EXPERIMENTAL LIBERTADOR PEDAGOGICAL UNIVERSITY

PEDAGOGICAL INSTITUTE OF CARACAS

Department of Pedagogy
Educational Guidance Chair
Course: Socio-Affective Development (PBB-206)
Prof. Xiomara Rojas

SUPERLEARNING
Background

In the 1960s, Georgia Lozanov, a Bulgarian psychiatrist and parapsychologist, created

Suggestopedia, research based on the use of the resources of the human mind as
a new and powerful way to learn and expand memory through the study of the
techniques of Raja Yoga and Mental Yoga, developed by the Yogis, achieving improvement in their
the ability to achieve super memory or hypermnesia using conscious breathing and the
relaxation, discovering in this way an optimal state of learning.

In Ukraine, while conducting research for his doctorate, he discovered that in the
Bulgarian and Russian hospitals played Baroque music from the 17th century, by composers.
like Vivaldi, Telemann, and Bach. He then added classical music to his research
Mozart, Beethoven, and Brahms, whose effects on the mind and memory were relaxing,
harmonious and powerful. He also discovered that this music helped with regulation of the
rhythm cardiac y the pressure blood.

This optimal learning system consists of being in the best mental state and
relaxed corporal through breathing, using music to expand the
memory and supplying energy to the brain in a way that information is absorbed from a
a paused and rhythmic manner, with the necessary stress to stay motivated, relating the
controlled and conscious breathing, relaxation, visualization, nutrition,
music and the study of how the brain works, through the application of strategies
aimed at maximizing memory and knowledge construction and
information, freeing the individual from excess stress, improving their health and their
creativity to enhance all of their personality and intelligences globally.

Fundamentals

Superlearning is also referred to as accelerated learning. It is a set of

techniques and strategies aimed at developing the learning process in a holistic manner.
In this sense, it allows us to know ourselves better, to embrace learning with
commitment, discipline, and a broad sense of what it means to learn. Superlearning
it allows us to connect with our human nature, with our essential needs,
in addition to transcending that human part, beyond the biological, psychological, social
up to the spiritual, discovering our inner genius. This means that the
superlearning allows us to explore and stimulate the inherent potential of being
human in shape pleasant y natural.

It is a new conception of the educational process, a paradigm shift in the process of

learn that indicates we can access 90% of our brain capacity instead
del 10 % to the what we are used to.

The fundamentals that govern superlearning are related to the Aspect

Neurophysiological what understand:

TRIUNE BRAIN THEORY

Our brain is physically and chemically divided into three structures:

The Neocortex:

It is the newest brain, located above the limbic system, and is made up of
by the Left and Right Hemispheres. It consists of a network of connections between
axons and dendrites that communicate through the synapses that occur in the
left and right hemispheres crossing the corpus callosum. The openings are the eyes
and the ears, which are the channels for information entry to that brain.

The brain of the Neocortex has as its primary function thought. The hemisphere
left thinks in words/verbal, it is a convergent and unidirectional thought,
cause and effect logic, analytical, scientific, mathematical, exact, thinks in shape
sequential (step by step), it is rational, linear, temporal, perceives the parts instead of the
everything is the brain of consciousness. The right hemisphere thinks in images (analogical),
it is a divergent and multidirectional thought, creative (fluid, flexible, original), the
thinking is by association, randomly making connections, it is spatial (creates images)
three-dimensional), it is artistic: musical, poetic, dramatic, visual, metaphorical, it is intuitive
(feelings, principles, hunches, self-observation), simultaneously perceives the whole, it is
atemporal, it is the unconscious mind.

The Limbic System:

It is located surrounding the reptile and connected to the Neocortex. It consists of the
following elements: Thalamus (pleasure, pain), Amygdala (nutrition, hostility, protection,
oralidad), Hipotálamo, Bulbos Olfatorios, Región Septal (sexualidad), Hipocampo
(long-term memory), the pituitary (director of the body's biochemical system) is
the center of Neurotransmitters: Endorphins (pleasure hormone), Norepinephrine
(activation hormone), Dopamine and Serotonin. The openings are the nose, mouth and
genitals through which the information that affects this brain penetrates. This
The brain has as functions all the emotions, feelings, and affections that it experiences.
our body: joy, love, sadness, anger, depression, guilt, sex, motivation
(preferences) and regulates metabolic functions (endocrine regulation). All information
what enters our organism is supervised and controlled by the Limbic system which
it constitutes a relevant function in the process of survival and learning.

The Reptilian Brain or Reptilian System:

The most primitive brain is located at the base of the neck, at the top of the
spinal cord. It is made up of the following elements: Brain Stem, Spine
Vertebral, Reticular Activating System and the Basal Ganglia. The opening is carried out through
from the skin and the pores, through it information penetrates directly to this
brain. This is the brain of action and doing, of approaching or distancing from,
rituals, habits, customs, territoriality, living space, rhythms, the
conditioning, addictions, inhibitions, security, basic needs, the
instincts: hunger, thirst, sleep, sex (copulation), automatic behaviors. Its action is
involuntary and unconscious, it acts without the intervention of thought and emotions, its
the function is to act. It is the brain of programmed and automatic behaviors such as
species preservation and physiological changes for survival, such as
fight or flight reaction, the physiological changes that occur in the body in response to stress and
the threat. Another important function of this brain is that here the
primary, non-verbal experiences, whether of acceptance or rejection.

The Triune Brain theory provides valuable insights for understanding that the process of
learning must be done with the entirety of our brain, first of all what
we are going to learn we must feel it as a physiological need, secondly,
to want and love what we learn, in third place, to understand it and finally, to transform it
knowledge or create from it. In this way, we can affirm that what we have
we have learned it with the four brains. It is necessary to clarify that the brain
it functions as a whole, of course knowing that there are parts that perform
specialized functions, but these parts are interconnected and communicate between
Yes. The divisions have a scientific and educational purpose to be able to understand the
functioning of the brain. In conclusion, our brain needs to harmonize,
synchronize, integrate to achieve coherence among its different functions that will
to impact our daily life in thinking, feeling, and acting; in this sense, they are directed towards
techniques and strategies of superlearning whose objectives include achieving integration
and coherence in the functions involved in learning and in leading a life
full and happy

BRAIN WAVES AND LEARNING

The brain is energy, in it occur vibrational frequencies that translate into waves.
cerebral. The scientist Hans Berger who invented a device he called
electroencephalogram which amplifies and measures these frequencies; classified and named them
according to the Greek letters: beta, alpha, theta, delta. It has been discovered that alpha waves
they are the waves of relaxation, accelerated learning, superlearning. When
we are producing alpha waves our mind is alert and our memory
it is potentiated. We produce them when we are in a state of relaxation and listen
special music that originates them. Likewise, scientists have discovered that stress
it hinders the production of these waves that are so important in the learning process,
productive and efficient work done in a pleasant, calm, and happy mental state.

2. SPIRITUAL ASPECT
Superlearning is transpersonal because it transcends the biological, psychological, and social.
contact the spiritual being that we all have inside, whether we call it God, energy or
nature. It allows us to realize that we are a microcosm that contains all the
possibilities and what we represent to the great macro cosmos, the universe, in all its
particles, potentialities and energy.

Source: Free Online Articles from [Link]

SUPERLEARNING

In the sixties, various Soviet physiologists mentioned that we hardly use the
ten percent of our brain capacity, and yet, we can learn to use it.
the reserves of the mind.
A Bulgarian scientist Georgi Lozanov discovered a series of techniques that allow for the use of
at the same time the body and mind at the highest level of effectiveness, to the point of
to develop literally greater speed and ease in learning.
This learning system is called 'sugestopedia'. Sugestopedia is a
a series of techniques that help access those reserves of the mind and body.
Suggestopedia aims to activate the faculties of the body, those of
left hemisphere and the right one together, as an organized whole to
that the individual can do everything they set out to do much better.
Suggestology has its deepest roots in the raja-yoga system and is, in essence, the
application of altered states of consciousness to learning.
Lozanov became convinced through his research that, in a way, all the
some people have a supermemory, the problem is that we cannot remember what
we store. Lozanov believes that the brain, free from all the distractions that hinder
its functioning is like a sponge capable of absorbing knowledge and information
of all kinds.
The brain studies conducted by Dr. Wilder Penfield of the Institute
Montreal's neurological specialists support this idea. They show that we indeed have a
a kind of natural "recorder" built into the head. Doctor Penfield developed the
hypothesis that every experience (sight, sound, smell, and taste) is recorded as a model
concrete in the brain and that this model remains there after consciously forgetting it.
experience.
Doctor Lozanov agrees with Penfield that we retain all the data that
senses provide us with sight, sound, smell, and taste, but it goes even further. He believes that
We are also constantly accumulating information that we perceive in a way
intuitive and telepathic, many Westerners wondered perplexed, upon hearing about the
supermemory method. how could that be.
They tried putting on music, sitting in comfortable chairs, and listening to language tapes.... and
Nothing was happening. It was difficult to achieve instant learning. How to learn to remember it?
Perceived? You were asking the people.
The two basic secrets are:
State of relaxation
Synced rhythm
STATE OF RELAXATION
Superlearning is a holistic education method that seeks to unite body and mind,
both operate in harmony. It is based on the idea that the mind can learn more
speed and ease if the body functions at a more efficient pace.
Physiologists discovered, many years ago, that if a person relaxes their tension
muscle can remember better what it had studied.
Therefore, within the program '1,000 Dynamics for Groups,' many dynamics are included.
from "Preparation for Learning" which is based on the model of
Superlearning.
The slower heartbeat literally gives the heart a 'vacation'. The heart usually
beat sixty to eighty times per minute. Specialists believe that if we could
if we were to get closer to the average of sixty beats per minute, we would be healthier and
we would have greater mental capacity.
There are many known relaxation methods that can eliminate tension and put you at
body in a state of relaxation. However, scientists reached the conclusion that
It was not enough with relaxation. It must be a specific relaxation that allows to leave the
alert mind and able to concentrate.
SYNCHRONIZED RHYTHM:
The principles of yoga say that rhythm: "Places the entire system, including the brain,
under perfect control and in perfect harmony, thus achieving the most conditions
perfect for unleashing latent abilities." Dr. Lozanov studied rhythm and its
relationship with learning.
If the teaching material was transmitted in rapid intervals of one second, people
they learned only about twenty percent of it.
With intervals of five seconds, they retained approximately thirty percent.
With a 10-second interval between each fragment, the volume of material memorized
was already reaching forty percent.
A continuous and monotonous rhythm of about ten seconds activates the mental capacity of
to remember.
But then another obstacle arose. The monotony of the rhythmic reception distracted the
Person. The repetition helped memory, but it hindered it at the same time.
Lozanov solved this problem using three different intonations with the material that was
he/she was reciting rhythmically:

Normal
Soft whisper
3. Strong, imperative voice
BREATHING:
If you want to learn how to use superlearning techniques, one of the first things
What needs to be learned is to control the breathing. Breathing is fundamental for the
rhythm.
The brain needs about three times more oxygen than the body to function.
adequately, especially when the person works sitting down.
If instead of breathing randomly we do it at a regular rhythm, intelligence sharpens.
automatically. Likewise, when breathing in and out, the air is held for a few
seconds, mental activity stabilizes and thought can concentrate much
better in a single question or idea.
In the program '1,000 Dynamics for Groups', various dynamics are presented for
learn to control breathing and in this way facilitate learning.
ALERT STATES OF CONSCIOUSNESS PROVOKED BY MUSIC
It is not only the breathing rhythm that can alter states of consciousness. It has been
it has also been discovered that music and sound can alter the activity of the waves
cerebral.
The general effect of music on superlearning is that of a 'sonic massage', to
eliminate the tension of intense mental work. Music helps to focus attention towards
inside, instead of outside.
The music used in superlearning is a very important element. If it does not have the
precise rhythm, the desired altered states of consciousness will not occur and the
results are poor.
It is not a personal choice and has nothing to do with personal musical tastes. It is
a specific music for a specific purpose.
In superlearning, there are three types of music selections:
Music for super learning
Music for active learning
Music to revitalize the brain
Baroque music achieves states and conditions conducive to learning, as it has a
sixty beats per minute, which is equivalent to the heart rate when we are calm and
rested
That's why it synchronizes its rhythm to our heartbeats immediately and the brain to
registering sends a signal to the body to keep it calm and alert.
Active learning selections have a shorter vibration than music.
Baroque; the agility in the notes and the increase in rhythm provoke in the person a state
of constant alertness maintaining conditions to achieve more active learning, this
Yes, more mind/body interaction.
As for music to revitalize the brain, it provides new energy and prepares it.
for any learning. We suggest using this type of music when performing the
Dynamics for groups.
Dr. Georgi Kirilov Lozanov was born in Sofia, Bulgaria, on July 22, 1926. Doctor in
Medicine, neuropsychiatrist and psychotherapist, he is the creator of Suggestology - the science of
suggestion - and from Suggestopedia, a term published in Bulgarian for the first time in 1966 and
in English in 1967, on the occasion of an international conference on medicine
psychosomatic that takes place in Rome that year. He has worked as a researcher of
brain at the Bulgarian Academy of Sciences, also working as a specialist physician
in different psychiatric clinics. He has been in charge of postgraduate training
specialists in psychotherapy as a professor at Saint Kliment Ohridski University
Sofia. With the support of the Ministries of Health and Education and Sciences of Bulgaria
founded in 1965 and headed the Institute for Suggestology Research and in 1966
begins her collaboration with Dr. Evelyna Gateva who will introduce art, music and
dance in the education system. Later, with the help of the Rector of the
the mentioned University creates and directs the Center for Suggestology and Development of the

Personality, where pedagogical research continues to be developed and

psychotherapeutic. Simultaneously with her work in Sofia, she organized in 1975 with her colleague the

Dr. Gateva an experimental school program at the Ludwig Boltzmann Institute in Vienna,
that will last almost 5 years, being invited as speakers by universities and
institutions from different countries. UNESCO accepts the new artistic variants of the
Sugestopedia and, at the meeting held in Sofia in 1978, the pedagogical commission
approves and recognizes the method, recommending its expansion and rigorous training of
professors. Dr. Lozanov and Dr. Gateva hold seminars for the demonstration of
method in the U.S. until they lose contact with the West in 1979. Although they continue
his scientific work in Bulgaria, they are not allowed to leave the country in the following 10 years
due to the political problems during the Cold War and its democratic spirit
spiritual. It is a critical moment in the history of Suggestopedia, since during this
time is interpreted and developed by different people with their own variants,
giving rise to much confusion and multiple versions, most of which
combine elements of the ancient clinical variants and the new artistic variant with
different types of relaxation, breathing, and visualization exercises and with other techniques
that have nothing to do with Suggestopedia or that are even contradictory. After the fall
from the Iron Curtain, Dr. Lozanov can train teachers outside his country and in 1991
establishes together with Dr. Gateva a Research and Training Center in Viktorsberg
(Austria) and later in Vienna in order to extend, preserve, and restore the
prestige of authentic Suggestopedia. In addition to the accelerated learning methods of
foreign languages and other subjects based on unlocking the reserve capacities of the brain
And mind, Dr. Lozanov has created some psychotherapeutic methods for treatment.
of neurotic and psychosomatic diseases and also some meditative methods of
personal development.
Recently, a new scientific current has been developed: Desuggestology and the
Desuggestive Pedagogy, based on dismantling the old pathological suggestions that
condition both human behavior and learning. Their doctoral thesis,
Medical and Pedagogical Applications of Suggestion
1971 and published in Sofia, London, New York, and Montreal under the title "Suggestology"
and the Outlines of Suggestopedia
"learning", is his most known work. He has also written "The Foreign Language"
Teacher's Suggestopedic Manual in collaboration with Dr. Evelyna Gateva and soon
his last book on the evolution of Suggestopedia up to the current approach will appear:
Desuggestive Pedagogy. Currently, she resides between Sofia and Vienna supporting the activity.
of teachers trained by him and collaborating with those who are already trainers in the method.
He continues to be dedicated to the training of teachers, doctors, and psychologists.

Superlearning

There are currently revolutionary learning methods that awaken some of

the incredible capabilities of the mind recently unveiled by renowned
scientists. These advanced techniques - mainly coming from Bulgaria and the Union
Soviet, and used with great success in the professional and university world of the States
United—show how to use the body, mind, and creative capacity together.
to achieve maximum effectiveness in any activity: they can contribute to the development of
supermemory, to improve performance in sports, to combine intuition and logic
at the time of making important decisions, to stimulate human relationships; in
They help us overcome the limits of our ideas about what is and what really is.
can the human being.
What is Superlearning?
It is an easy, fast, painless, and effective way to learn that accelerates 2, 5, 10 or more times.
learning, than a traditional method. It also has many additional benefits for
the person who uses them, how they are: achieving relaxation, organizing themselves, self-discipline, learning with

joy. This modernized and Westernized learning method relies on reserves

from the mind to unleash superior mental abilities, such as: supermemory, to extract
the knowledge of our subconscious, mental control, ability for superior achievements
to those who are considered normal today, mobilize 90% of the brain's potential
how rarely we use. Superlearning establishes lines of communication: Lines
that communicate body mind, lines that communicate conscious - unconscious, hemisphere
left - right hemisphere. It is a global and holistic way of learning, it teaches us
learning to learn, better and effortlessly, to enjoy learning. The holistic approach comes from seeing the
individual with the compound. These systems are based on the fact that the individual possesses logical mind,

body and creative mind. In other words, it uses the left hemisphere of the brain, the
body and the right cerebral hemisphere at the same time.
How is the Mind-Body Connection made?
A very specific type of music produces physical and psychological effects, creating a state
meditative and relaxed of the body; thus placing the person in a state in which they can
learn without much effort. It also combines visualization techniques with music,
of breathing and specific physical exercises, according to the selected technique. The
physiological research confirms that the state of calm produced facilitates the
functioning of the mind and learning. "The mind is alert and the body is
relaxed.
To remember what is perceived at will, rhythm is introduced into the techniques.
data to learn are recited with rhythmic intonations in time with the music. The student goes
rhythmically breathing in a state of relaxation.
The rhythm between data, the intonations, the music, the breathing, and the bodily rhythms
they are all synchronized in a specific and concrete rhythmic cycle; they establish lines of
connection with the unconscious, while the data connect simultaneously with the mind
conscious. The harmonized rhythms strengthen the information signal.
There are several theories that also highlight the importance of infantilization or becoming again.
child, especially for adults, such as those of the Bulgarian doctor Georgi Lozanov or the
Colombian pedagogue Guillermo Arango. This seeks to rescue the ease with which
small children learn and that spontaneity, receptivity, and ability to memorize
of the child (It is said to be a thousand times better than an adult).

Brief history of Superlearning:

Various modern learning methods have been created, some of which are based on the
discoveries of the doctors Georgi Lozanov, Bulgarian, and the German Johannes H. Schultz
and from the Hispanic Alfonso Caycedo; they derive from sciences such as physiology, psychology
contemporary, and older sciences such as yoga. The systems of these gentlemen
They differ in many things, but they share a common approach, a holistic vision: Come
always to the individual as a whole. The individual has: logical mind--body--mind
creator. The Bulgarians in the sixties, at the Institute of Suggestology in Sofia
(Bulgaria), they had begun to show that 'everyone' could reach the level of
"genius" through experiments using the method of Doctor Lozanov. Doctor
Georgi Lozanov and his colleagues from Bulgaria and the Soviet Union said: Taking advantage
the reserves of the mind man has the ability to learn and remember
unlimitedly. A decade before these experiments, the doctor Hannes Lindermann,
using a body control method called Autogeny, invented by the same
German Johannes H Schultz crosses the Atlantic from the Canary Islands to the Antilles.
alone, in a sailboat. In 1960, Sophrology was born, created by Alfonso Caycedo and his
The postulates have been synthesized in the brochure 'Invitation to the First Congress of Sophrology.'
celebrated in October 1960. Sophrology is: 'Study of Harmony and Balance of the
Mind.” Suggestopedia is the method developed by Georgi Lozanov, he studied
scientifically the raja yoga (ancient Hindu science of mental techniques), learning
in dream and parapsychology. Their discoveries were a puzzle of methods
grouped in a global and holistic learning system.
Music of Superlearning:
The music of Superlearning should be chosen from a slow movement, the appropriate tempo.
It is about seventy units per minute. The indication of the tempo is usually given in Italian.
such: Allegro, Andante, Adagio, Larghetto, and Largo, in order from fastest to slowest,
being the Length appropriate as it is between 40 and 60 units per minute.
Accelerated Learning Super-learning is a simple method that allows you to multiply
for 10 our potential for learning and memorization, using in a way
coordinate the right and left cerebral hemispheres. It is about a learning
multisensory, through all the senses. In the mid-1960s, a doctor
Bulgarian, Georgi Lozanov, born in 1926, began to publish works related to
research conducted on small groups of people to whom they were taught to
exponentially increase its memory. In 1966, the Bulgarian government created in the most
absolute secrecy (let's not forget that we are in the midst of the cold war) the Center of
Research on Suggestology and Suggestopedia—this is what its method is called— in which
brings together eminent Bulgarian professionals in medicine, education, and linguistics with the
end of investigating everything related to suggestion. The objective of the Bulgarian government was
to use all those discoveries for political and espionage purposes. However, the
results are so amazing that the Ministry of National Education transfers the
result of those investigations to the educational field. In 1972, he applies suggestopedia to a
Primary School —School 122 of Sofia— with such extraordinary results, that little
it is starting to expand the experience to other schools. The political relaxation in
Bulgaria and the participation of Lozanov and his team in various International Congresses
It allows the world to know about these advances. In 1976, the first school opened in Vienna.
Austria, and it is extending to other countries, such as Canada, Sweden, or the United States and from

there to the rest of the world. Suggestology and suggestopedia have been evolving in the
last years until becoming what we now know as Accelerated Learning. The
accelerated learning consists of learning to learn, knowing how it works
learning process of each person and providing them with the appropriate tools so that they
can be used naturally. Combining rhythms, frequencies, tones, and language
The corporal allows the brain to make a synthesis between the two hemispheres. Learning
it is based on representations, games, and the use of certainmusical melodies,
perfectly selected from the authors of the Baroque. At this moment, the
Accelerated learning has been enriched by contributions from NLP and maps.
conceptual and speed reading. The use of these new methods has arrived
including the creation ofcourses through the Internet, with learning methodology
accelerated.

The Superlearning

1. Introduction
Superlearning, also known aslearningaccelerated is according to López of
Wills... a set oftechniquesystrategiesaimed at developing theprocessof
holistic learning. In this sense, it allows us to know ourselves better,
to assumelearningwith commitment,discipline, and with a broad understanding of what is
learning(2001) In addition to what was proposed by the aforementioned author, superlearning
aims to improve the relationships between the subjects of the educational process, starting from the

need to get to know each other in depth, both teachers and students; giving
meaning to personal experiences, being aware of the limitations and
potentialities. This self-knowledge, combined with a series of techniques that allow
control the body and mind, achieves states of relaxation and tranquility, which undoubtedly
will help to improve thequalitylearning in the classroom To work with the techniques of
superlearning should consider what has been contributed ininvestigationsabout thebrain, the
dynamicofgroup, theassertivenessand research related to themusic, thecolor, the
relaxation, thegame, theclimateappropriate in the classroom,respecttowards the individual...
Elements that must be related and applied within aenvironmentwhat must be gathered
specific conditions, given their importance in the learning process, should start
to understand the classroom as a multidimensional space, which can present shapes and
characterCharacteristics associated with the interests and needs of students The classroom environment
the color of the walls is determinant in the learning processanatomyof the
seats, the weather, the motifs that adorn,communicationteacher - student, that is
everything that contributes to creating a pleasant and relaxing environment and allows the student to
feel comfortable and cozy in a classroom that meets your [Link] the
exposed, we will see, what needs to be done, at what moment and what are the techniques that
they can apply.

2. The Classroom Climate

Ineducationwe are living in a time of changes, where more and more space is given to freedom
expression, to thecommunicationhorizontal; the position of the teacher above has expired
of the student who had to be looked at from below in a subordinate position, who was not
they questioned his opinions, his educational techniques, or anything that could dispute the
powerthat they exercised in the classroom, a power that gave teachers the authority to
to teach, to pass or to fail, from a purely behavioral perspective and with thecontrol
of all theprocessesCurrently, in thisdevelopmentofglobalizationand of theman
universal, more and more students are developing a sense from a young age.
critical and demand that they be explained the why of things, given that they know and demand their

rightsBased on this, the opinion of Prof. Susana Villalba is relevant who

point out the need to... Improve the quality of learning and make the classroom a place
pleasant through an appropriate climate... improving the quality of communication
teachers and students as well as students among themselves, for which teachers must be analyzed
from a more comprehensive, more open perspective regarding cognitive abilities
about our students... The mentioned author also indicates... We know that all the
structuresconceptual thoughts are about this and that, memories about something,
beliefs in this or that, desires for this or that. Having a mind is equivalent to having '
representations " in the same way as " attributing mind " is equivalent to " attributing
representations. This fact, which is inherent to the human being, to its intelligent nature, makes it so that

in the classroom, manifestations of liking, disliking, fear, and trust occur.

security/ insecurity, interestdisinterest, Some manifestations may be detected
o views for he teacher others no. (2001, p. 1)
On the other hand, and emphasizing theattitudesfrom the teachers, the changes in
education cannot be carried out if attitudes, ways of
communication, beliefs, values, prejudices, and feelings of the teachers, these elements
and others associated withpersonalityof the teacher influence the classroom climate and transmit to the

student if it is possible to approach, trust or on the contrary fear and distance from the teacher and
It is certainly undeniable that the teacher's openness and affection towards the student
they will facilitate teacher-student relationships and communication and will necessarily influence
in learning. We must accept the falsehood and cruelty of that overused phrase by
the teachers of the past 'the letter enters withbloodToday, learning must rest on a
classroom where affection, assertive communication, and respect must be the foundations that
sustain he climate in the classroom.
Villalba regarding this expresses... then we must emphasize attitudes and
make them a space for genuine reflection, inknowledgeof our
Attitudes will be reflected in the results we obtain from our students.
Likewise, we will ensure that there is coherence between what we say and what we do.
given that we can also incorporate within attitudesthe languageno verbal. For
therefore, it is necessary for the teacher to know and usetoolsof communication
assertive and understand that... Communication is a process that takes place between two or more
people using thelanguageverbal and non-verbal through the
ideas, feelings, opinions are [Link](Arellano: 2001).

[Link] the Classroom

The climate in the classroom is not only made up of the relationships and type of communication that
established between the subjects of the educational process, is also determining, the way in
the classroom is organized, a communication process cannot take place if we are
seeing the back of the head, how do we communicate if we can't see the eyes,
Is it just the expression of the face? Can we only see the teacher's face? Why?
Should the young people sit in the classroom one behind the other? Definitely, if a
the teacher wants to create an atmosphere of openness anddialogue, through assertive communication,
must organize the classroom into smallgroups, in a U shape or in circles, but never in
lines. Color: In conjunction with the aforementioned aspects, it is also necessary
consider the color of the classroom, as well as the anatomy of the furniture and thetemperature
ambiental Or can anyone be productive at 35° temperature or at 2° below zero?
And why is color important? How would you feel in a classroom painted all red or
in gray? The influence of color is undeniable. Regarding the use of color in the classroom of
class, teachers must study and investigate the implications that result from thecolors,
the feelings they awaken, the influence they seem to exert on moods and
behaviorCurrently, there are several studies that propose the relationship of color
with emotions and their influence on the mind and body, establishing a
correspondence between this and the way people react, both on the physical plane,
like in the mental and the emotional. One of these studies is by Marcelo Viggiano from the
SchoolHispano-American Feng Shui inArgentina, who expresses....... We know that it
what we call color is actually theperceptionvisual of a form of energy: a color is
a part of the visible spectrum of thelighttherefore it is an electromagnetic wave of a
determined length. Color is one of the most significant elements of our
environment: colors have physiological and psychological effects and are carriers of a
meaning based on cultural and personal associations. (2001, p. 1) From what has been presented
we could infer that the cultural andpersonalthey affect theselectionof the color, without a doubt in the
use of color the human being expresses their preferences, this is observed in the selection of
colors for the environments of the rooms, an example of this inVeVenezuela, they are
facades in the "Maracaibo of yesterday" with warm colors like yellow, reds and the
strong oranges or "Chillones" as the Zulia people say in popular language. Likewise
we remember Caracas with red roofs and white facades; similarly
We know that each person has a specific preference for the color of clothing that
habitually use o prefers.
Call theattentionthe case of the inhabitants ofstateZulia in Venezuela, to which we
has culturally defined them as "rowdy", that is to say cheerful andassetscoinciding
these characteristics with their preference for warm colors, which according to their followers
chromotherapy, they are stimulants. This principle is also shared by the results
from asurveymade by Inquire inUruguay, quoted by the newspaper El Observador from that
country where if points out......
... there is a clear tendency among adult Uruguayans for dark colors. In the
In the choice of clothing, six out of every ten Uruguayans opt for dark colors..... This relationship
brandachangein thebehaviorof the people gathered in the last seven and a half years: in
In May 1993, the preference for dark colors was at 75% compared to the current 56%.
On their part, light colors in clothing increased from 10% to 19%. However, it is necessary to formulate everything.

a warning: a survey like the current one conducted in spring is compared with a
made at the end of autumn, during the time of the first cold. Undoubtedly, in winter, it
he wears darker clothes than in summer, and perhaps this has influenced something. Still, the variation
it is strong enough that, regardless of the influence of the
different seasons, there is a small change in behavior..........
Uruguayans, through their clothing, exhibit thisimageburnt, extinguished, almost sad, with
the preference for dark colors (2000). It can be observed how it is established a
direct relationship between color preferences and human behavior Seen
From the previous perspective, the association of color with certain states is striking.
Emotional, in effect the color red is associated with something warm, vibrant, violent and hence
it could be the use given in the 'bull runs'. In contrast, the color black is associated
with formality and also relates to "grief" becausedeaththe fire,the sunand theheat
associated with the colors yellow, red, and orange; green is linked to tranquility,
serenity we identify it withplantslandscapes... and the blue with the 'sky',the water, the ice,
which provide a sense of rest, establishing an associative relationship with the elements
of thenaturewhat heat and cold represent.. Color has also been associated with
health, regarding this, Dr. Jiménez Silvia states... Dr. Szent-Gyorgyi, winner of the award
Nobel for the discovery of vitamin C. He discovered that manyenzymesy hormones
they have color and are sensitive to light, in fact, when they are stimulated with different
colors can undergo molecular changes that alter their original colors. The author
mentioned based on research suggests some colors that help to solve
someproblemsof health: Celeste: to improvethe memory, intellectual faculties and
artistic and relaxation. Blue: to neutralize irritability. Moss green: for thesystem
nervous.
Púrpura: emocional Dorado: para ayudar en la curación en general Naranja: para ayudar a
reduce the pain Turquoise:depressionarthritis, digestive problems Also Kandinsky,
cited by Lupeña, points out that the explanation of the association of color with emotions
it's not enough, indicating this last one that currently the scholars of the so-called Chromotherapy,
It is asserted that colored light can produce very special effects throughout the body.
Lupeña (ibid) suggests It has been attempted to take advantage of thisforceof color in the treatment
of variousdiseasesnervous and it has been noted that the red light stimulates theheart
while blue can produce a momentary paralysis..... This demonstrates, in everything
case, that color has an enormous power, but little studied, that can influence on
all thehuman body, as a physical organism... Color is a tool that at the same time
it can be an easy or difficult tool to use depending on theobjectivethat we have in
mind, but if we accept as true that we feel pleasure for certain colors and displeasure
by others, it could be accepted that depending on the color we have in the environment, these
can influence behavior by producing relaxation or irritation, serenity or
stimulation. Based on this approach, the colors to be used should be studied for
decorate the classrooms if the aim is to stimulate aspects such as thecreativityor to seek a
serene and calm environment, if a group with characteristics of indiscipline is worked with, but it is
It is convenient to consider in the use of color in school environments that there are contrasts.
and combinations that together can also generate certain reactions,
it should therefore be determined what the most valid combination may be, for this
there exists a series ofnormsthat can help, understanding that they will never be rigid, but rather
that will always be used depending on the situation, characteristics of the group, weather, etc.
Likewise Fraticola indicate:
The warmth or coolness of a color is relative, as the color is not isolated in the
nature and is modified by the colors that surround it. Thus a yellow can be warm.
regarding a blue and cold in relation to a red. And also the same yellow can
be warmer if surrounded by cool colors and less warm if surrounded by red, orange,
etc. (2000) From the perspective of the mentioned author, it is advisable that the
Teachers, when decorating and painting their classrooms, should consider the use of the circle.
chromatic and the characteristics of the group. To begin with, the color wheel will be considered.
where the base colors are formed by yellow, blue, and red. The complementary colors to
each one is the one that is located at the opposite point on the circle therefore:

The complementary color of yellow is violet.

The complementary color of blue is orange.
The complement of red is green.

When using color, it is important to always keep in mind two closely related concepts.
between them: the contrast and harmony. The contrast in the use of different colors and tones that
they have nothing in common and produce a positive attraction, this positive attraction is
the harmony that can be understood as the use of colors forming a
set pleasant y attractive a the view y a the mind.
When contrasting colors, it can be done with complementary colors and their derivatives or
between cool and warm colors. Cool colors are those related to blue. They are colors
gentle, calm, and serene. When we contemplate them, they give us a sense of rest. Some of
these colors are blue, green, violet Warm colors are stimulating colors,
dynamic and aggressive. When contemplating them, they produce exciting reactions. Some of these
colors are red, orange, yellow. In warm climates, where the sun predominates and the
Light, as is the case of the Zulia State in Venezuela, the use of warm colors will produce a
accentuated sensation of heat while if greens and tones are involved in its composition
blues will give a sense of freshness, considering this approach and that of what should not be
to use a single color throughout the environment, the classrooms of ourchildrenthey must have in their
composition of cool tones, to create a relaxing environment but we must consider
warm colors in some elements of the decoration, in order to stimulate the
creativity. In order to help the teacher decorate their classrooms with colors,
contrasting or combining them, according to their discernment and the characteristics of
In their group, some criteria were selected based on the catalogs designed by
some researchers.
Followers of the Feng Shui school and Josefina Campiani's team point out that
Daniela Perovic from the site [Link], who exceeds in the use of a color regardless of what it is.
The tone can negatively influence an individual's behavior.
However, they have created a kind of stereotypical catalog of meanings or
color equivalences, which can be used as a reference but without forgetting the
named the principle of contrast and harmony, the characteristics of the climate and the group of
students. Music Who can say they don't like music, with its variety
rhythms have accompanied man throughout hishistory, and in all processes
emotional and stages of life, the mother rocks the child to sleep, the lover sings to him
serenades to hislove, we cried over disappointments accompanied by a ballad. This power of the
music cannot be denied and has already been accepted by teachers, mainly those of
Preschoolwe can see how through songs they teach the vowels, modals,
languages.... but we do know that music brings joy, that it gives rhythm to our existence, it gives us

it accompanies and conveys many emotions Why can't we accept that we can
use for educational purposes? Why don't we try music when we want to relax?
and to calm a group of rowdy children coming from recess? or to a group of
adolescentstense when having to present and defend some work or evaluations?
Related to the above, Bernabeu Natalia in an article published in 'Communication and
Pedagogy(2001) expresses... Students are unable to conceive of a world without
soundThat's why music is our great ally in the classroom. All of us, immersed in the
culturefrom the audiovisual, we have recorded in thememorycertain schemes
sound united to emotional states: this is how we talk about the music of love, of suspense, of
fear... When music is used regularly in the classroom. The environment becomes relaxed and
happy... the students know the communication mode, emotional, that she fosters...
He maintained in his article titled A walk through music and its influence on our
lives (2001) indicates.....Numerous scientists,philosophersand thinkers have reflected
about the influences of music... and quoting Candela Ardid (one of the pioneers of the
music therapy inSpain), expresses... If there were not other sufficient reasons to justify
The influence of music on our health is enough to say that it is based on rhythm.
like life itself. One of the qualities of music is that to a greater or lesser extent
according to its own capacity produces phenomena of physiological transformation in all
human beings. The indicated author also expresses... All civilizations have
recognized the influence of music and it seems that one of the group therapies is more
the oldest known are drums, a practice carried out since the existence of the
humanity. Today its use is becoming more conscious constituting amethodwhat
according to experts, it allows finding vital rhythms and making creative interactions with the
group. Theexperimentscarried out bythe organizationRhythm For Life with patients of
Alzheimer and Parkinson have yielded satisfactory results; achieving that the patients
develop new rhythmic patterns; thus breaking away from medical expectations that
it has about these diseases TheBreathingRhythm and its Importance. We know very
well the importance of breathing in our life; to achieve super learning, it is
essential, as it teaches us to breathe rhythmically, which provides us with better oxygenation,
better life; the better oxygenated our brain is, the more we preserve ourselves
clear, more lucid, more effective, y more smart also.
What is rhythmic breathing? It is one in which we regularize the intake, circulation, and
exit of theairso that the brain is continuously and evenly irrigated. What are
the benefits?

The blood that arrives is richer inoxygenfor which there are better conditions
physical and chemical principles for the functioning of the body.

The muscles are relaxed, which releases unnecessary nerve excitations.

Helps to concentrate and focus attention.
Rhythmic breathing isthe statephysiologically more favorable for the activity
mental.
Improves circulation in the brain.

Considering the mentioned aspects, the teacher must learn and use the techniques of
combined breathing with relaxation techniques to eliminatestresshyperactivity anxiety in
the classroom and thus achieve super learning
HE ORIGIN DE LA INTELLIGENCE EMOTIONAL
The term Emotional Intelligence refers to the human capacity to feel, understand,
control and modify emotional states in oneself and in others. Intelligence
Emotional is not to drown emotions, but to direct and balance them. The concept of
Emotional Intelligence, although it is currently relevant, has a clear
precursor in the concept of Social Intelligence by psychologist Edward Thorndike (1920)
who defined it as "the ability to understand and lead men and women,"
boys and girls, and act wisely in human relationships.
For Thorndike, in addition to social intelligence, there are also two other types of
intelligences: abstract - ability to handle ideas - and mechanical - ability to
to understand y to drive objects-.
An illustrious recent precedent of Emotional Intelligence is the theory of 'the
multiple intelligences' of Dr. Howard Gardner from Harvard University, who
proposes ("Frames of Mind", 1983) that people have 7 types of intelligence that allow us to
they relate to the world. Broadly speaking, these intelligences are:

Linguistic Intelligence: It is the intelligence related to our verbal ability, with

the language and with the words.

Logical Intelligence: It has to do with the development of abstract thinking, with the
precision and organization through guidelines or sequences.

Musical Intelligence: It is directly related to musical skills and rhythms.

Visual-Spatial Intelligence: The ability to integrate elements, perceive them and

arrange them in space, and be able to establish metaphorical relationships between them.

Kinesthetic Intelligence: It encompasses everything related to movement, both bodily.

like that of objects, and reflections.
Interpersonal Intelligence: It involves the ability to establish relationships with others.
Intrapersonal Intelligence: Refers to the knowledge of oneself and all the
related processes, such as self-confidence and self-motivation.

This theory introduced two types of intelligences closely related to competence.

social, and to a certain extent emotional: Interpersonal Intelligence and Intelligence
Intrapersonal. Gardner defined both as follows: 'Interpersonal Intelligence is
builds from a nuclear capacity to sense distinctions between others:
in particular, contrasts in their moods, temperaments, motivations and
intentions. In more advanced forms, this intelligence allows a skilled adult
to read the intentions and desires of others, even if they have been hidden... "And to the

Intrapersonal intelligence as 'the knowledge of the internal aspects of a

person: access to one's own emotional life, to one's own range of feelings, the
ability to make distinctions between emotions and finally assign them a
name and resort to them as a means of interpreting and guiding one's own
behavior...
LA APPEARANCE DE THE INTELLIGENCE EMOTIONAL
In 1990, two American psychologists, Dr. Peter Salovey and Dr. John Mayer,
they coined a term whose future fame was difficult to imagine. That term is
intelligence emotional.
Today, almost ten years after that 'introduction to society', few people from the circles
cultural, academic or business contexts ignore the term or its meaning. And this is
is fundamentally due to the work of Daniel Goleman, researcher and journalist of
New York Times, who brought the topic to the center of attention around the world, through
of yes work The Intelligence Emotional (1995).

The new concept, thoroughly researched in this work and in others that followed with
dizzying speed, bursts in with unusual vigor and makes the categories wobble
established for the purpose of interpreting human behavior (and therefore sciences)
that for centuries have been dedicated to unraveling it: be it Psychology, Education,
Sociology, Anthropology, or others.
 Teacher Thompson
Her name was Mrs. Thompson. While she was in charge of her 5th-grade class, the first day of class...
It began by telling the children a lie.
Like most teachers, she looked at her students and told them that she loved them all equally.
But that was not possible, because there in the front row, sprawled over his seat, was a boy named:
Teddy Stoddard.
Mrs. Thompson had been watching Teddy since the previous year and had noticed that he did not play very well with
Other children, their clothes were very neglected and they constantly needed a good bath.
Teddy was becoming somewhat unpleasant. The moment came when Mrs. Thompson enjoyed marking
Teddy's work with a red marker making a big X and placing a very eye-catching zero at the top.
superior of your tasks.
At the school where Mrs. Thompson taught, she was required to review each child's history, she left the
Teddy's file for the end.
When she reviewed his file, she was greatly surprised. The first-grade teacher wrote: "Teddy
he is a very bright child with a unique smile. He does his work in a clean manner and has very good
Modals... it's a pleasure to have you close.
His second-grade teacher wrote: "Teddy is an excellent student, he gets along very well with his
companions, but he seems worried because his mother has an incurable disease and the environment in his
home must be very difficult.
The third-grade teacher wrote: "His mother has died, it has been very hard for him. He is trying to cope with his
better effort, but his father shows little interest and the environment in his house will affect him soon if not
take certain measures.
Your fourth-grade teacher wrote: "Teddy is behind compared to his classmates and does not
shows a lot of interest in school.
He/She doesn't have many friends and sometimes sleeps in class.
Now Mrs. Thompson had realized the problem and was ashamed of herself. She began to
to feel worse when their students brought them their Christmas gifts, wrapped with beautiful bows and paper
brilliant, except for Teddy. His gift was poorly wrapped in a yellowish paper that he had taken from a
paper bag.
Mrs. Thompson was terrified to open that gift in front of the other presents. Some children started to
laugh when she found an old bracelet and a bottle of perfume with only a quarter of its contents.
She stopped the children's teasing by exclaiming how beautiful the bracelet was while trying it on and
She applied a bit of perfume on her wrist.
Teddy Stoddard stayed that day after class long enough to say:
Mrs. Thompson, today you smell like my mom used to smell.
After the boy left, she cried for at least an hour.
Since that day, she stopped teaching the children arithmetic, reading, and writing.
Instead, she began to educate the children. Mrs. Thompson paid special attention to Teddy.
As he started to work with him, his brain began to come back to life. The more he supported him, the more he responded.
faster.
By the end of the school year, Teddy had become one of the most diligent children in the class and to
Despite his lie that he loved all his students equally, Teddy became one of the favorites.
from the teacher.
A year later, she found a note under her door, it was from Teddy, telling her that she had been the
the best teacher she had ever had in her life. Six years later, around the same time, she received another note from
Teddy was now writing to her, saying that he had finished high school being the third in his class and she was still
being the best teacher he had ever had in his entire life.
Four years later, he received another letter that said that although at times things were very hard,
he stayed in school and would soon graduate with the highest honors. He reiterated to Mrs. Thompson that
she was still the best teacher she had ever had in her life and her favorite.
Four years later he received another letter. This time it explained that after he finished his degree,
decided to travel a little. The letter explained to him that she continued to be the best teacher he had ever had and her
favorite, but now her name had been slightly extended, the letter was signed by Theodore F. Stoddard,
MD.
The story doesn't end here, there is one more letter to read, Teddy was now saying that he had met a girl.
with whom he was going to marry.
He explained that his father had died a couple of years ago and asked Mrs. Thompson if she would like to
to occupy at her wedding the place usually reserved for the mother of the groom, of course Mrs. Thompson
I accept and guess...
She arrives wearing the old bracelet and made sure to use the perfume that Teddy remembered his mother wore.
last Christmas they spent together. They gave each other a big hug and Dr. Stoddard whispered in his ear, 'Thank you
Mrs. Thompson for believing in me. Thank you very much for making me feel important and showing me that I can.
make a difference.
Mrs. Thompson, with tears in her eyes, took a deep breath and said, 'Teddy, you're wrong, you were the one who taught me to
me that I can make a difference.
"I didn't know how to educate until I met you."

About the method

Suggestibility is an element of personality independent of intelligence: in
The function of the type of suggestions received stimulates or de-stimulates a human being.
Negative suggestions are a source of inhibitions and decrease the real capacity of
individual, but helping them to free themselves from the limitations suggested by their environment

Since childhood, significant improvements in personality and behavior are achieved and
they also significantly raise learning levels.
Dr. G. Lozanov
The reserve capabilities
Suggestology is the science of suggestion. It is based on the systematized activation of the
reserve capabilities - potential skills - of the brain and mind to free from
person of the frequent limitations imposed by different social norms that
They can condition both their personality and behavior, as well as their capacity for learning.
It has its origin in psychotherapy, where suggestion is used as an element of
healing. But, according to its creator, Dr. Georgi Lozanov, suggestion is present in
all areas of life, being a constant factor -conscious or unconscious- in the
communication
Conscious and unconscious perception
According to Dr. Lozanov's theory, all human beings are exposed to everything.
moment to a complex network of suggestions. But although the mind focuses in a way
aware of the object selected by attention at a given moment, it does not stop
to perceive peripherally a whole series of data and circumstances that surround the object of
your attention. All these peripheral perceptions are absorbed unconsciously, but
they are not lacking in suggestive value, but they provide a great deal of new data
that complete and enrich the information received at a conscious level, in such a way that
They can improve or deteriorate the final feeling of each experience we live.

Let's take a beautiful tree as an example. Our conscious attention sees that it is leafy,
that its branches extend towards the sky, that the trunk is solid, that there are birds in
some branches, etc. At the same time, we will perceive peripherally, even if we do not focus on it.

attention to it, whether the day is gray or sunny, whether it is cold or hot, whether it is windy, whether the place
where the tree is located is green, rocky or arid, whether there is silence or noise, etc. The tree
it will seem more or less beautiful to us depending on the harmony of the whole.

Another example would be a conversation between two people. Conscious attention will focus on
the words that intersect in that conversation, but unconsciously
they will absorb many other data that have nothing to do with the conversation itself,
like the other person's posture, their way of moving, their gestures, their accent, the tone of
your voice, whether it is calm or nervous, whether your attitude is welcoming or distant, the facial features,

the color of the hair, the way of dressing, the hands, their listening ability, etc. All these
Data perceived peripherally complete conscious information, and apart from the
the truthfulness or not of one's own words will make the conversation reliable or
No, in pleasant or uncomfortable... we don't exactly know (consciously) why that
the person appears pleasant to us or, on the contrary, we do not like them or find them reliable.
the new harmony or disharmony of the whole will have influenced our opinion and response
finals.

Psycho-pedagogical foundations
Based on the previous observations, in the early 1960s Dr. Lozanov
begins to focus its research on educational objectives by organizing the
systematized peripheral suggestive stimuli in order to uncover the
reserve capacities and direct them to enhance learning.

Develop the teaching process in a way that is not solely directed at attention.
conscious of the student, but also to the unconscious. The peripheral perceptions - the
environment, the light, the friendly and playful atmosphere, the teacher's attitude, the use of
different tones of voice, humor, surprise, games, songs, music, art,
etc. are an integral part of this process. Learning becomes enjoyable, not alienating.
a delight. The sense of time disappears. There is harmony in the entire process. This is how it will go.

achieve the uncovering of potential skills that are rarely stimulated in the processes
traditional teaching methods, as they are exclusively directed at the mind
aware. The result will be the long-term memorization of a large amount of material in
very little time (hypermnesia), without fatigue, without boredom, without tension, without fear,

increasing the motivation to learn and fostering creativity, that is, impacting
positively in the mental, emotional, and physical health of the student. This is how Suggestopedia was born.

Evolution of the method

In its early years, Suggestopedia is very close to suggestive psychotherapy: it is used
the music only in the passive concert session with the classroom in twilight and some are given
instructions for relaxation, but very few artistic and playful elements are used.
In language learning, the results will initially show memorization of
a large number of loose words, then phrases or expressions, and later, dialogues
short. They are the ancient clinical variants, still very logical and analytical, that continue
putting more emphasis on the parts than on the whole, but that limit the overall view of
the structure of the language.

Starting in 1971 with Dr. Evelyna Gatevase, she begins to experiment during several
years in the new artistic variant, researching the students' reactions to
different types of music and songs and introducing toys, dances, poetry, great
amount of games and educational materials and many other activities that reinforce
positively the emotions. The textbook is now a complete story instead of
isolated words or phrases.

The results of the artistic-global variant are far superior to those of the variants.
clinics in terms of communication capacity and satisfaction, well-being and
student motivation. Despite the large amount of material (3 to 5 times more than in
conventional methods) fatigue does not set in because a form is being offered
global and systematized learning that is compatible with brain laws, that is,
it favors the brain to simultaneously carry out its functions of analysis and synthesis, which
it also provokes the simultaneous and indivisible participation of conscious processes and
paraconscious. A large amount of information is offered at multiple levels so that the
the brain absorbs it freely. By having a global and structured view of the subject
learning, the brain calms down. Thus, a state of spontaneity arises.
concentrated psychorelaxation, with exercises no longer being necessary or recommended
relaxation directives.

The incorporation of multiple artistic elements, taking into account that art is
one of the fields with the greatest suggestive power will include feelings in the process of
learning, attracting the curiosity, attention, and playful participation of the student, with
what favors memorization and psychological unlocking against old limitations.

Suggestopedia now deconditions -de-suggestion process- the old fixed norms,

it not only promotes the involvement of a larger part of the brain, but also that of
all personality including emotions. Positive suggestions will bring out the
negatives and the more matter that is offered, the more will be learned, the more motivation and

illusion, the learning will be easier. It is the new artistic-global Suggestopedia

is definitively consolidated in the year 1978 and has continued to develop and
perfecting itself until it reaches the current variant that its creator, Dr. Lozanov, calls
Desuggestive Pedagogy.

Conclusion
Suggestopedia is much more than a set of techniques. It's not so much about what is done, but rather

how it is done, when and for what purpose. It can actually be summed up in a single word:
communication. Suggestopedia is excellent communication between the teacher and the student.
But the veracity of this communication is essential, that is to say, the teacher must believe
really in what he does and feeling a real affection for it, without being something simulated, without

artificiality. All the other elements harmoniously orchestrated that the teacher well
trained uses in Suggestopedia are aimed at achieving excellent communication.
When the student perceives all this, they begin to unlock their mental reserves and learn.
much better feeling good.