy with many years of clinical practice. He developed som psychotherapeutic methods and his psychohygienic method "Desuggestive Mental Training". He is currently working on the release from pathological suggestions and influences (in addition to his methodological work).

Dr. E. Gateva Hinkova is Ph. D., university professor, psychopedagogue, author of the suggestopedagogic art. Together with Dr. G. Lozanov she worked for over 25 years at the suggestological institute in Sofia and at Sofia university. In addition to her methodological work she conducts research on innate art inclination in both communication and desuggestion. Dr. Gateva Hinkova developed a method for the "speaking-singing-voice" - training to acquire a healthy, fresh and rich voice in communication.

They now work in Austria (A-1101 Vienna, PO Box 132, tel/fax +43 1 6155069), constantly training teachers in their new methods.

They inform teachers applying different interpretations of their old methods using procedures that have never been used (not even in their earliest variant) like guided phantasies and guided relaxation. And they underline that it is not advisable for teachers generally to use such techniques since they could destroy the health of the learners and manipulate their personalities.

Dr. Lozanov points out that their methods are a new type of global communicative methods with emphasis on the freedom of the personality and of the tapping of its inhibited reserve capacities.

Teachers need thorough training in these methods.

There are several companies officialy registered with the "Lozanov", "Suggestology" and "Suggestopedia" trade-marks. Dr. Lozanov is not a member of these institutes and he is not associated with them. Without his knowledge or consent, some individuals have even used Dr. Lozanov's name as being the author of certain publications, cassettes, etc.

Many people also, falsely claim that they have been trained as teachers by him.

All of these people are unable to produce the corresponding certificate, signed by Dr. Lozanov and Dr. Gateva Hinkova personally and verified by the authorities. They act and work on their own responsibility.

Teachers gave already been trained during the last four years by Dr. G. Lozanov and Dr. E. Gateva Hinkova in various countries.

This is an important moment when we have the rare opportunity to hear Dr G. Lozanov and Dr. E. Gateva Hinkova and receive information straight from the source - partly not published yet.

Back to CONTENTS.

Seminars offered by the authors

As can be seen the new term desuggestology above and desuggestopedia below is to underline the main charachter of this pedagogy - to liberate from learning inhibitions.

Back to CONTENTS.

IN THE FOOTSTEPS OF LOZANOV AND GATEVA

SOCIETIES

IADS, International Association for DESUGGESTOLOGY AND SUGGESTOPEDAGOGY, A-1101 Vienna, PO Box 132, tel/fax +43 1 6155069. Created by Georgi Lozanov and Evelina Gateva. Seminars and teacher trainings are offered.

ALSA, Accelerated Learning Society of Australia, Australia
DGSL, Deutsche Gesellschaft für Suggestopädagogisches Lehren und Lernen, Germany
DSV, Dansk Suggestopedisk Forening, Denmark
IAL, International Alliance for Learning, USA
JAS, The Japanese Association of Suggestopedia, Japan
SAIL, The Society for Accelerative and Integrative Learning, Japan
SEAL, Society for Effective Affective Learning, Great Britain
SEAL-Hungary Foundation
SF, Suggestopedia Finland
SGGL-ASPEH-SSAO, Schweizerische Gesellschaft für Ganzheitliches Lernen
SOHL, Föreningen för Suggestopedi Och Holistiskt Lärande, Sweden
ÖVS, Österreichische Verband für Suggestopädie, Austria

UNESCO-references

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