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Auroville: Problems in language communication. Is Suggestopedia the solution?

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Auroville: Problems in language communication. Is Suggestopedia the solution?

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AUROVILLE: PROBLEMS IN LANGUAGE COMMUNICATION
IS SUGGESTOPEDIA THE SOLUTION?
by
Margaret Lou Clark
A Dissertation Presented to the
FACULTY OF THE GRADUATE SCHOOL
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF PHILOSOPHY
(Education)
May 1999
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UMI Number: 9 93 3 717
U M I Microform 9933717
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UNIVERSITY OF SOUTHERN CALIFORNIA
THE GRADUATE SCHOOL
UNIVERSITY PARK
LOS ANGELES. CALIFORNIA 90007
This dissertation, written by
Margaret Lou Clark
under the direction of Jmx. Dissertation
Committee, and approved by all its members,
has been presented to and accepted by The
Graduate School, in partial fulfillment of re
quirements for the degree of
D O C TO R O F PHILOSOPHY
DearuûLA'sduate Studies
Date
V-/
DISSERTATION COMMITTEE
Chairperson
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ri
TABLE OF CONTENTS
Pacre
Chapter
I. INTRODUCTION............................... 1-76
The Problem and its Explication
Statement of the Problem
Purpose of the Study
Importance of the Study
Research Questions
Methodology
Methodological Assumptions
Delimitations
Limitations
II. REVIEW OF LITERATURE 77-13 9
Introduction
Historical Background of
Suggestopedia
Suggestology
Suggestopedia
Techniques
Auroville and Suggestopedia
Definition of Terms
III. METHODOLOGY.............................14 0-149
Research Questions
Selection of the Sample
Variables
Instrumentation
Data Analysis
Design
Suggestopedia in the Classroom
IV. FINDINGS AND DISCUSSION................150-156
Hypothesis
Sub]ects
Treatment of Data
Results
Discussion of Hypothesis
Results of Student and Teacher
Evaluations
Discussion of Research Questions
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Xll
V. SUMMARY, RECOMMENDATIONS AND
CONCLUSION..............................157-172
Summary
Recommendations
Conclusion
BIBLIOGRAPHY.......................................173-175
APPENDIXES......................................... 176-184
A. Transcript of Relaxation Tape
B. Student Project Evaluation
Questionnaire
C. Teacher Evaluation Letter
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CHAPTER 1
INTRODUCTION
The Problem And Its Explication
Background Of The Problem
Auroville
Auroville (French for "City of Dawn") is one of
the best known and more successful international
experimental communities in the world. Emphasizing its
international nature, 124 nations and all the Indian
states were involved in the opening ceremony, February
1968. It celebrated its 31st anniversary this year.
Auroville has received formal recognition from the
United Nations and development grants from the United
Nations Educational, Scientific, and Cultural
Organization (UNESCO). The Indian Government has also
been financially and politically supportive. By a
unique Parliamentary Act it has recognized Auroville as
an international trust.
Auroville is located on the southeast coast of
India in the state of Tamil Nadu, 10 0 miles south of
Madras and just north of the city of Pondicherry (map,
p. 2). The Auroville site, previously eroded and
barren, is a flat plateau 150 feet above sea level.
There are about 80 different settlements spread over
2,600 acres within a 2 0-square mile circle. Over 1,400
people (men, women and children) from 35 countries.
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3
together with nearly 37,000 local villagers, live and
work together. Early emphasis was on rehabilitating
the environment (over a million trees have been planted
and maintained). The focus then changed to organic
agriculture, crafts production, alternative energy
sources, and modern technologies such as electronics
developed in ways appropriate to the environment. Some
of Auroville's accomplishments include :
Planting three million trees over 2,600 eroded
acres, then training foresters from other parts of
India. A Banyan tree is at the geographical center of
Auroville.
Installing 415 solar panels, 30 water pumping
windmills, 16 ferrocement biogas units (ferrocement is
cement mortar reinfored by a number of very closely
spaced layers of steel wire mesh).
Founding 44 schools and crèches for Auroville and
village children.
Celebrating the Performing Arts and practicing the
Healing Arts of East and West in addition to providing
basic medical services to Auroville and local
villagers.
Creating commercial units in Architecture,
Construction, Clothing, Electronics, Engineering,
Handicrafts, Retail Shops, Landscaping, Graphics and
more in progress.
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A B
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Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Community profiles
The following abbreviatbns are used: wls
a Wells
map ref a reference Commcl a Commercial
Gmwk - Greenwoik gstfac
a Guest facility (and number of beds)
hss a Houses ah en a Ahemative energy installations
Resid a Residential (b-biogas; sasolar; w-wind)
res a Aurovilian residents
n
a Name given by The Mother
Educn a Education
community map ref type hss res gstfac wls ah en services/units located there
A b rif)
D4 Service 2 2 1 Water, Transport, Solar, Electrical
Acceptance D4 Resid 2 A 1
Agni C * Gmwk 3 3 1
AgniJata FA Resid 1 2 bs
Akashwa F3 Resid 2 2
Ami D4 Resid 6 8 1 Attecs
Annapurna - Agric 3 3 6 bsw Agric'l training
Anusurya D3 Grnwk 2 3 1 w
Arc en Ciel E3 Resid A A 1 Cycle repairs
Arya E3 Resid 3 2 s Sumark
Aspiration f ) FA Educn 29 53 G 8 1 Favola
Aurelec F3 Commet 2 8 1 Aurelec
Aurobrindavan B5 Resid 2 3 1
Aurodam C3 Grnwk 9 13 2 w Massage
Aurogreen E2 Farm A 6 1 bs Farm, Dairy
Auromodele (*) FA Resid 21 0 1 s
Auro-Orchard (*) B5 Farm 1 1 3 Farm
Bharat Nrvas (*) C3 Admin 1 3 1 Secretariat, OSD.
Financial Service
Aurofuture, Visas
Land Service, CIC
Harmony stall
Video screening
Nandini, Archives
Lab.of Evolution
Library
Bliss C2 Grnwk 2 2 1
Centre Field C3 Resid 8 18 G24 5 bsw Kindergarten, Joy
Handicraft
Certitude D3 Resid 25 35 G 3 3 Sports,Capability
Dana D2 Resid 10 20 G 6 1 s Shilpika pottery,
Mirramukhi
Darkali C3 Grnwk 2 3 2 sw
Discipline C l Grnwk 5 8 G 2 4 s Farm
D/aim a F3 Grnwk 6 22 G 8 2 bsw
Douceur FA Resid 6 14 1
Ekta FA Resid 2 2 1 s Joy Postcards
Eternity G1 Grnwk 1 7 2 w
Existence D2 Grnwk 3 3 1
Fertile (*) D2 Grnwk. 4 5 1 s
Fertile East E2 Grnwk 1 2 1
Fertile Forest E2 Grnwk 1 3 1 sw
AID 11/91
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community map ref type hss res gstfac wis alt en
servicesAmrts located there
Fertile Windmill 02 Grnwk 3 3 GS 3 bsw Aurodta, Jewelry
Forecomers {*) G5 Grnwk 7 8 G 7 2 ■ bs
Food co-op. Horse-riding, Nursery
Fraternity f ) E3. Resid 9 15 G 6 1
AV Press, Lotus, Lumiere, Papyrus,
Prisma
Gala
03 Gmwk 6 18 2 a
Gokulam G4 Resid 1 1
1
Grace 03 Resid 7 19 1
Translalors’Guild. Grace Transport
AV Assoc-Architecta
Gratitude 03 Resid - 2 2
1 Oairy
Hermitage O
- Gmwk 1 2
1 a
Bakery, Taiioring
H o p e n
C5 Resid 3 4 G 6 1
Horizon C2 Resid 4 10
Jardin de Mere F3 Gmwk 1 3 1
Pony Farm, Ananda Cards, Auromica,
Kottakaral C2 Resid 19 49 G12 a bs
Bellaura, Bijou, Footiooee, AmadL
VAG,AGRC
La Ferme F4 Gmwk 5 7
bs AV Cheese
Last School (*) FA Educn 2 2
School
Matrimandir Camp C3 Resid 10 12 G 2 1
Blossoming
Matrimandir Nursery C3 Grnwk 5 12 2
Meadow 02 Grnwk 3 2 1 a
Transport, Metal & spray paint
New Creation E3 Educn 12 32 GS 1 b
wkshop. School, Wood workshop
New Farm
- Gmwk 1 1 1
New Lands 04 Grnwk 5 13 1 bsw
Nilalangam E2 Grnwk 1 4 G 2 1 b Vandl
Nine Palms C l Grnwk 1 9 w
Petite Ferme F3 Resid 3 3 s Architecture
Pitchandikulam 03
Grnwk 6 7 bsw Video making
Promesse (*) OS Resid 7 1 1 1 Arul Vazhi
Protection F3 Resid 3 3 1 Cental Clinic
Pump House C3 Resid 3 7 s
Quiet G5 H'llh 2 4 sw
Ravena 04 Grnwk 3 7 G12 1 sw
Recueillement 03 Resid 1 1 1
Repos (*) G4 Resid 3 5
Revelation C2 Grnwk 2 2 G 2 sw
Samasti 03 Resid 9 18 G 6 1 s Pitanga.AV Video
Samriddhi E2
Grnwk 5 9 bsw
Sangha 03
Resid 4 7 1
Service Farm (*) BS
Agric 1 1 1 s
Shakti F4
Grnwk 3 8 1 s Nursery
Shanti C2
Resid 3 9
Sharnga 03
Resid 9 13
Sincerity C2
Resid 8 IS 1
Slancio 04 Resid 3 3 1
Sri Ma G1 Resid 8 13 1 Alegria, AuroBeach Craft
Success f ) 05 Grnwk 1 1
Svedam C2 Resid 3 5 1 sw
Transformation 02 Resid 8 IS s
Two Banyans E2 Grnwk 1 3 1 w
Udayan BS Resid 1 3 1
Utilité (•) F3 Resid 5 9 1
Verite C2 Resid S 6 G 7 1 bsw
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7
Hosting representatives from over fifty countries
for International Youth Year and thousands more who
come daily to observe and visit.
Historical Overview. Early in 1968 a caravan--
cars, vans, etc.--set out from France via the land
route to India, destination Pondicherry. This was not
just a coincidence. In India, only Pondicherry was a
former French Colony, and the French influence is still
prevalent today. Using Pondicherry as a base, this was
the first major group to eventually settle in
Auroville. A smattering of British, Dutch, Italians,
Germans and Americans soon followed, each group
locating around a local village.
Formerly a land dense with mahogany and teak
trees, it was now a vast expanse of red dirt and deep
gullies. To accomplish the goals--reforestation and
soil conservation--the most pressing task for the first
settlers in Auroville was to discover and implement
methods of regenerating this eroded land. Wells of
different designs were dug, at least one in each
village. With the advent of wells, available to every
one, both settler and village women were freed of the
major necessity--collecting water. Both men and women
were involved in tree planting, bunding (see p. 5) and
agriculture. As villagers depended on goats, they were
free to graze everywhere. This immediately presented
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8
the first public relations-education project between
settlers and villagers--the reasons why goats should be
fenced in.
From the outset Auroville was planned to be self-
sufficient . Each village eventually developed
specializations which, in time, also became income-
generating for both men and women, including the
villagers.
Environment. Over the past two decades
Aurovilians have evolved and developed sustainable and
effective techniques to regenerate the land. The key
is an integrated water and soil conservation program.
In the past, the monsoons would wash over the barren
land, carrying topsoil to the ocean and creating deep
ravines and gullies.
The first step in halting that trend was planting
trees to stabilize the soil, retain moisture, provide
shade, and replenish soil nutrients. More than three
million forest trees, nut and fruit trees, hedges, and
shrubs have been planted.
While trees were initially selected for
characteristics such as drought resistance, fast
growth, and soil enrichment, gradually, in an effort to
become self-sufficient, more and more fruit trees have
been cultivated. Mangos, lemons, papayas are plentiful
in season, as are grapefruit, oranges, bananas.
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l £ G £ N O :
- T A o r r O ê
----- A f l o œ s u S o n
B T k t U
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# A u f u Æ #
Commxmities and A£To£estation In AurovlUe
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1 0
coconuts and even avocados (Auroville International
Information Yearbook, 1988).
A second important technique for halting erosion
was contour bunding. In bunding, interlocking grids of
earth mounds enclose areas of land, preventing minoff
and allowing rainwater to percolate down to replenish
the water table. Extensive bunding has been carried
out over each of the watersheds in Auroville.
Additionally, Auroville has adopted pesticide-free
organic gardening to complement the protection of
scarce soil and water resources (Introduction to
Auroville, undated).
Appropriate Technology. Energy is in short supply
in south India as well as in other parts of the Third
World. Conventional methods of energy production are
expensive and often harmful to the increasingly fragile
environment. Aurovilians have explored ways of
generating nonpolluting, renewable, and affordable
energy appropriate to local conditions.
There are at present 3 0 water-pumping windmills of
various designs working in Auroville. Aurovilians have
manufactured prototypes of an improved design with
wider applicability in India. They have also
integrated numerous solar and biogas systems into
communi ty life.
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Operating in Auroville:
•cr 50 houses equipped with photovoltaic panels
6 solar pumps (photovoltaic)
30 water pumping windmills
2 small power generating windmills
Over 40 biogas plants
Over 100 solar cookers
Over 20 solar water heaters
Several solar food dryers
Solar curing hoods for ferro-cement prefabricated
elements
Three Sterling engine (fo r pumping water)
450 Solar photovoltaic panels
Products
Ferro-cement housing elements (doors and roofing
sections)
Ferro-cement biogas plants (floating drum type)
High performance multi-blade windmills (made of
steel)
■jw-tech “Cretan” windmiUs (made o f wood)
.ectronic devices for use in photovoltaic systems
“Auram” — hand operated press for making earth
blocks.
^ W in d m ill /
Solar Panel /
0 B logos
Waste w^tér ireatment plant
/
zrray o f solar photovoltaic panels that powers an
'n c al w ater pumping system.
1
Pûorncrï-
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Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
p a lm s
\
\
\
\
^ ^ j ^ \
Fertile windmillo petite □ \ aWllobngom
c t m \ r - , o'Reveiotfon \ nAuroqreen
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^ u f\cyK*u* *u»f
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' ■ ^ nKobbfeFai.Jw ^ ^
centre Aurodam □ \ y / \
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□ N ew creation
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12
The Centre for Scientific Research (GSR) was
created in 1984 to fund and promote research in
alternative technology in Auroville. GSR is currently
coordinating a government-sanctioned energy project,
providing biogas plants, solar cookers, and improved
cooking stoves for local villages as well as producing
prefab building components for rural housing
(Introduction to Auroville, undated).
Services. Auroville has established many basic
services over the years. As an alternative to
individual meal planning, community kitchens were
established in each village, giving women an option of
whether or not to cook. A new community service center
is just being started which will hold a community
kitchen for 1,200, a community laundry, and a barber
shop with additional services being planned (Auroville
International, U.S.A. Newsletter, Winter 1993).
One of the first services. Pour Tous ("for
all") was established as a food-purchasing and
distribution service. The Entry and Visa Service
receives newcomers and processes visa applications, the
Auroville Greenwork Resource Genter oversees land
management and utilization, and Aurofuture coordinates
town planning. Other services include the Auroville
Health Genter, the Electrical and Water Service, and a
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13
Financial Service that facilitates financial exchanges.
In addition, the mechanical workshop repairs vehicles
and equipment; and there are a bakery, a library, an
information service for visitors, and a construction
service. One of the most recent services is Abundance,
a project-writing and consultation service designed to
improve the quality of project proposals coming from
Auroville (introduction to Auroville, undated).
The Farms and Dairy Group is responsible for
producing food for Auroville. Cows, calves, bullocks,
chickens, and ducks are found on the farms. Animals
are considered an important asset in the farming
program because not only do they provide milk and eggs,
but also the manure essential for composting and
rebuilding the soil base. Rice and beans are essential
crops. As time goes on, fewer and fewer food products
have to be purchased (Auroville International
Information Yearbook 1988) .
Production Units. Auroville is striving to become
a self-sufficient community. At present there are over
50 income-earning production units in Auroville,
including handicrafts, construction and architecture,
printing and graphic design, electronics, biogas-
converter and windmill manufacturing, fish farming, and
cheese-making (Introduction to Auroville, undated).
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14
The opportunities for women to work are just as
plentiful as those for men. Village women are involved
in weaving, designing and making jewelry, wall
hangings, baskets, candle-making, incense production
and, together with settler women, designing and sewing
European style fashions. These businesses are now
larger than "cottage industries," and housed in
environmentally compatible buildings. For instance,
walls are removeable, being open or closed depending on
the weather. Their products are sold not only in India
but around the world.
Men run the bakery, dairy, machine shop, nursery
(garden) , biogas system (sanitation plant) , and the
French community has developed a large paper recycling
plant that produces stationery products.
Although there is a general division of
male/female labor (one deeply engrained in cultural
norms) , it is not universally imposed. Men and women
do work together in construction and agriculture.
Women have also have established small businesses
by themselves or with men. One woman villager set up a
tea stall selling cigarettes, fresh buns and fair-
priced quality cookies from the bakery to the many
visitors that arrive daily. An Indian woman, a
Frenchman, and a German, all qualified in computer
science, have established a computer factory called
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15
Aurelec. Approximately 165 people work there, or in
branch offices around India, making it the largest
production unit in Auroville. The differences between
Aurelec and other Indian factories are striking. While
traditional relations between labor and management in
India are strictly hierarchical, the atmosphere within
this factory is informal. Aurovilians, workers from
the nearby villages, and highly skilled employees work
together harmoniously in a pleasant environment.
Extensive on-the-job training and opportunities for
personal development are also offered. Aurelec has
received a National Productivity Award and is one of
the most successful small companies of its type in
India (Auroville International Information Yearbook
1988) .
More and more villagers can now be found in high
tech jobs, not only computers, but also in electronics
and video production. There are now telephones in
Auroville. Electricity, solar and wind power have
replaced candles and wood. These also create
opportunities for employment.
Auroville has recently been awarded a major grant-
in-aid by the Government of India to build a solar
photovoltaic power plant. This project is an important
milestone in the realization of Auroville's commitment
to sustainable development.
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IS
Concerned with the ecological implications of
energy consumption, Auroville has been experimenting
with the use of renewable energy sources since the
beginning. As evidence of this, 30 windmills of
various types are pumping water and 60 solar
photovoltaic installations are now producing
electricity for domestic use. In addition, Auroville
has developed and manufactures innovative ferrocement
biogas plants (Auroville International, U.S.A.
Newsletter, Spring 1994) .
Village Action. Auroville's relationship with the
neighboring Tamil villages has always been recognized
as an important aspect of the city's growth and
development.
One of the very first institutions established in
Auroville was the Health Center in Aspiration. The
center has a small maternity wing and provides
allopathic and homeopathic treatment, dental surgery,
acupuncture, and massage. Services are freely
available to local villagers. Two branches have been
set up in other locations, and trained village workers
are employed to visit the villages and provide aid and
advice.
Auroville's services and production units provide
valuable employment and training for thousands of local
villagers, helping them acquire valued skills and
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17
raising their standard of living (Introduction to
Auroville, undated).
Self-Government. Auroville has always been
autonomous. Even in the beginning when it was funded
by UNESCO there were no attempts at directing or
supervising activities (erosion control and
reforestation were obviously taking place), nor later,
under the auspices of the Indian government, was any
control exerted. An Act of Parliament in 1988 did
create an Auroville Foundation with an international
advisory council (UNESCO Courier, January 1993).
Auroville has never been political. The closest
example of its people's decision-making process would
be a town hall meeting, which stresses individual
participation. Decisions are not always reached. The
educational process is a good example. When no
agreement could be reached, parents taught their
children at home. Eventually a system evolved that all
(including the children) agreed to try.
Organization and collective decision making has
been one of the most challenging aspects of Auroville ' s
growth. Over two decades, numerous systems and
revisions have evolved.
In the early years when the population was small
and issues mainly involved suirvival and basic
maintenance, decision making was more spontaneous and
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18
decentralized, responding directly to need rather than
acting through more formal processes.
As Auroville has grown larger and more complex, it
has tried to maintain this original spirit of
responding to real needs, adapting its organization to
changes in individual and collective growth rather than
succumbing to bureaucratic forms and habits.
Presently an Auroville Council serves as a focal
body for administrative and executive issues ; a general
assembly represents the community at large, meeting as
needed to discuss and confirm decisions that affect the
collective; and decentralized work groups address
issues such as education, farming, and business
(Introduction to Auroville, undated).
There were virtually no distinctive social classes
among the early settlers. In fact, they lived almost
like the villagers. Currently some economic
differences among Westerners exist. For example, a
number of European houses have been built as more
people arrive with substantial capital (the financial
assets a person brings to Auroville are their own) but
these are in the minority. The goal of an egalitarian
society has been subverted, but only slightly.
Bureaucracy is also nonexistent, as projects are
all kept at the individual community level. There are
no police or fire departments. So far they have not
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1 9
been needed. In Auroville competition is
counterproductive. Instead co-operation is the key to
success. With the exception of UNESCO and the Indian
government, who still fund special development
projects, all outside contributions come from a v/orld-
wide network of individuals and groups. No one owns
Auroville.
Although these issues do not appear relevant to
education, in Auroville they are.
Education
In Auroville everything is linked to education.
Also, every traditional form of education is to be
found--formal, nonformal, and informal, including on-
the-job training. From kindergarten to adult education
settlers, villagers, boys and girls, men and women are
all constantly involved in some aspect of education in
the search for new and innovative development projects
affecting all areas of life. Education is also
considered of vital importance, not only for
development but to facilitate communication between
settlers and settlers/villagers. Various formats have
been tried. These have not always been successful,
especially in the early years.
The Early Years. What occurred educationally in
the early years of Auroville is best expressed by some
of the former students.
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20
Kali, bom at Promesse in 1969, told of her
struggle to be educated in Auroville:
After the schools in Aspiration closed I
went to Udavi school. There I studied
Tamil and English. (The first thing one
notices about Kali is her ability to
communicate in three languages.) My
mother tongue is French but it is easier
to write in English than in the other
languages. I quit Udavi school when I was
12, and was not led back to books until I
was 16. I was working in an electronic
unit when one day the school organized a
camp in the mountains and I went.
Something changed in me towards school.
All my life I hated school. Because my
mum was keen for me to study, I sort of
did it without much interest. Being with
other kids at the camp, having more of a
social life, got me to want to do
something more with the others and not be
stuck to my job. I suddenly felt like
going to school and getting my studies
together. Once back in Auroville I first
went to Pondy and was going to start
classes. Then I got to know that a group
to study for the tenth standard government
correspondence exam had formed in
Auroville. I got myself Involved. The
main thing was that we had an exam at the
end of our program which is very unusual
in Auroville. This exam was like the last
chapter of the book and it cut this never
ending monotonous feeling.
(Collaboration, Winter-Spring, 1988, p. 8)
For Harikrishna, who entered the Aspiration school in
1970 :
This school was so much fun with lots of
toys. I never had that many toys to play
with .... I learned some English. I
always had a little garden but still
didn't let go of the toys. Auroville
school was interesting with lots of
students who came from all around.
(Collaboration, Winter-Spring, 1988, p. 8)
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21
Harikrishna spent the 1985-86 school year at the
Meeting School in the USA. When he returned to
Auroville in September of 1986, he took up teaching
math and Tamil in the Aspiration High School, although
his first love is farming and he is still looking for a
place in Auroville to farm. He says, "The things I do
now are sports and teach math and Tamil. The
experience I had in the USA helped me a lot in
education and in understanding the world better"
(Collaboration, Winter-Spring, 1988, p. 8).
Some of the young adults in Auroville are
satisfied with the education they received. Like
Grazi, who was born at Promesse in 1970:
I went to Fertile, to Johnny's school
where I learned a lot of practical work
like carpentry, animal care, and
gardening. I preferred carpentry,
feeding animals, making collages and
stars to writing, reading, or doing
math. At 16, I got my first horse,
Dada, a beautiful white stallion. It
had been my dream to have a horse, but
then I had to give him away, because I
decided to go to Kodaikanal
International School in the Palani
Hills in Tamil Nadu. It was a lot of
running around to get the money
together. I made it for the second
semester of tenth grade at the
beginning of 1987. I completed tenth
and half of eleventh grade, then
stopped because it made me realize how
much I really learned in Auroville.
(Collaboration, Winter-Spring, 1988,
p . 8)
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22
Many of the 18 to 22 year olds who grew up in
Auroville and are still there know what they had to do
to educate themselves when the Aspiration Schools
closed. Miriam, who was born in West Germany in 1962,
describes her education in Auroville:
In Berlin I went to preschool and did 3
years of elementary school, the last in
a Steiner School. Then in 1971, my
father took me to Auroville. This of
course was a tremendous change for me.
These were the pioneering times and
while I was going to the newly started
school my father did gardening, tree
planting, baking, teaching and building
work. But in 1975, our school closed
down and from then on I had to organize
my own schooling with private teachers.
My interests were mainly languages,
math and gymnastics. A few years
later, with 4 or 5 girl friends, we
moved into a childrens ' settlement
called Ami. Being the oldest, I was
somewhat of a caretaker but I still put
a lot of time into studies. I remained
in Ami till 1981 and then moved to New
Community with my mother who had come
to live in Auroville. In 1983, I spent
4 months in Delhi working in a Free
Progress School called Mirambika. When
I returned I took up working as an
English teacher. In 1985, together
with some parents and teachers, we
started a kindergarten. This project
has been the main focus of my energies
since then. (Collaboration, Winter-
Spring, 1988, p. 9)
The Educational Context of Auroville Todav. There
are at present over 300 children of 35 different
nationalities, including village children, in several
experimental units within Auroville. Apart from other
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23
environmental, social, and cultural considerations,
this fact alone implies an extraordinary educational
situation and is the nucleus of the experiment in
value-oriented education and intercultural
understanding that is one of the basic aims of
Auroville.
But there are two other dimensions that must also be
considered in order to fully appreciate the complexity of
Auroville's educational context. There are over 500 Tamil
village children attending experimental units especially
created for them within the community, many of whom will
pass into the international education context within a
short time. And there are perhaps 4,000 more village
children in the surrounding 2 0 villages for whom
educational outreach programs are being or eventually will
be developed, thus enormously expanding the scope of
education in Auroville.
In addition, cultural activities and educational
exchange programs send Aurovilians outside for study
and experience, and bring in students and professionals
from India and abroad. Visiting teachers, researchers,
friends of Auroville, and their families come to
Auroville for various periods of time or become
permanent residents. This contributes to the building
of an international community and a network of cultural
and learning exchange that enriches the Auroville
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24
experience and transposes the life of Auroville into an
educational project of global proportions.
The process of cultural integration and learning
to live with others from a wide range of national and
cultural back grounds takes place in Auroville
gradually. But within this wider context of Auroville
as an educational township, there are families with
children whose education must take place now. The
field of educational research and development begins
with these children--with the methods, structures, and
experiences that from day to day assist or obstruct the
growth of these citizens of the future.
These are the young adults, teenagers, school
children and preschool children who attend
international experimental educational units in
Auroville dedicated to the discovery of an integral
child-oriented and value-oriented education.
The whole of Auroville can be seen as an
experiment--a field of educational research and a
campus for applying that research.
Schools and academic studies began in 1970. From
these simple beginnings, Auroville now provides
schooling from crèche and kindergarten through middle
and high school. The curriculum includes arts,
sciences, mathematics, languages, and humanities as
well as physical education and sports.
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A L E A R N IN G S O C IE T Y ..
Shrangrila
(creche)
Transition
(criche)
Kindergarten
Transition
(primary school / auditorium / library)
.Mirramukhi
(free progress)
Last School
(high school)
New Creation
(primary to boarding school)
Laignarkal
(boarding and evening schoolfor
Auroville workers)
-.rul Vahri
(kindergarten and primary school)
liaiambalam
(primary and secondary school, music, crafts)
i ports programme
nitra CuIturaliProgramme
''aloty o f Evolution .
(research/libraiyfarchive)
Centre o f Indian Culture
(library / research /conferences)
Ideo Unit
(production o f video tapes)
.anguage courses
'ommunity Library
Lanslation Unit
jblication Group
Lo-Evolution”
(village related programmes)
irerary Creation and Artists Group
any Farm
erijam Summer Camp
fountain Trekking
:anga- '
(music/dance/art)
itha Yoga Courses
h .
5
6
7 rw
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25
D
H
EDUCATIONAL RESOURCES IN A U R O V ILLE .
Ç ) A w ro v ilic s c iilff n e n ic
A JT vke Educcnion/sixjri/cudunt
7crni( vilto^ec
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VIDEO PROCJJCnON
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26
At present, more than 3 00 Auroville youth are
engaged on various campuses and leaiming environments.
All are multilingual with a unique exposure to the
cultures of East and West.
Cultural activities, from the fine arts to the
performing arts, have expanded over the years.
Auroville has dance and music studios, a theater and
auditorium, a video center, a library, and an
exhibition hall (Introduction to Auroville, undated).
Schools. The following is current data on
Auroville schools attended by all students including
English speaking Tamil children, except Mirramukhi
where all students are required to be fluent in French
(Auroville Today, October 1994) :
Transition Crèche (8 children, ages 2 to 4)
It is located in the greenbelt, opposite Transition
School. A wide range of activities take place, but
the overall challenge, as the teachers conceive it,
is to let each child be him/herself, without
preconceived ideas about what he/she should become.
Kindergarten (35 children, ages 4 to 7 years)
The Kindergarten opened in 1985, and last year moved
from Centre field into purpose-built premises down
the road. Activities include those which develop
manual skills, cooperative skills, the beginnings of
reading and writing, and concentration. The
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27
teachers also try to cultivate in the children the
habit of being quiet and relaxed.
Transition School (65 children, ages 7 to 12)
This is one of the larger schools, with extensive
grounds and many buildings. Designed for 10 0
children, there are 7 classrooms, a common hall, a
crafts room and video room. Today Transition
consists of a team of 22 teachers (including part-
time teachers and specialists) and 65 children who
belong to a diverse mix of nationalities, cultures,
languages and lifestyles.
The children, on the basis of their development, are
divided into six groups and the teachers adapt the
level of instruction to suit the needs of each
group. Each group has a "base" teacher; some groups
have an assistant or a part-time teacher; and
sometimes, teachers with special skills are
associated with individual children who have
behavioral, learning or language problems. Teachers
of second languages (Tamil and French), art, theatre
and gymnastics work separately with each group.
Last School (62 students, ages 12 to 17)
Located on a ten acre campus of buildings next to
Aspiration. This school incorporates High School
Centre for Higher Learning and Vocational Training
Center. The campus includes a computer centre, a
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28
science laboratory, a library and an art centre.
The curriculum includes social and physical
sciences, computer science, mathematics and fine
arts. Currently the Last School is undergoing a
crisis due to the lack of teachers for many
subjects. At present there is a staff of ten full
time teachers and several other part-time teachers.
After School
This school provides preuniversity coaching to the
eldest children. Also, students wishing to do so
are helped to prepare for graduation exams such as
the French Baccalaureate or the Tenth Standard India
Exam.
Mirramukhi (3 0 students, ages 2 to 15)
Mirramukhi (located at Dana) which began 5 years
ago, is an expanding educational experiment,
comprising a crèche, a kindergarten and a school for
older children. To advance, to discover new
elements and to always question where they are going
are the living movements of Mirramukhi. Whatever
the experiments are that are being undertaken, to
maintain the spirit of adventure is essential.
Education--The Villagers. As mentioned
previously, both formal and nonformal educational
programs have been developed for the numerous village
children and adults living within Auroville.
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2 9
Responsible for these, as well as future educational
planning is Co-Evolution, Auroville's Village Action
Center.
In the beginning, this was a difficult task.
Parents expected their children to work in the fields
or tend goats. As a young Tamil man from a local
village, now working in Auroville, remembers :
I didn't know what was Auroville. I
was a young child and I saw for the
first time in my life, cars going
through my village on that day in 1968.
I remember being afraid of the white
people who now walked through my
village. First fathers and mothers
worked in Auroville. Later children
found employment to help their parents.
And then the conflicts arose between
the traditions that my parents cling to
and the new life that the children
seek. Sports was an unexpected thing
that made me change my life. In my
village most people are farmers.
Farmers' children come home from school
and go to the fields to help their
parents. But when Auroville started to
provide sports activities to us, we
stopped going to the fields. We had a
hard time adjusting our parents to
this.
Now my wife is teaching in New Creation
School and taking care of our son. I
believe she is having both a tough and
joyful time. I am working every
morning at Center (an administrative
community) and helping her in the
afternoon as baby sitter).
(Collaboration, Winter-Spring, 1988,
p. 7)
In 1984, after the Village Action Group was formed
to further develop communication and integration with
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3 0
the villages, Aurovilians working with the local
population developed programs for family planning,
health, sanitation, day and evening school, and
training and apprenticeship in crafts.
Since Auroville land and village land
intermingled, development has aroused the interest of
local farmers in adopting new practices of land use and
restoration as well as organic farming techniques. In
recent years, Auroville has increasingly involved
itself in educational outreach with villagers through
informal exchanges of seeds and information, as well as
through organized seminars and training sessions in
Auroville with the participation of local and state
forestry departments. These sessions draw participants
from all over India.
Because of its national recognition in the
environmental field, Auroville has been invited both as
a consultant and initiator for afforestation programs
in other states.
There are six centers in Auroville working with
the villages. Isai Ambalam is a cooperative employing
300 villagers with a primary school for 100 village
children. It is also the headquarters for the Village
Action Group. New Creation is a training and
production unit for pottery, weaving, cairpentry,
stonecraft, and construction trades with a primary
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31
school for 200 children. Ilaignarkal is an after-work
school for Auroville workers and a boarding facility
for integrating village youth into Auroville. Arui
Vazhi is an evening program in physical and general
education for about 112 children. Vanakam is a small
hostel for children. Arui Anandam is a primary school
for 25 village children (Introduction to Auroville,
undated).
Schools for Village Children. The following is
the current status of village schools (Auroville Today,
October 1994):
New Creation (Over 2 00 students, ages 3 to 14
years; 20 students in boarding facility)
New Creation is the name not only of a school but
also of an experiment in community living for
children from local villages who can experience
Auroville without losing contact with their roots.
Sports, health checks, snacks, and mid-day meals are
provided in addition to basic education.
Apart from the usual range of academic subjects--
science, social studies, mathematics, art and
languages--singing and Tamil drama are taught, and
the oldest classes can develop skills in carpentry
or tailoring. The eventual aim is to set up
workshops in all the essential trades. Students who
wish to continue their academic studies are prepared
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32
for entrance examinations to enter a local school.
New Creation is seen as a "bridge" to help village
children experience the Auroville atmosphere and
benefit from similar facilities and opportunities as
those offered to Auroville's own children.
New Creation also has a boarding facility for 20
children between the ages of 7 and 17 years. These
children attend other Auroville schools, but are
also made partly responsible for the running of the
New Creation community which remains their base.
Since the boarding facility began, more than 25
students have taken up work in Auroville.
Arui Vazhi (112 students, ages 4 to 14 years)
Arui Vazhi, which is Tamil for "way of grace," is a
programme of supplementary education for the
children of a neighboring village, Morattandi. The
programme is conducted by residents of the Auroville
community of Promesse. The aim is to develop the
potential of the young village children by
supplementing the education available at the
Government school in Morattandi (2 teachers for 13 0
students) by offering evening classes in body
awareness and cultural expression. Arui Vazhi also
has a small kindergarten and playschool, mainly for
the children of Auroville workers, and it also gives
continued support to about 20 ex-Morattandi school
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33
children who are now attending the high school in a
neighboring village.
Ilaignarkal (45 students)
Ilaignarkal is located in Matrimandir Nursery and
has been running for 18 years. It has two main
educational programmes; an after work school for
young Auroville workers--which offers functional
literacy classes and a new training programme for
young girls--and a youth hostel for young Tamil
people who want to join Auroville. In addition to
the above, two groups of local youth meet regularly
on the school premises : a women's group and a group
who want to learn new skills to become active
workers in their villages.
Like all Auroville schools, both teachers and
students are actively learning together. in the
case of Ilaignarkal, a special area of research is
the resources and culture of the local area.
Isai Ambalam (100 students, ages 7 to 14 years)
This is another school for village children which
has been running for many years, but recently it has
been reorganized. The school is basically intended
for "drop-outs" from the Government schools, but
there is also a creche and kindergarten, mainly for
the children of Auroville workers. The children get
a basic education in mathematics, Tamil and English,
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34
and training in skills like tailoring and other
textile handicrafts will be available soon. Isai
Ambalam has also begun a teacher-training programme.
Life Education Centre
This centre opened in 1990 at the site of the old
pottery in Kottakarai. It is for local children
who, for one reason or another, have not been able
to continue attending Government schools. The aim
is not only to supplement the education they have
missed, but also to prepare them for taking up an
active and responsible role in their villages. As
the present coordinator of the project puts it, "We
want to bring the life of the students as much as
possible into the classroom. We try to look for all
the possible relations between what they learn and
their present condition" (Auroville Today, October
1994, p. 3). Activities include environmental
education, body awareness, dance and basic
economics.
Might Schools
In addition to the above, there are also evening
education programmes for children in a number of
local villages. Over the last 4 years. Le Secours
Populaire Français has funded the construction of 7
buildings in different villages to house these
activities. One of the schools is located at
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35
Annainagar, the Harijan (untouchable) colony of
Alankuppam village. Lakshtnipuratn Evening School, a
little school near Kullapalayam is growing up around
the carpentry cooperative. The boys apprenticed at
the workshop during the day felt the need for
evening classes in reading and writing. Volunteers
teach classes to the 50 students.
In the past the system did not always work so well
as the teachers were all volunteers and were
sometimes exhausted after a full day's work. Now,
however, Oxfam India is funding the training of two
night school teachers as "Development Work
Trainees."
As night school students have only a very short time
to devote to their studies, the night school team
has developed innovative approaches to teaching
mathematics, literacy and social and environmental
education.
Other Village Projects. Auroville's Village
Action Center is growing. There are currently a number
of projects that it supports with others in
developmental stages. A group of young men are in the
villages taking up the concerns of a paraplegic child,
working on a playground in Alankuppam, settling a
quarrel in Bommayapalayam and supporting a group of
young children collecting money for cricket equipment.
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36
This team of workers requires salaries, regular
meetings, training and flexible programs to respond to
the villagers who they serve. So project development
is now concerned with funding the core group who keep
up the field work and personal relationships with
villagers.
Adult Education. Education for adults in the
villages is also a prime consideration in educational
planning. The following are current projects:
Familv Planning Films
Numerous villages are visited each month for the
purpose of showing a one-hour film promoting family
planning. Produced by the Family Welfare Board of
India, these films use Tamil film stars and lively
plots to get the message out to villagers. An
Aurovillan who works full-time as chef and head of
Bharat Nivas kitchen also takes on the job of
showing the film.
Suqcrestopaedia
A 21 day course to learn Tamil through relaxation
techniques was held specifically for those in
Auroville who live near the villages. Two high
school teachers directed the course and people
reported that it really helped them break through
the language barrier. Another course will be held
soon.
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37
Trickle-Up
A low interest loan program for widows was started
by a group of five women in the idli (steamed, finely
ground rice/lentil round cakes) business. They were
given Rs. 100 to buy supplies in order to make and
sell idlis. The women have been successful in adding
Rs. 10 to their daily income as they pay off the
loan. Village Action workers have also helped them
to save Rs. 2 per day as a personal emergency fund.
Environmental Education
There are a group of Aurovilians involved in the
forestry education program. Bio-gas plants and
solar cookers for the villagers of Kottakari is the
next project for this team. They have to help
people understand how blo-gas works and get it
accepted as an alternative source of fuel.
The Social Forestry Training Program
A group of eighteen women from seventeen blocks of
the South Arcot District, an area of some ten
thousand square kilometers, arrived in Auroville for
a training session in tree planting and
environmental action. As part of a government plan
to regreen India, each of these women will be
responsible for distributing seedlings to 150
secluded caste and landless households in their
respective areas. In addition, health, nutrition.
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38
sanitation, and family planning have been integrated
into the program, all of which fit with tree
planting--growing nutritious tree crops, using
waste water for plants rather than providing
habitats for mosquitos and other disease carriers,
making compost from organic wastes, etc.
Other Activities
Dehashakti Sports Programme. The Certitude sports
programme has run for many years. Renamed Dehashakti a
few years ago, it now caters every afternoon to
approximately 60 Auroville children who develop skills
in a variety of sports disciplines. Sixty more
children follow a sports programme in New Creation
community. All the participating children come
together twice a year for the "Aurolympics" (Auroville
Today, October 1994).
The Laboratory of Evolution. A twin unit of the
Centre of Human Unity, it is concerned with research
into the collective aspects of human evolution. It has
compiled a library of the latest research and theories
concerning evolution (Auroville Today, October 1994).
Centre of Research in Indian Culture. This
Centre, which also incorporates the Hall of Culture and
Centre for Indian Studies, is intended to act as an
interface between the culture of India and other
cultures of the world. The Centre has a library of
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3 9
works on Indian art, spiritual thought and history and
a collection of recorded Indian music. The Centre is
also the venue for talks, exhibitions, musical events
and workshops (Auroville Today, October 1994).
Auroville Video. Auroville Video makes
experimental and documentary video films, including
films about Auroville. Recent projects include a film
on the visit of the Dalai Lama in December 1993, and an
educational documentary about salt-water intrusion
along the coast (Auroville Today, October 1994).
Educational Development Assistance
The International Institute of Educational
Research (HER) was formed in Auroville for the purpose
of maintaining and furthering the alms of education
research and development. The government of India has
given recognition to HER by sanctioning substantial
grants-in-aid for its development and also by giving to
the institute the status of an institution doing social
science research. In addition, HER acts as a funding
channel for the Auroville library, the school transport
service and Bharat Nivas kitchen (which provides meals
for many of the schools). It has also promoted
seminars and exhibitions, both inside and outside
Auroville, on educational and cultural themes, and
supported Auroville artists and literary projects.
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40
HER publishes a monthly research letter that keeps
Auroville teachers up-to-date with educational practice
in Auroville and elsewhere in the world. It also
supports exchange programs between teachers from the
HER and those with similar alms in the United States
and Europe. Student exchanges are also sponsored. One
of the latest brought students from the United States
and Russia together in Auroville. Along with their
Indian counterparts, the focus of the program was on
mutual understanding (Auroville Today, October 1994).
The 25th Anniversary Celebration
The Director General of UNESCO informed Auroville
that it had contributed $45,000 for Auroville's
anniversary celebration and the concurrent
international seminar held in 1993.
Some topics explored by the 15 eminent
personalities from around the world and 15 from India
that participated in the seminar were, "Emerging
Patterns of Education, " and "Frontiers of Knowledge:
Modern Science and Ancient Indian Knowledge" (UNESCO
Courier, January 1993) .
Language Education
According to the Institute of Educational Research
(Auroville Today, October 1994), language instruction
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41
offered by Auroville schools is as follows:
Transition Crèche
The languages used in Transition Crèche are English,
Tamil, French and German.
Kindergarten
In the early years, children were divided up into
different classes on the basis of their mother tongue,
but this was abandoned four years ago, and now there
are four groups selected on the basis of age, affinity
and ability. The teaching medium is English, but once
a week there are Tamil and French classes so that the
children become familiar with each language.
Transition
English seirves as the common language and is the medium
of instruction, though at present, only three of the
children are native speakers of English.
Although one-third of the students are Tamil, over 14
different nationalities are represented at present. A
lot of emphasis, therefore, is put on the development
of language skills. The base language is English, but
Tamil and French are also taught as first languages.
An aspect of Transition undergoing a lot of change is
language organization. After a number of discussions
with the teachers from Last School it became obvious
that students needed to be better prepared in English.
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42
With a solid English base, a student has more
possibilities for study in diverse areas of learning.
To accommodate this fact, the decision was made to
place more emphasis on English. French and Tamil were
not neglected, but most subjects besides languages are
now taught in English. This means that for the first
time all the groups are thoroughly mixed regardless of
their mother tongues. Within a few months it became
clear to teachers and students alike that there were
many advantages to this approach. There were new
combinations of possibilities and personalities, and
overall it was a positive experience for all concerned.
Last School
Languages taught at Last School are English, French,
Tamil and Hindi. English is the language of
instruction.
Mirramukhi
The teaching medium is French.
Lancruaqe in Progress
What is the state of language in Auroville today
and what does the future hold? Recently Aurovilians
voiced various opinions in an attempt to answer these
questions (Auroville Today, January 1999). Alan, a
writer, had this to say:
Speaking of writers, Emile Cioran
remarked, "On n'hahite pas un pays mais
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43
une langue"--"One lives not in a
country but in a language." It's a
phrase pregnant with meaning because it
indicates not only how a writer filters
and shapes experience through the
medium of language, but also how
language itself determines what we
perceive. For each language, through
its vocabulary, structure and syntax,
carves out a slightly different window
on the world.
What does it mean, then, to live in a
country or a community where the
dominant language is not one's own?
Where the subtleties and nuances of
one's own thoughts find no ready echo
in the languages spoken around one?
And what happens to different languages
when they collide and embrace? An
enrichment ? A diminution? Or the
beginnings of something completely new?
In this sense Auroville, with its 35
different nationalities and many
different tongues, is a huge laboratory
for the study of how language changes
and evolves. Mirra [Auroville's
founder] once described Auroville as
the Tower of Babel in reverse, a place
of unity rather than disunity, and to
this end she specified that four
languages should be studied in
Aspiration School--Tamil, French,
English and Sanskrit--as a basis for
communication. Today, for various
reasons, the status of these languages
is quite different. Sanskrit is spoken
and studied by very few Aurovilians;
only a handful of Aurovilians other
than those who were born here are
fluent in Tamil; and French, while
quite widely understood, tends to be
spoken only between French nationals
and at Mirramukhi School, the only
French-medium school in Auroville.
English, the native tongue of less than
10% Aurovilians, is the lingua franca
of the community. But it is a species
of English up with which the Queen
would not put ....
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44
The poet Ezra Pound once remarked that
the health of the language--its ability
to comprehend complexity, to convey
ideas concisely and to brush the sleeve
of the incommunicable - - is an index of
the health of a society. From this
perspective, how 'healthy' is
Auroville? Clearly language here,
after a period of frontier minimalism
in which everybody's vocabulary seemed
to have shrunk to about 50 words, is on
the move. From "romba thanks " to
"C'est trop loose" there is plenty of
evidence of mixed linguistic marriages.
The question is whether these pidgin
forms really represent a greater
linguistic dynamism, or an erosion, a
dilution of the qualities of the
original languages. Or all of the
above !
Mirra stressed--particularly in
relationship to French--that certain
languages should not be allowed to die
out because they embody unique
qualities, qualities which are
important for the development of
humanity as a whole. But she also
foresaw that out of the linguistic
melting pot of Auroville a new language
would evolve.
Probably we are still too young as a
community for such a language to
emerge. In this light, the present
generally unconscious experiments with
language in Auroville--the fusions,
neologisms, borrowings, distortions--
are no more than the first stretchings
of a new form awakening to life.
Perhaps there are still too many
linguistic crocodiles--those who,
brought up in one culture, are too
closely identified with its language to
fully embrace others--in the
undergrowth for the new species to
emerge from the rushes. Perhaps the
real hope is of the next generation of
Aurovilians who, growing up in a
genuinely mixed culture, have no narrow
linguistic fidelities.
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45
But what a hope I Think of a future
Aurovillan language which can draw upon
the imaginative and expressive range of
high Tamil, the precision of French,
the suppleness of English and the
profundity of Sanskrit--to say nothing
of all the other flavors represented,
here. C'est far out! (p. 1)
French. How Francophone is Auroville? On more
than one occasion Mirra (the founder and "guiding
force" of Auroville) was asked why French should be
taught. In 1965 she explained that French would
continue to be taught because it is considered to be an
essential part of the knowledge of languages--a clear
and precise language, whose use encourages clarity of
mind.
Mirra also wanted French to be one of the four
languages to be studied in Aspiration School,
presumably because these were the languages she wanted
to be commonly used in the community. But what is the
situation today? Although there are 264 French people
in Auroville, making it the second largest nationality
represented, and although another 200 or so Aurovilians
are relatively fluent in French, and French is taught
in all the schools, the lingua franca of Auroville, the
language of meetings and of the main means of
communication, is clearly English.
One reason for this, of course, is that English
continues to be spoken widely as a common language in
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4 6
India. Another is that French may be rather more
difficult to pick up and speak well than English
because it demands such precision in the use of syntax
and grammar. Yet another reason is the sheer
pervasiveness of English as an international language
of communication, commerce and entertainment. In this
context, Raymond Thépot, an Aurovilian poet and
translator, points out that even though the French have
a certain pride in their language, for many of them the
acquisition of English represents "a certain
liberation, almost a 'promotion, ' because it offers
access to a larger world" (p. 1).
Many of the French in Auroville seem to accept the
predominance of English. Says Adhara:
English is a fact of life, so it's up
to us French to integrate this.
Actually, the main thing is to make
ourselves understood, and most
Aurovilians can manage to do this. But
not all. For example, a number of the
Aurovilians whose mother tongue is
French have virtually no proficiency in
English. And even some of the French
who are relatively fluent in English
feel frustrated by the present
situation, (p. 2)
Yanne Dimay, who lived for years in Auroville and
now lives in Paris, writes:
I suffered enormously from the
impossibility of making myself
correctly understood or of expressing
well all the complexity of what I felt
or thought. I had the impression that
my voice had been confiscated. To be
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47
obliged to speak English while debating
the future of Auroville was unbearable
for me because I was not able to
express the subtle nuances of my
thoughts ; and what I'm expressing here
must also be valid for the Tamils and
well as for other minority language
groupings in Auroville. (p. 2)
In France the purity of the French language is
rigorously guarded by L'Académie Française. Didier
believes this structure is killing the French language.
Cecilia, who teaches in the kindergarten,
disagrees, and appreciates any attempts to protect
French from the sweeping power of English. She is
concerned that the French which is taught in Auroville
should be the best :
Otherwise Auroville students who visit
or return to France will be handicapped
in the present climate where there are
hundreds of applications for every job.
Unfortunately, some of the longer-term
French Aurovilians are poor models
since they no longer speak the language
well, unconsciously translating English
constructions into French and
incorporating words from many different
languages. (p. 2)
Tapas Desrousseaux, who has been teaching French
to adults in Auroville for some time now, also feels
that the French which is spoken in Auroville tends to
be a degraded and slangy form. She has finally managed
to obtain a multi-system TV and VCR, and she has just
begun using a highly successful video programme which
teaches French by the "immersion method." But her
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48
classroom is a corner of a room in her house which can
barely accommodate six students:
There is a real interest from other
nationalities in learning French. I have
about 2 0 students, the maximum I can
take at present. There are Tamils,
north Indians, Russians, an
Australian .... There is very little
material support from the community for
adult language education. I don't know
why this is. Perhaps there are just too
many other priorities. But I've
suffered because it is so difficult to
get the basics together here.
A proper place for teaching French has
now become an urgent necessity. This
is why I have just written a project
for constructing a French language
laboratory in Auroville. A French
language laboratory will be a sign that
Auroville takes the teaching of French
seriously, (p. 2)
Mita, one of Tapa's students, is enthusiastic
about her course :
I find I can express certain things
better in French than in English . . .
and the fact that I know a little
French now has changed my relationship
with some of the French here. The
connection is different now. (p. 2)
Raymond's personal initiative was to start a small
publishing house--Latin Pen--which promotes the Latin-
based languages through publishing original work and
translations in French, Spanish and Italian. He points
out :
French is not only very clear and
luminous and living and expressive, but
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49
it is also an excellent tool for
analysis. For example, it is a superb
language for teaching philosophy, a
course of which would be very useful in
helping our students think more deeply
about some of the big questions they
have about life. On the other hand,
French has its limitations. The price
it pays for precision is a certain lack
of nuance or suggestiveness. Where
French has a single arrow to hit the
mark, English has a whole quiver full.
"Clear" languages like French and
Bengali find it very difficult to
express the inexpressible. One has to
go out of one's way to find it.
Witness Mallarmé's wrestlings with the
French language to find the symbolic
expression .... For the same
reason, Mirra pointed out that while
French is the most precise language,
from the spiritual point of view it is
not . . . the best language to use; for
English has a suppleness, a fluidity
which French does not have, and this
suppleness is indispensable for not
deforming what is vaster and more
comprehensive in the experience than
mental expressions can formulate.
Education is clearly the key to keeping
French alive in the community. But
French cannot simply be taught. It has
to be taught with a "flame" if it is to
resist the pervasive influence of
English. And it must be the lack of
this flame which has resulted in its
not being spoken so much in Auroville
at present.
At the same time, I wonder if concern
about preserving existing languages is
not beside the point. A new millennium
approaches, and this may bring an
entirely different language with it.
Already the Auroville children are
creating something new in the way they
mix together words and constructions
from different languages, (p. 2)
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50
Sanskrit. Vladimir, a scholar who studied
Sanskrit at prestigious institutions in Russia and
India, teaches Sanskrit in Auroville. Speaking from
experience, he explains:
In order to develop further and to
fulfill her mission in the world, India
has to have one national language which
truly corresponds to the spirit of the
whole country--the Mother tongue. And
it is Sanskrit.
If we take a brief look into the past
then we will see that the language of
the great revelations of the Vedic
seers was spoken by all the people and
not only by the higher castes. Later,
and especially in the medieval period
of India's history, Sanskrit was
prakritised, giving birth to all the
maj or Indian languages.
Usually Sanskrit was referred to as
Arsha-Bhasha, the language of Rishis,
or as Deva-Bhasha, the language of
Gods. The word "samskrita" came later,
from the time of Shikshas and
Natyashastra, and it means "put
together," "perfected, " "accomplished, "
"highly elaborated." This was the
language of a special inner
concentration, developed and perfected
during thousands of years, and not just
by a natural selection through usage as
normally happens with other languages.
Prakrit, on the contrary, means
"natural," "artless," "ordinary." It
was a natural outcome of the refined
Sanskrit. Prakrit languages could be
seen as a local adaptation (in time and
space) of Sanskrit usage and also as an
artificial device in the plays of
Kalidasa (4th century A.D.) and others
to show this adaptation in the most
obvious and even humorous manner. From
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51
this time Sanskrit was considered to be
the language of only Brahmanas and
Kshatriyas. Discrimination went so far
that in plays even a Queen or a
Princess who belonged to the Kshatriya
caste would speak only Prakrits, while
the Kings and Brahamas spoke Sanskrit.
In this way Sanskrit remained detached
from the changes occurring in ordinary
life and was applied mainly to the
scientific, poetic and religious
aspects of society.
Thus by preserving its own pure
existence for many millennia, Sanskrit
generated the whole Indo-Aryan family
of languages and continued to influence
them from its own detached state of
existence. The world does not know of
any similar phenomena in the history of
human civilization!
Regarding Tamil and the other Dravidian
languages, we can say that their
deviation from the common source of
Proto-Sanskrit started much earlier, in
pre-Vedic times. So they can also be
considered to be of the same origin,
only they were developing in a natural
way, while Sanskrit was fixed in its
usage and development. This was due to
the preservation of the original system
of simple root-sounds from the very
beginning of the language. It is a
language which does not require any
other language to explain its own
derivations, etymology etc. Moreover,
it has a clear and highly elaborated
system of grammar, utilising the system
of sound-ideas in the clearest and
transparent way. This has made
Sanskrit the most powerful instrument
for the expression of the widest and
deepest range of man's consciousness.
So, being the parent of the major
modern languages of India, standing
behind them, so to say, creating and
watching their beginning, growth and
development, Sanskrit can already be
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52
considered, as the national language of
India. The only thing to be done is to
bring it to the front, and to make it
more active and living again in general
usage.
Being aware of what Mirra had said
about Sanskrit in India and
particularly in Auroville, I started
teaching it after my arrival here six
years ago. I have taught more than
thirty adult students and about a dozen
children. We tried different methods
of teaching and learning : from
learning spoken phrases by heart to
studying grammar and reading and
discussing the original texts. Now we
learn firstly the spoken basics of
Sanskrit--that is to be able to hear,
to speak and to think in it, as a child
does--and only later, after one and
half years, do we start writing. This
method is unexpectedly successful.
within one year students can speak and
even understand a new text by simply
listening to it.
At present interest in Sanskrit among
Aurovilians is growing. Regular
courses for Aurovilians and newcomers
are now taking place in Savitri Bhavan.
I hope that these courses can be the
basis for a wider and deeper
understanding of what India is and what
India will become, (p. 2)
Toshi, who has been living in Auroville for many
years, is another Sanskrit teacher. She has been
teaching Sanskrit (and Hindi) "off and on" whenever any
interest has been expressed. In her opinion :
There has been a more or less steady
interest in Sanskrit from beginners,
but with the exception of one or two
people, the interest has not been
sustained--there is no interest in
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53
further studies. The children learn
many things and sing hymns and talk
amongst themselves in Sanskrit, but
when they grow up, they seem to forget
it. But the interest is soon lost.
Has it to do with the difficulty of the
language? No. The teaching method
certainly needs improvement, but the
main reason is that there is no way you
can use Sanskrit in your daily life.
(p. 2)
Tamil. Tamil ranks among the oldest languages of
the world. Tamil literature goes back to centuries
before the Christian era, and historians have concluded
that Tamil is as old as Sanskrit. Meenakshi, Poet
Laureate of Tamil Nadu, an early settler in Auroville,
expresses her concerns :
Tamil is essentially a philosophical
language. Every classical text starts
with worshipping the whole of humanity.
A peculiarity is that the "I" is never
strongly expressed; every prayer starts
with "we, " referring to the collective,
to humanity at large. This is always
the concern of the Tamil people, there
is no ego-centred selfishness. When a
force and inspiration to put something
in writing comes down, the author
always says that it was received from
the gods and is utilized it for the
sake of humanity. Take for example the
sentence, "All are our cities, all are
our kith and kin" from a poem of
Puranaanuru. Tamil has the quality to
express philosophical and metaphysical
concepts. The mood is always bliss,
happiness. Not just physical happiness,
but the psychological state of
happiness, enjoyment of nature as it
is; a balanced state of mind and spirit
which realizes bliss.
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54
Nowadays classical Tamil is still used
for poetry and writing--though in ray
own poetry I mix it with modern Tamil.
Spoken Tamil is very different, in
particular the Tamil which is spoken
around Auroville, which is very simple.
An example is the way in which respect
is expressed. In Tamil there are many
degrees of respect, but around
Auroville usually only the first degree
is known. I came to Auroville 23 years
ago, from the ancient city of Madurai,
where one of the earliest Tamil
academies, the so-called Sangam, was
established thousands of years ago.
The Tamil spoken in Madurai is very
rich. I was amazed to hear the people
around Auroville speaking a very
colloquial Tamil. This local language
and the diction used sounded so very
different. People used a limited
vocabulary consisting of only a few
hundred core words. But to my
surprise, when I studied it in depth, I
found that many pure Tamil words of
high literary order were still in use.
The language around here has since
improved a lot, mainly due to formal
schooling and literacy programmes, and
the influence of radio, television and
newspapers. A more sophisticated
language is developing. In particular,
the children from the surrounding
villages are developing very well. But
the same cannot be said of the
Auroville Tamil children. The Tamil
children born in Auroville speak
Tajigllsh, a mixture of Tamil and
English, using a mixed word order and
word choice.
Language is an expression of the
culture of a people. But the culture
of the villages around Auroville could
never be expressed in depth due to many
socio-economic factors. For example,
you don't see agricultural arts and
crafts, which is normally one of the
first products of a culture in India.
The absence of an established ancient
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55
culture has, in fact, been an advantage
for Auroville, because due to the lack
of it, Auroville could more easily be
established. It would have been far
more problematic in Thanjavur or
Madurai or any other of the agrarian or
temple cities of Tamil Nadu.
As a negative consequence, perhaps,
Aurovilians have not taken much trouble
to learn Tamil. Instead, the villagers
take great pains to learn English as it
will secure a better economic life.
They even give secondary importance to
their own mother tongue, and it appears
that this is also the case elsewhere in
Tamil Nadu. This is an unwelcome
development and I hope it will change
soon. (p. 3)
Shankar has been teaching Tamil in Auroville for
the past eight or nine years. He is from the local
village of Kullapalayam (located within Auroville) and
majored first in economics, and only later in Tamil
literature. He initially had no experience in teaching
Tamil as a second language, which is why, after several
years in Auroville, he went and visited places of
learning in South India and got some training in the
USA. He ended up researching and developing his own
teaching method, since a standard method which met the
needs of the Auroville environment was not available.
He has found that rather than working on increasing
one's vocabulary, what is needed first is simple
conversational skills. His classes are lively with
students questioning each other and answering in short
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56
Tamil sentences. For those students who are courageous
enough to tackle the 230-odd alphabetic signs and risk
getting their conversational Tamil mixed up with the
very different written language, he has acquired a
computer with Tamil script, and prepares his reading
lessons on it. He likes to make up simple typical
Tamil folk stories that usually have a good dose of
humor.
Shankar recently opened a classroom at Last School
which functions as a Tamil language center. He is glad
to have all his teaching material in one place and no
longer to have to move around from one place to another
to give his classes. Now he can devote more time to
teaching children as well as adults. After one month
he has already 27 adult students of whom six or seven
come three times a week. He hopes one day to house a
library there to further Tamil culture.
When asked whether there was anything he felt
strongly about, Shankar said:
Aurovilians do not take enough time to
practice Tamil. For example, if they
come out of their door, they have the
chance to open their mouth in Tamil.
But what to do, they just rush to their
work I This a difficulty you have here
as a teacher. Some people do use the
opportunity, and are lucky to v/ork with
Tamil employees, and they pick up the
language very easily.
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57
Another difficulty is that we do not
have enough materials for teaching.
Especially for spoken Tamil. People
who know they will work with the local
people want to leaim the dialect that
is spoken here. (By the way, I teach
the Tamil which is spoken and
understood around Madras and
Pondicherry. There is no use teaching
the Coimbatore or Tirunelveli dialect,
for you wouldn't be able to make
yourself understood here.) But there
is very little available in the way of
any complete teaching material for this
purpose.
In Singapore they have developed very
good materials for teaching Tamil as a
second language. It is one of the few
countries in the world where they teach
it. Another method has been developed
for the French, called Vanakkam. In
Mysore there is an institute for South
Indian languages. And in Madras and in
Pondicherry there are also institutes
that have developed teaching methods.
But those are mostly geared for
government officers and the type of
language they learn is attuned to their
needs, with official terms, etc. (p. 3)
Annemaire is one of Shankar's students. She is
enthusiastic about his classes, and had this to say:
We foreigners usually pick up some
Tamil pretty soon after joining
Auroville. But it is--for most of us--a
rudimentary mixture that doesn't seem
to improve with age. If we don't do
anything about increasing our fluency,
we can get away with that, but we risk
missing out on a certain basic
understanding of the culture of the
people amongst whom we live and work.
Shankar has been my much respected
Tamil teacher during the past few
years. During many weeekly evening
classes, held in the home of one of our
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58
small group of adult learners, he
managed to make us speak Tamil somewhat
more properly than we used to. Shankar
never seems to tire of making us grasp
the essence of how to form sentences
the Tamil way, which sometimes requires
us to think in quite a different
manner.
Take for instance the "verband"
form, a unique way of forming a verb
and joining it to another verb. "Poi-
va" means more or less "bye-bye" and is
one of the first things we foreigners
learn to say, but what many don't know
even after years in Auroville, is that
this is a very common verb form in
Tamil that has no equivalent in English
or in other European languages. Its
literal meaning is, "go and come back."
Poi (go and . . .) is then the verb
form that joins it to "va" (come).
What I learn I immediately practice
with my second, informal teacher, our
household amma, who applauds
enthusiastically each new addition to
my vocabulary and with whom I have
developed a certain fluency in
discussing practical matters, like
putting wax on floor tiles or how her
little son is doing at school.
English, or an eroded variant of it, a Creole of
sorts, is the link language of Auroville. Mirra's
description of Auroville as a Tower of Babel in reverse
seems more than fitting for an emerging township whose
thousand-odd residents perhaps count a couple of dozen
mother tongues among them. If certain well-represented
nationalities such as the Germans and the Dutch do not
seem to have too much difficulty in acquiring a basic
oral fluency in English— and many of them already have
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5 9
it on arrival— for other nationalities the task of
acquiring a similar level of spoken English can be much
more difficult or even daunting, for a variety of
different reasons.
The need for English courses for adults has
perhaps grown in the nineties as many people have
started coming to Auroville with little to no English,
from counties and continents that had previously been
barely represented such as Spain, Argentina, the ex-
U.S. S. R. and, most recently. South Korea. The cultural
mix of Auroville is usually well represented and a
typical adult class can bring together Rimpoches (a
tribal name), nomads and ex-truck drivers from Tibet,
lawyers and airline pilots from Argentina, firemen from
France, doctors from Russia, and Aurovilians of local
origin as well as long-time Aurovilians. Classes
therefore can also be a meeting point where old-timers
and newcomers mix and get to know each other a bit
better while they learn or improve their English.
Classes range from beginner to upper intermediate,
with mixed levels and abilities. Students join for
different reasons. Some have spoken Auroville's
variant of English for years but would like to improve
their grammar, others want to develop their vocabulary
and more nuance in their use of English, some usually
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6 0
new arrivals, are simply starting from scratch, and
others with a proficient understanding and reading
knowledge want to practise their spoken English.
While this "mixing" can be positive, Roger noted
some of the problems that have resulted:
The French who are well represented in
Auroville frequently share a number of
problems in this regard. A common
stumbling block with French students
comes in some cases from a desire to
understand a language perfectly before
using it, or alternately a desire to
speak it flawlessly or not at all.
There is a hesitancy to plunge off the
deep end when it comes to speaking, and
it is not uncommon to have students who
have studied the grammar for years and
who will ply you with questions about
the second conditional or the future
perfect tense (usually in French) but
who will block up and stall when it
comes to uttering a sentence in the
present simple tense. And of course
the tiger-traps of the perfidious
English pronunciation of those
thousands of perfectly good French
words in the English language don't
help matters much. Group activities
and classroom dynamics however can be a
great help in clearing some of these
psychological hurdles and Auroville
then provides ample opportunities for
practice.
That English is a necessity for
survival or at least integration into
Auroville is a fact. And although a
few teachers have done their best to
provide group adult courses on a
periodic basis to different levels of
students over the last ten years, and
despite the Entry Group's awareness and
recent highlighting of the problem in
the AV News, no budget to speak of has
ever been made available from the
community for the teaching of English
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61
as a second language. As usual with
our penchant for grandiose proj ects,
our priorities seem slightly skewed. A
well-equipped language centre for the
teaching of the different languages of
Auroville seems to me an important
need.
I've always been intrigued as to what
the distinct accent of the young
Aurovilians who've grown up here could
resemble. Some years back on a train
in Italy I found myself in conversation
with a woman whose accent was
strikingly similar to that heard
amongst our youth. It transpired that
she was a white Jamaican whose family
had been settled on the island for
generations. So what, if any, could be
the common linguistic denominator
between a Caribbean island and our
emerging township? (p. 4)
Jill is a teacher who has been living in Auroville
long enough to personally witness all these
transitions. Who's speaking English? She sums up as
follows :
We native speakers smile indulgently at
the "funny English" sometimes heard in
India, where the present progressive
reigns ("I am having some land near the
village" is a common construction).
This Indianised English, like American
English or Canadian English, is
influenced by the rhythms of the native
language of the speaker, creating rich
and musical varieties. In the
Auroville area, it's the lilt of Tamil
which gets absorbed into the accent,
influencing the European residents who
take up the study of English in
Auroville, producing a hybrid German-
Tamil, Dutch-Tamil, French-Tamil
English.
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62
In. India, there is a certain importance
attached to learning English; it has a
social weight that the native speaker
from England, the United States,
Australia, or Canada often does not
understand. Educated Indians converse
in English, even though their state
language, their mother tongue, such as
Telegu or Malayalam or one of the other
17 languages, can be readily understood
locally. The use of the English
language serves as a mark of social
status, and has to be considered in
this context, as an invisible border
marking a person's power in the
community.
With these elements in mind, the
teaching of English in Auroville can be
seen as through a glass, or rather, as
through a crystal, scattering
reflections everywhere. Is it an
imposition here? Is it a pleasure to
teach and to learn a foreign language?
Can it be fun?
There are as many stories about how a
Newcomer or other acquired English as
there are stories about "how I came to
Auroville." In the early days, some
learned it "on the road," acquiring it
little by little as part of the
transformation from West to East,
picking it up, trying it on, and
finally, wearing it as one would some
exotic article of clothing.
It grows on you. And it was a
necessary acquisition if you came the
slow way, via bus and train and
hitchhiking up and down, from the
familiar to the unfamiliar, across
Turkey to Afghanistan, Pakistan--the
old hippie route where you learned how
to be independent while acquiring the
"lingua franca" of the road. Others
learned it by listening to rock and
roll, making the entry into English
through the song lyrics.
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6 3
These days, when you come by plane you
miss this travelers' initiation. The
linguistic ride is a little bumpier,
abruptly dropping you into the soup,
and making you speechless--all ears, as
you struggle with sounds not noted in
the textbook. It is part of the
journey, part of the frustration, to
curl your toungue around this language
without rules.
An "a" is an "e" and an "e" is an "i"
and ....
It seems to be most difficult for the
French and Russians, for different (and
similar) reasons. National pride,
history, what cannot be expressed,
precision, a certain elegance--it's not
the jitterbug or the lindy hop, it's
ballroom dancing. What is this music,
this jazz I must learn (not teach) my
tongue to dance. Because here the
English is (mostly) American English,
with a sprinkling of "ay yo yos" and
"merdes."
Reading is a refuge for the advanced
student. You can take the time to
escape into literature, with a
dictionary handy, of course--but what
to read? The Hindu newspaper or the
Short Stories of Edgar Allan Poe
provide you with very different
experiences. In the classroom, I am
often faced with grown-up people who at
3 0 or 40 or more don't want to do
homework--again. "I cannot" is heard
often: "It's impossible" follows
quickly. Lacking time and
concentration, few can actually
practise as they should. Many simply
keep to their own language group, not
venturing out much to practise their
newly acquired language. Some students
tell me they finally learn how to speak
because they want to be understood, or
to understand what is going on at
meetings, where there is orten no
translation available. After several
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64
years of understanding the beginnings
and ends of sentences, they get so
frustrated that they "have to learn
English. "
During the day, a mundane language is
necessary, the language of amahs and
workers and simple answers to simple
questions: "Where is Matrimandir? ",
"Is this the road to Samasti?", "How
long have you been in Auroville? " and
then character and body language help a
lot, also pointing, shrugging and
laughing.
I am losing my English. My vocabulary
is shrinking, I often complain. When
I hear an old, familiar word, like
"sneakers" or "sweater" my heart beats
faster and a far away look comes into
my eyes, sort of. It's another
experience of the alien--alienation
from one's own language, and it can be
frightening. It's not called "the
mother tongue" for nothing. If you
want to make the leap, you certainly
need to find a good teacher.
A teacher needs to be flexible, firm,
inspiring, forgiving, grateful,
patient, portable, sincere, skilled,
beguiling, easily pleased, persuasive,
practical, appreciative, outlandish and
never at a loss to explain the uses of
the definite and indefinite article.
Here you must also deal with unkempt
schedules, sudden fevers, flat tires
and the monsoon (or the heat).
With all these drawbacks, it's
something wonderful that we can
communicate as well as we do in this
language. We are particularly tolerant
of errors and accept the inadequate
grammar and misspellings. They are
part of the fun, and some even see this
transitional English as the beginnings
of a new language--Auroville English,
or Avlish, as it is called.
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65
Seen positively, on the road to human
unity English can be one more
ingredient in the glue which binds us
together. After all, "sixty countries
now claim English as their mother--or
at least their stepmother--tongue,"
says Pico Iyer, in his essay titled
Excusez-moi ! Speakez-vous Franglais? So
"Do we speak the same language?" as a
synonym for "Do we understand each
other?" is perfect. Certainement, we
can try. (p. 5)
Mirra Alfassa--The Language of Auroville
In 1970, Mirra Alfassa, the originator of
Auroville's language philosophy wrote:
We know that we need, not an
artificially new language, but
something supple enough to be able to
adapt to the needs ; and that's probably
how that language will emerge, from a
number of older languages, through the
disappearance of habits.
What's specific to each language (apart
from a few differences in words) is the
order in which ideas are presented: the
construction of sentences. The
Japanese (and the Chinese even more so)
have solved the problem by using only
the sign of the idea. Now, under the
influence from outside, they have added
phonetic signs to build a sentence; but
even now, the order in the construction
of the ideas is different. It's
different in Japan and in China. And
unless you FEEL this, you can never
really know a foreign language well
. . . . The languages in countries like
China and Japan, that use ideograms
seem to be infinitely more supple than
our own. They can express new ideas
and things far more easily through
juxtaposition of signs.
But now, with the ' new logic' and 'new
mathematics, ' a whole set of new signs
is beginning to be universal, that is
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66
to say, the same signs express the same
ideas or the same things in all
countries, whatever language is used in
the country, quite independently.
These new thoughts and new experiences,
this new logic and new mathematics, are
now taught in the higher classes, but
all the primary and secondary studies
have remained in the old formula; so I
have been very seriously thinking of
opening primairy and secondary schools
in Auroville, based on the new system--
as a trial.
The question arises to know what the
language of Auroville will be.
I have the impression it will be a
language that . . . . It's the
children who provide the example: they
know several languages and they make
sentences using words from all the
languages and . . . it is veiry
colourful. Little X knows Tamil,
Italian, French and English; he's three
years old, and so it makes a hodgepodge
Some people who speak Esperanto have
written me an official letter to tell
me how many of them there are (a
considerable number) and to say that
they would like their Esperanto to be
the language of Auroville ....
But the language of Auroville will just
have to be born spontaneously!
Naturally! (Auroville Today, January,
1999, p.4)
I have a spelling question to ask you.
Oh, my child, I make as many spelling
mistakes as possible. (Mirra laughs)
It's for those famous
'Aurovillians' ....
I write it with only one ' 1. '
Deliberately?
Deliberately. (Laughing) It's not
French: it's Aurovilian! (p. 1)
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67
Sucrcrestopedia
The American Council on the Teaching of Foreign
Languages has developed provisional proficiency
guidelines for use in foreign language programs--"a
series of descriptions of proficiency levels for
speaking, listening, reading, writing, and culture in a
foreign language" (Liskin-Gasparro, 1984, p. 11).
It has been found that for the main methods of
foreign language teaching there is a lack of evaluation
data of any kind. As most methods exist primarily as
proposals, one has to conclude that "we have no way of
knowing either how they are typically implemented by
teachers or the effectiveness of their outcomes in
increasing foreign language achievement" (Richards S c
Rodgers, 1992, p. 161). This dissertation investigates
these issues by using the language program known as
Suggestopedia in Auroville, India.
Education is considered of vital importance in
Auroville not only for development but to facilitate
communication between settlers and settlers and
villagers. In 1987 Fany Safaris, Director of the Ecole
Française de Suggestopaedia, located in Paris, visited
Auroville. She thought it particularly suited to
benefit from this new approach as Suggestopedia is a
way of acquiring language and other skills quickly by a
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58
method of indirect absorption. This accelerated
approach met the need of a diverse population, speaking
35 different languages, to learn second languages in as
short a time as possible.
Fany Seferis personally trained a core of teachers
(credentialed in their respective countries) in the
technique. In July 1987, the first "super learning" or
Suggestopedia course was conducted in Auroville. It
was a class in French for beginners, lasting 21 days.
This was followed by courses in English for beginners
and elementary Tamil (Auroville International
Information Yearbook, 1988).
Suggestopedia is an innovative method developed by
the Bulgarian psychiatrist-educator Georgi Lozanov.
Suggestopedia is a specific set of learning
recommendations which Lozanov described as a "science
. . . concerned with the systematic study of the non-
rational and/or nonconscious influences that human
beings are constantly responding to" (Stevick, 1976,
p. 42). Suggestopedia aims to harness those influences
and to redirect them so as to optimize learning. It
describes how attentiveness is manipulated to optimize
recall and memory retention. A main feature of
Suggestopedia is the centrality of music and musical
rhythm (especially Baroque instrumental music) to
learning. Lozanov indicated that most learning takes
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6 9
place in a relaxed, but focused state (Lozanov, 1978) .
Suggestopedia directs the student "not to vocabulary
memorization and acquiring habits of speech, but to
acts of communication" (Lozanov, 1978, p. 109) .
There are six principal theoretical components
through which Suggestopedia operates :
Authoritv. People remember best and are most
influenced by information coming from an authoritative
source. Self-confidence, acting ability, and a highly
positive attitude give an authoritative air to the
teacher (Lozanov, 1978).
Infantilization. Authority is also used to
suggest a teacher-student relation like that of parent
to child. In the child's role the learner takes part
in role playing, games, songs, and gymnastic exercises
that help "the older student regain the self-
confidence, spontaneity, and receptivity of the child"
(Bancroft, 1972, p. 19) .
Double-Planeness. The learner learns not only
from the effect of direct instruction but also from the
environment in which the instruction takes place. The
bright decor of the classroom, the musical background,
the shape of the chairs, and the personality of the
teacher are considered as important in instruction as
the form of the instructional material itself
(Bancroft, 1972).
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70
Intonation, Rhythm, and Concert Pseudo-
Passiveness. Varying the tone and rhythm of presented
material helps both to avoid boredom through monotony
of repetition and to dramatize, emotionalize, and give
meaning to linguistic material (Bancroft, 1972).
The main goal of Suggestopedia is to facilitate
learning achievement and language proficiency in an
accelerated program.
Statement of the Problem
Given Auroville's linguistic diversity, some means
must be found for teaching languages as rapidly and
efficiently as possible.
Purpose of the Study
The major purpose of this study was to determine
whether Suggestopedia optimally increases foreign
language achievement at the elementary school level by
comparing this method, used with an experimental group,
with a conventional method, used with a control group,
to determine whether the former makes a significant
difference in increasing learning achievement.
There are two secondary purposes :
1. To record observations of Suggestopedia as it
is being taught in the classroom. Such data can be
used to evaluate whether the method as it is
implemented actually conforms to its underlying
philosophy and approach.
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71
2. To obtain student and teacher evaluations, in
questionnaire and essay forms, of Suggestopedia which
will be helpful in future planning of its use.
Importance of the Study
A great deal is known about methods and approaches
at the level of philosophy and belief, that is, in
terms of how the advocates of a particular method
believe a method or technique should be used; but few
data are available on what actually happens to a method
when a teacher uses it in the classroom.
A method proposal is typically a rationale for
techniques of presentation and practice of language
items. Seldom is it accompanied by an examination of
outcomes or classroom processes. Unfortunately,
evaluation data of any kind are all too rare in the vast
promotional literature on methods (Richards & Rodgers,
1992). Too often, techniques and instructional
philosophies are advocated from a philosophical stance
rather than on the basis of any kind of evidence.
It has been found that many of the distinctions
used to contrast methods, particularly those based on
classroom activities, do not exist in actual practice
(Swaffar, Arens, & Morgan, 1982). It is no
exaggeration to say that in reality there are virtually
no quantitative studies on the effectiveness of
Suggestopedia that involve systematic data gathering.
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72
planning, experimentation and evaluation (Richards &
Rodgers, 1992).
What is needed minimally are: (1) documented
studies of instances where this method has been used
with reference to a specific set of objectives and (2)
reliable and valid measures of gains in proficiency
made by learners relative to the objectives, both of
which this study incorporates.
Language planners should be able to design, carry
out, and report measures of effectiveness in something
like normal teaching circumstances. The need to
provide such data is considered normal in most other
areas of educational planning, but data of this kind
are virtually nonexistent in the literature on language
teaching methods. It is necessary to demand of method
promoters documentation of instances where students
have made gains in proficiency from being taught
according to a particular approach or method. To
demonstrate this proficiency gain, it is necessary not
only to compare test results (and state clearly what is
being tested) but also to show that the outcomes were
achieved as a result of method rather than despite it
(Richards & Rodgers, 1992) .
Suggestopedia contends that all students can be
taught a given subject matter at the same level of
skill and that this method works equally well with the
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73
academically gifted or ungifted (Richard & Rodgers,
1992). If this claim can be supported experimentally,
it would have immense impact on language learning
everywhere.
Research Questions
The question arises as to the effectiveness of
Suggestopedia and its feasibility as a teaching tool in
an elementary school classroom. Will learning
proficiency be increased? Will there be a significant
difference in the amount of material memorized between
experimental and control groups when the experimental
group is exposed to Suggestopedia? What will be
students' evaluations of this technique? Will they
decide it is helpful in learning new material? Will
the teacher find it an effective tool to use in the
classroom?
This study attempted to answer these research
questions and others about the use of Suggestopedia in
the elementary classroom. More specifically, this
study examined two groups of students to compare the
achievement occurring in a second language using
Suggestopedia with one of the groups and traditional
methods with the second group. The level of learning
proficiency of a control group traditionally taught was
compared with those of an experimental group exposed to
Suggestopedia.
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74
Was Suggestopedia effective in accelerating second
language achievement? An effort was made to determine
if the experimental group preferred Suggestopedia over
the traditional methods of teaching. Was Suggestopedia
instrumental in increasing motivation? Both students
and the instructor were asked whether or not
Suggestopedia created a positive classroom atmosphere.
The instructor was asked to evaluate Suggestopedia as
to its effectiveness and practicality in the elementary
classroom. The formulation of the problem and
questions which the study attempted to answer
(including the hypothesis) and specific research
questions will be found in chapter III.
Methodology
Research Design and Control Procedures
The Randomized Control-Group Posttest Only Design
(Campbell & Stanley, 1966) was selected as the most
appropriate experimental model that could be used to
examine the problem specified in the study.
The study also employed a Likert type 5-point
scale questionnaire which was given to the experimental
group (students and teacher) to determine their
attitude toward Suggestopedia.
In addition, observational data of the method as
it was being taught was recorded with a video camera to
capture the moment-to-moment behaviors of teacher and
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75
learners in the classroom in order to provide an
accurate record of what actually occurred.
Methodological Assumptions
The following methodological assumptions were made
for this study:
1. The subjects of the experimental group and
the control group came from populations that were
comparable in socioeconomic status, ethnicity, cultural
background, and French language proficiency (none of
the students knew any French, therefore, there was no
need for pretesting) . Also the parents of both groups
were comparable in terms of attitudes toward and
contact with French.
2. Although this study might be considered as
one in a field setting, because of its self-sustaining
nature, control of relevant variables is possible,
including socio-political factors.
3. The instruments chosen for this study are
appropriate, valid, and reliable.
4. The data of this study were objectively
gathered, recorded, and analyzed.
5. The students in this study were sufficiently
representative of the target population to permit
generalization of findings.
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76
Delimitations
1. This study was restricted to 20 Tamil
students, of mixed sex, proficient in English.
2. This study was restricted to one community
located in southern India.
3. This study is limited to a control group of
the same duration as the experimental group.
Limitations
This study was limited to English speakers. It
might have had a different outcome with speakers of
other languages or multicultural subjects. Therefore,
further experimentation, with other populations, is
needed.
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77
CHAPTER II
REVIEW OF LITERATURE
Introduction
In the literature relating to Suggestopedia,
Georgi Lozanov discusses his theories of Suggestology,
the scientific study of suggestion, and Suggestopedia,
the application of suggestion to pedagogy. The Lozanov
thesis cannot properly be understood in isolation,
however, and Suggestology and Suggestopedia should be
considered in relation to yoga, and the Soviet concept
of the unconscious and pedagogy. Suggestology
investigates the subsensoiry signals or subliminal
stimuli which come from the physical or social
environment and which are absorbed into the unconscious
mind before receiving a conscious expression.
Suggestion, especially spoken suggestion, activates the
reserve capacities of the mind or the memory.
Suggestopedia increases memorization capacities.
Hypermnesia is facilitated by relaxation techniques
(derived from yoga) which increase the subject's
suggestibility to spoken suggestions or unconscious
stimuli. The principal theoretical elements of
Suggestopedia are: authority, infantilization, double
planeness, intonation, rhythm, and concert pseudo
passivity. Each of these will be explored below.
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78
Historical Background of Suggestopedia
Lozanov, a Bulgarian, is a medical doctor,
parapsychologist, language theorist, and a psychiatrist
(Lozanov, 1992; Bancroft, 1972). He became interested
in searching for the laws of suggestion in the early
1950's and later in 1964 when he carried out extensive
experimental research in Bulgaria at the Postgraduate
Medical Institute, the Science and Research Institute,
and the Institute of Pedagogies. Thus suggestion, as a
technique in improving learning efficiency, has a short
history.
Lozanov noted the similarity between hypnosis and
suggestion but concluded that there was a difference
between the process of hypnosis and the process of
suggestion, which he claims occurs in all of the
conditions of human existence.
In carrying out individual experiments to improve
memory by suggestion in a normal waking state, he
became convinced that this method gave better results
than training people in a hypnotic state. This gave
grounds for mentioning in a publication in 1963, and in
another joint publication with A. Atanassov in 1964,
that there can be no doubt that suggestive hypermnesia,
in which unsuspected past perceptions are recollected,
does exist (Lozanov, 1992).
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79
The Federation of Technical and Scientific
Societies investigated Suggestopedia under experimental
conditions at the request of Lozanov who believed the
best way of convincing an investigative committee of
the effectiveness of his method was to expose the
committee members themselves to Suggestopedia in a
learning situation. According to Bancroft (1973) the
committee was convinced of the value of these new
methods of learning a foreign language and a report was
prepared for the minister of national education.
Lozanov applied Suggestopedia to medicine first,
then to education. He began his research at the
Department of Psychiatry of the Postgraduate Medical
Institute, where he applied suggestion of positive
thoughts to the healing of physical ailments. On
August 24, 1965, in Bykovo, Bulgaria, he used "thought
anesthesia" on a patient for the first time during
major surgery. This procedure proved so successful
that Bulgaria adopted his method as a technique in
their medical clinics (Ostrander and Schroeder, 1970).
According to Ostrander and Schroeder (1974), the
Bulgarian Ministry of Education founded a center in
1966, the Institute of Suggestology and Parapsychology,
in Sofia, Bulgaria, as a part of the University of
Sofia, where Lozanov continued his research in
Suggestopedia.
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80
At the same time as the specification of the
suggestopedic method was made, experiments were carried
out to elucidate certain aspects of suggestion in
general, as well as to determine the limits of human
memory. This resulted in the first experiment with the
memorization of the meaning of 10 0 0 new French words in
one session (Lozanov, 1992). Lozanov experimented with
Suggestopedia in foreign language classes because of
the ease of measuring progress by counting new words
learned per session as an index to learning
achievement. Later, he enlarged the scope of classes
to include mathematics, history, literature, physics,
chemistry, and biology. Bancroft (1972) stated that
from 1967 to 1972, 1800 persons took foreign language
courses at the Institute on a voluntary basis. An
advantage of Suggestopedia was demonstrated to be the
increased speed of acquiring new material, when a 2-
year course was shortened to 20 days.
Ostrander and Schroeder (1974) reported that in
Bulgaria, Suggestopedia was used in the school
curriculum of regular public schools as a teaching
tool, when, in 1972, a group of elementary students
were taught a year's course work in a foreign language
in 2-1/2 months. Ostrander and Schroeder further
reported that the Moscow Foreign Language Pedagogical
Institute in the USSR and Eotvos Lorand University in
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81
Budapest, Hungary, and many other Soviet-bloc countries
were using this method to teach foreign languages.
Suggestology
Lozanov developed a theory about the scientific
study of suggestion called Suggestology, which when
applied to education, was termed Suggestopedia.
Lozanov (1992) states that, above all, his
research has been directed toward the role and
significance of suggestion in the process of teaching
and learning.
In teaching, it is well known that there are
popular and/or well-respected instructors with whom it
is easy to learn and who maintain discipline
effortlessly.
There are also teachers who are just the opposite
--whose lessons are difficult to remember and to
understand, and who encounter disciplinazy problems.
Usually both types of teachers are equally familiar
with the basic requirements of pedagogy and the
different teaching methods. Why then are there
differences in results?
According to the Lozanov (1971, 1978, 1992) thesis
it is quite obvious that there exist certain
psychological or pedagogical techniques which are quite
often unnoticed by the teachers themselves but which
nonetheless help them to attract and to keep the
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82
attention of their students. More generally,
suggestions or subsensory signals, both positive and
negative, constantly emanate from the physical and
social environment in which we live and these are often
absorbed into the unconscious mind before being
observed and/or analyzed by consciousness.
Why do certain environments and certain
individuals or groups have a depressing effect on us
while others create a positive impression? Lozanov
claims that the subsensory stimuli or signals coming
from the milieu or from a given individual or group may
affect us more directly than phenomena perceived by the
conscious mind. Such elements in the pedagogical
process as the physical set-up of the classroom, the
teacher's facial expression, tone of voice, attitude
towards the students--all of which constitute signals
directed toward the unconscious--may be more directly
responsible for results achieved by the students than
the actual logical presentation of the material taught
(Lozanov, 1971, 1978) . According to Lozanov (1992),
subsensory reactions, if provoked by a specific system,
can affect memorization irrespective of the fact that
the persons investigated are not aware of the existence
of these reactions.
Since Lozanov is principally interested in the
links between unconscious mental activity and
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83
hypermnesia and in the development of super-memory in
the waking state, his investigations into subliminal
stimuli were related to the problem of memory.
Unconscious mental activity in a normal state of
wakefulness does not only refer to subsensory and
extra-sensory stimuli. It is the basis for a large
number of our activities or reactions. Unconscious
mental activity is not only related to perception but
also to emotions, impulses, aspirations and motivations
which continue to have their own existence even after
they cease to be conscious. Of particular interest to
Dr. Lozanov and his staff at the Institute of
Suggestology is the relation which unconscious mental
activity has to suggestion in the classroom.
Inversely, Suggestopedia offers an opportunity for an
experimental study of unconscious mental activity
(Lozanov, 1971, 1978).
The Suggestive-Desuqqestive Process
The tapping of the personality's reserve
capacities (the 90% untapped portion of the brain) is
due, on the one hand, to desuggestion, i.e., freeing a
person from former limiting and discouraging
suggestions and, on the other hand, to creative
encouragement and suggestions.
Lozanov (1992) explains specifically how this
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84
process works
One of the most frequently employed
schemes of the suggestive process is
the reversal of part of the peripheral
subsensoriness into consciousness and
the shifting of part of the
consciousness into the field of the
peripheral. In this way the feedback
is more or less controlled, which
naturally assists harmonization with
the anti-suggestive barriers and the
realization of the suggestive process.
An example of such a reversal in the
foreign language suggestopic courses is
the directing of the student's
attention not to vocabulary
memorization and acquiring habits of
speech, but to the act of
communication. The means for the
realization of an act of creation are
not retained in the center of attention
and consciousness, but are pushed to
the peripheiry where their fixation in
the long-term memory and their creative
assimilation actually take place more
quickly. At the same time, the
personality occupies itself directly
with the communicative stages of the
learning process. Of course, for such
pedagogical activity, the suggestopedic
qualification of the instructors is
necessary, (p. IBS)
The description of the means of suggestion only
through their logical sense as, for instance in
psychotherapy, "Your eyes are closing," or "You become
more and more relaxed," or "This is a very pleasant
state," cannot give a clear idea of the actual
suggestive factors. In the complicated desuggestive-
suggestive process, it is not so important what is
said, but how it is said. It is not so important to
verbally forestall the natural physiological reactions
and make conditioning possible, nor to offer the person
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85
logical arguments for attitude, motivation and the
other mediators. It is much more important how all
this is done; how the nonspecific mental activity, the
unconscious peripheral and automated activity is
engaged. Within this aspect of the means of suggestion
lies the very art of the scientific application of
suggestology. In this way suggestology approaches and,
in some places, almost becomes one with great art
(Lozanov, 1992) .
The numerous possible means of suggestion can be
of a complex character--for instance, a work of art
with a suggestive effect. They can also be of a more
elementary character outwardly--for instance, the voice
intonation of the person from whom the suggestion
comes. But both the complex and the more elementary
means must always be coordinated with the anti-
suggestive barriers. One kind of intonation may be
very suitable for one person and absolutely unsuitable
for another. The case is much more complicated when
one has to select the means of suggestion to be applied
in work with a whole group. Theoretical and practical
experience are indispensable in such a case.
For the purpose of clarity the means of the
desuggestive-suggestive process can be divided
conditionally into two groups : (a) means which can be
used both suggestively and autosuggestively
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86
(meditatively) (b) means which can be used mainly
suggestively, i.e., factors coming from outside.
Infantilization and concert pseudopassivity belong to
the first group. This group of means creates "a
psychorelaxation state." This state should not be an
end in itself. It must be connected with the
personality's concentrative expectancy of the
desuggestive-suggestive overcoming of the social
suggestive norm and the tapping of reserve capacities.
Authority, double-planeness and some of the more
distinct elements of double-planeness, such as
intonation, rhythm, etc., belong to the second group of
means.
It is through the second group of means, when they
are harmonized with the antisuggestive barriers, that
the states characteristic of the first group of means
are most often created. In some cases on the basis of
association and fixation of the setup these means can
achieve for a short time, results without creating
states of infantilization and pseudopassiveness. It is
also possible to achieve some desuggestive-suggestive
results as if only by the concentrated and manifested
participation of one or two of these means. Their
simultaneous and complete participation is not always
necessary, but it is absolutely imperative that they
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87
should not be in contradiction with each other
(Lozanov, 1992).
In the suggestopedic system, these means are used
and the significance and power of each are sought, as
well as the most effective combination and dosage of
them.
Lozanov (1992) claims that the desuggestive-
suggestive process changes over time. A great part of
the reserve capacities tapped and manifested in the
desuggestive-suggestive process may in the near future
become normal, ordinary capacities of the personality.
They may become a social norm. The social suggestive
norm for one or another of the limitations of our
capacities has kept these capacities down. One of the
tasks of suggestology is to gradually establish new
norms for the capacities of the personality. These
capacities will develop not only in the desuggestive-
suggestive (freeing and encouraging) creative
communicative process, but also in the self-education
process of individual people to their inner
reorganization. This will, of course, be a long
process because the social suggestive norm will
constantly give shape and counteract the development,
thus hampering it. However, this counteraction has its
good side as well : it will ensure a gradual and smooth
unfolding of the reserve capacities and it will protect
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88
us from indulging in too much enthusiasm which could
also be harmful.
Not all the reserve capacities tapped by suggestology
can or should be immediately applied in practice. A sharp
conflict with the social suggestive norm may arise and if
the specialists are not well prepared the work in this
field may be delayed for years.
New times create conditions for building up new
desuggestive-suggestive systems. One of the tasks of
the suggestopedic leader is to determine which current
system carries most authority with students. The
system might be yoga, it might be hypnosis, it might be
biofeedback, it might be experimental science. Lozanov
uses yoga breathing and relaxation as a basic component
of Suggestopedia, creating an anxiety-free atmosphere
to reach the reserve power of the mind.
Reserve Capacities
Suggestion in its most positive manifestation and
when well organized can reveal the personality's
reserve capacities. By reserve capacities Lozanov
(1978) means "the unmanifested, but genetically
predetermined capacities, operating mainly in the
paraconsciousness and surpassing the normal ones
several times over. The laws governing these
capacities are, to a certain extent, different from the
ordinary psychophysiological laws" (p. 11).
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89
Among the many examples of suggestively tapped
reserve capacities is hypermnesia--supermemory (in
long-term memory) . This supermemory surpasses the
possibilities of ordinary memory several times over.
Another example, according to Lozanov (1978), is
provoked hypercreativity--suggested or auto sugges ted
creative superproductivity. Intuition is activated and
states similar to inspiration arise. These are
outwardly expressed in a decidedly greater creative
manifestation of artistic, musical and even
mathematical abilities (in accordance with any given
person's manifested and potential abilities). Moreover,
these abilities increase considerably both
quantitatively and qualitatively. Suggestological
experiments have shown the possibility of accelerated
creative self-development.
The Setup
The average individual uses a very small
percentage of the capacities of his brain--perhaps as
low as four percent. Following the Soviet line,
Lozanov says that hypermnesia or "super-memory" can be
achieved by a suggestive setup or set, i.e., subsensory
stimuli or signals directed towards the memory reserves
of the unconscious. Yogis and others, according to
investigations conducted by Lozanov and his staff, use
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90
these reseirves in their phenomenal feats of rapid
calculation and memorization of works of oral
literature. Even the average individual, however, can
be trained to use more of his "brain reserves" and to
give these "unconscious capacities" a conscious
expression.
Lozanov uses the concept of the "set" as expounded
by the Georgian psychologist, D.N. Uznadze. Lozanov
(1992) states that, according to Uznadze, the activity
of the individual does not take place only in the form
of a simple stimulus-response connection. The
preliminary setup of the individual, built on past
experience, is also of significance. The setup is
created in the course of experience but remains below
the level of conscious reflective mechanism.
Paraconscious mental activity has also been
engaged in many physiological experiments in which
suggestion has taken part voluntarily or involuntarily
in the form of instructions or self-instructions.
Attitude, motivation, expectancy, authority and many
other psychological factors create a suitable
atmosphere for suggestive access to the reseirve
capacities of unconscious mental activity. Since the
power of verbal instructions depends on a number of
psychological factors such as confidence, authority,
etc., there can be no doubt that they possess
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91
considerable suggestive value and contact paraconscious
mental activity.
Lozanov (1992) further explains the setup as
follows :
The experimental studies of the setup
in Uznadze's sense are directly related
to paraconscious mental activity. The
setup is the mediator in the reaction,
determining its strength and direction.
It depends on a number of factors such
as biological needs, attitude,
motivation, expectancy, past
experience, etc........... Suggestion is
the direct road to the setup. It
creates and utilizes setups which can
free and activate the reserve
capacities of the human being.
It is necessary to add that the setup
is often mixed up with attitude,
motivation, expectancies, interests and
needs. These also take part in the
realization of the desuggestive-
suggestive communicative process as
mediators. The setup, however, is
considered by us to be an essential
part of this process because of the
fact that it always remains
paraconscious .... That the setup,
on an unconscious level, is in a
constant interrelationship with all the
other mediators in the personality
structure is another matter. It is
exactly because of this that the setup
is often mixed up with motivation,
expectancies and other mediators.
Suggestion, through paraconscious
mental activity, operates with the
setup and with the paraconscious
aspects of the personality's attitudes,
motivation, expectancies, interests and
needs. The better the means of
suggestion are oriented to the
paraconscious aspects of these
mediators, the greater can be one's
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9 2
expectation of a considerable effect.
(pp. 124-126)
Lozanov (1992) states that Uznadze emphasized that
the setup is a state which is unconscious, but at the
same time there is no experimental evidence ruling out
the formation of a setup in a conscious state as well.
Paraconscious mental activity in a normal waking
state does not refer only to subsensory and
extrasensory stimuli: it is the basis of a number of
our activities. Paraconscious mental activity is not
only connected with the activity of perception. It
also includes inclinations, affection, aspirations and
the whole disposition of the personality. These
continue to exist even after they cease to be centered
in the attention. They continue to exist in the form
of a setup in Uznadze's sense. They are manifested in
the specific selectivity of reaction, and direct
voluntary and involuntary actions.
Lozanov (1978) presents an example of setup as
fear of learning in pedagogy. Many nations have some
kind of a proverb that means "learning is real
torture." Making the process of teaching and learning
more intensive often intensifies this fear and also the
inner counteraction, both in pupils and teachers.
Pupils usually suffer to a greater or less degree
from "school neurosis." They have no confidence in
their powers, they do not trust their own inner
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93
reserves. For them education has been turned from the
natural process of satisfying the personality's
essential need--the thirst for knowledge--into a
psychotrauma.
It is only too natural that with this setup the
non-medical attempts to intensify the educational
process may lead to reinforcing inner mental conflicts,
to the fixation of neurotic states, and instead of the
results of the educational process getting better they
get worse.
The setup of fear of learning and the routine
social suggestive norm of man's limited capacities make
the erroneous (from the medical point of view)
approaches and methods worse. The following (Lozanov,
1978) are some examples of how far some of these
erroneous approaches and methods can go :
1. The material to be studied is broken up into
smaller and smaller elements. These elements must be
grasped, memorized and automated. They are gradually
united into bigger entities. In this way there are
formed some useless primitive habits on the lowest
level, which have to be given up afterwards in order to
build up habits on a higher level. The latter have
also to be got rid of. And thus it goes on till at
last we acquire habits and skills on the necessary
highest operating and creative level. This building up
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94
and fixing of elementary habits which have to be given
up afterwards in order to acquire fresh higher-level
habits is due to the setup of fear of our limited
learning capacities. But creating a "hierarchy of
habits" worsens this setup and lowers motivation. The
hierarchy of habits in any non-medically organized
pedagogy is dangerous for the health. Physiological
experiments have shown that one of the main causes of
neuroses is the building up and fixation of stereotypes
(habits) which subsequently have to be destroyed. This
holds good especially for the more inert type of the
personality. It seems to signify the necessity of
reinforcing the brain processes. Consequently dry
recapitulation results in demotivation and in delaying
the effect of the instruction instead of accelerating
it.
2. Very often teachers, aware of the harmful
effect which the negative setup of students in regard
to instruction and learning brings with it,
deliberately introduce intervals for relaxation and
joking. But by introducing these intervals they in
fact suggest that the pupil needs some relaxation and
distraction. They suggest to him that his inner setup
of fear of learning and his fatigue and displeasure
with it are fully justified. Gaiety that is an end in
itself when introduced in lessons, and gay intervals.
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95
no matter how refreshing they may be, bring a risk of
still more deeply inculcating the conviction that their
basic negative setup in regard to instruction is fully
justified.
3. Attempts to accelerate the process of
instzruction are being made through mechanizing and
programming it. The pupil communicates with the
machines and obtains a feedback through the programmed
materials. But then the pupil is isolated from the
social environment and the wealth of emotion provided
by the group. Irrespective of the favorable aspects of
mechanizing and programming instruction, the feedback
information, which the pupil obtains about the degree
to which he has assimilated the assigned material,
through its lack of warmth not only does not stimulate
him but even reinforces his negative setup of learning.
This cursory analysis of some of the methods,
aimed at bettering the efficiency of the process of
teaching and learning, shows that in pedagogical
practice, in fact, pressure in often exerted on the
pupil's personality. He reacts against this pressure.
The motivation for learning is considerably lowered.
Pupils begin to learn only when they are pressed by the
necessity to obtain some kind of qualification for the
sake of the practical requirements of their plans in
life. Thus the satisfaction of their basic need--the
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96
thirst for information--is accompanied with
displeasure, instead of pleasure.
Lazanov (1992) further explains that motivation is
far from being conscious all the time. Uznadze (1966)
linked motivation with the setup theory. He wrote that
parallel to the vital physical needs there are others
which have nothing in common with the vital ones.
These are the intellectual, moral and aesthetic ones.
For some people the vital needs are of greater
significance, but for others, their higher needs
determine their way of life. Thus, every man has his
own special setup which determines the manifestation of
various motivation trends in his activity. Motivation
is of considerable significance in the suggestive
interaction between individual and environment. It is,
however, connected with attitude and expectancy in an
indivisible complex.
These mental (psychological) mediators are, on the
one hand, the expression of the setup and, on the
other, they influence its dynamic changes. The
suggestive factors in the communicative process mould,
direct and make use of these psychological mediators in
the process of building up a more or less suggestively
directed unconscious setup, i.e., a setup to plus or
minus reserves (Lozanov, 1992).
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97
These suggestive factors, which exist in the
ordinary communicative process, are considerably
intensified in some specific foirms of the communicative
process, such as education.
Suggestopedia
The principal theoretical elements of
Suggestopedia are derived from the idea of unconscious
mental activity, in the sense of stimuli directed
toward and absorbed by the unconscious. According to
the Lozanov (1992, 1978) thesis, the students must be
in a suggestible state (one of relaxation and
concentration) while the appropriate suggestions should
come from the teachers. The principle suggestive
techniques used in the Lozanov classroom are :
authority, infantilization, double-planeness,
intonation, rhythm, concert pseudopassiveness (or
pseudopassivity). These six elements constitute the
main stimuli of unconscious mental reactions in the
students.
The means by which suggestion overcomes the
antisuggestive barriers and taps the personality's
reserve capacities are complex. According to Lozanov
(1978), it is very difficult to separate them and show
them mechanically, all the more so because their
realization is a question of both the personality's
abilities and its qualification. If we do, however.
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98
try to separate them in order to study them they should
be put into two basic groups: (1) The means which are,
in fact, controlled states of personality and which can
be provoked from outside, suggestively or which arise
by themselves, autosuggestively, and (2) the means
which are factors exercising their influence from
outside, suggestively, by which the personality, being
an integral system, has to accept and to juxtapose them
and its antisuggestive barriers.
Infantilization and pseudopassivity belong to the
first group. Authority (prestige), doubleplaneness and
the factors of doubleplaneness--intonation and rhythm--
which have more or less an independent significance,
belong to the second group.
Authority (Prestige)
The concept of authority is one which tends to
have negative overtones in Western democratic societies
but the word (and the concept) have a positive
connotation within the context of the Lozanov Method.
As Lozanov points out in Suggestologiia (Bancroft,
1977) the idea of authority in Suggestopedia comes from
the pedagogical philosophy of A. S. Makarenko (as
expressed, for example, in his work. The Road to Life)
and from Lozanov's own training in psychotherapy.
Makarenko emphasizes genuine authority (as opposed to
artificial, oppressive authority) which is based, in
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99
the case of a given individual, on the knowledge of
one's subject, a sense of responsibility, and a
sympathetic understanding of one's fellow man.
The Lozanov thesis also speaks of the authority of
the institution where the individual works, the
authority of the methods practised by the teacher, the
authority of the works studied and so on. Like
Makarenko, Lozanov is opposed to pseudoauthority based
on repression, artificial distancing between instructor
and student, haughtiness, and pedantry among other
things (Bancroft, 1977).
The authority and prestige of the teacher are
basic to the teacher's role to command or suggest
memorization in a positive, self-confident, and
enthusiastic manner.
A calm, tranquil atmosphere should be established
and the teacher should create an impression of
confidence through his voice and gestures as well as by
what he actually says in words.
Students are more "suggestible" regarding the
information coming from an authoritative source but
this increased receptivity is usually unconscious.
There is very often an emotional (as opposed to a
logical or rational) reaction to authority, as in the
world of great art where the essential ideas may be
perceived unconsciously during the period of the
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100
aesthetic experience. The role of authority in the
communication process must not be too obvious for the
more subtle and understated the techniques used by the
one in authority, the greater the suggestibility of the
recipient. Anti-suggestive barriers are more easily
overcome if the student is unaware, at the conscious
level, of the actual techniques being used (Lozanov,
1992; Bancroft, 1977).
In order to command or suggest the memorization of
material, the teacher must show the self-confidence of
the trained actor. A positive, enthusiastic attitude
is a part of authority and while the teacher must
maintain a certain distance between himself and the
students, he must also radiate sympathy and
understanding. No negative words or gestures are to be
used while discipline is being upheld and the students
are being taught. Mistakes are to be corrected in such
a way that the student is inspired to improve his
ability. Authority used in this way also increases the
motivation of the students.
Lozanov (1992) concludes that "under the guidance
of a teacher with a liberating-stimulating, indirect
and non-directive prestige the students ' creativity is
enhanced" (p. 190).
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101
Infantilization
Infantilization arises when a highly harmonized
contact is established with a person possessing
authority (prestige) (Lozanov 1992) . Infantilization
of the student is increased as the authority of the
teacher increases with the aim of reestablishing a
child's curiosity and ability to memorize new
information and gaining the self-confidence,
spontaneity, and the receptivity of a child, utilizing
techniques of role-playing, games, songs, and
exercises.
According to Lozanov (1992) , the greater the
authority of the teacher, the greater the process of
"infantilization" in the students. Infantilization,
needless to say, has very little, if anything, to do
with the Freudian concept of the subconscious or the
Freudian idea of bringing out the patient's childhood
experiences. The suggestopedic teacher must suggest to
the students, through the role he plays, that they
should have confidence in his ability, that they will
memorize the appropriate materials easily and that they
have the child's curiosity for new information.
Infantilization is more easily achieved in a group
because a group provides for an atmosphere of greater
spontaneity--like the pleasant atmosphere of a well-
organized children's team.
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Like certain forms of age regression achieved
under hypnosis, infantilization does not mean a
complete return to an earlier age (that of a child) but
rather a "selective mental set-up." The experience of
life and the intellectual abilities of the adult are
not eliminated or decreased with Infantilization but
certain characteristics of the child (spontaneity,
confidence, ability to memorize) are brought to the
fore. In the perception of works of art, for example,
the process of infantilization creates a situation in
which critical logic or a fixed mental attitude is
overcome; as a consequence, the aesthetic experience is
more direct, spontaneous and lasting (Bancroft, 1977).
Lozanov (1992) states that infantilization is
especially important for increased memorization. It is
well known that the child can memorize more easily than
the adult and that, with age, the function of memory
begins to lose its ability, in contrast to the growth
of the powers of reason. Inversely, the constant
functioning of reason often results in decreased
memorization. Apart from the barrier of logic (or
reasoning), there are social ideas regarding the
limitations of human memory which must be overcome.
(According to the Lozanov thesis, there are three
principal barriers to the reception of suggestions :
emotional, logical and ethical).
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1 0 3
The process of "de-suggestion" in Suggestopedia is
largely one of overcoming the mental blocks to greater
memorization. Lozanov (1992) explains that in
childhood, new words are memorized much more easily
than in adulthood and without strain or conscious
effort. (The memorization process in childhood itself
is largely an unconscious one). According to Lozanov,
it is only incorrect teaching methods that link
memorization to great stress and strain. The maxim--
everything can be acquired through hard work--is
correct in theory but this maxim is wrongly inteirpreted
if it means that the students should make extreme
efforts to memorize. Rapid fatigue and reduction of
the memory capacities result. Mental and physical
strain follow. Muscular tension and mental stress
inhibit the process of memorization and have a negative
influence on the attitude or motivation of the student.
Contrary to what one might expect, concentration need
not be accompanied by muscle contraction and can go
together with an externally passive appearance . The
outward passiveness that accompanies increased
memorization in the Lozanov classroom resembles the
child's passiveness when he perceives and memorizes.
Like the properly trained adult in a suggestopedic
class, the child has a calm, normal appearance but his
mental processes are fully active. The passivity of
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1 0 4
the conscious mind and the relaxed state of the body
are essential to infantilization and increased
memorization. The mind is liberated (i.e., the
reserves of the mind are activated) and fatigue is
alleviated.
In the achievement of infantilization, certain
elements are essential. Apart from the authority of
the teacher (discussed above) and the "concert" state
(which will be discussed further on), the creation of a
positive classroom atmosphere is very important, as is
the playing of roles and games and the singing of
songs. From the very beginning of a suggestopedic
language course, for example, each member of the class
is given a new name (from the language he will be
learning) and a new life story. This approach, derived
from group psychotherapy, creates a "play situation"
which liberates the students from their normal, real-
life social roles and permits a more spontaneous and
immediate expression of individual abilities. (In
addition, mistakes, if any, are made in someone else's
name and have a less inhibiting effect on performance.)
Such factors as the singing of songs remove the logical
barriers to memorization and create a situation closer
to that of the child's world in which everything is
learned through play. Infantilization brings about an
atmosphere of spontaneity, ease of learning and an
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1 0 5
absence of a feeling of pressure (Lozanov, 1992).
Infantilization also aids adults to learn in a child
like (but not childish) way, under natural conditions,
using unconscious factors.
Doiible-Planeness
Double-planeness takes into account the effects of
the environment as stimuli of the unconscious. The
teacher's dynamic personality, reflected in tone of
voice and gestures, inspires learning, as the teacher
conveys different meanings of new words through
gestures and varied intonation.
Suggestology does not consider the individual
apart from the environment to which he belongs.
"Double-planeness" refers to the unnoticed stimuli (or
weak Pavlovian signals) which come from the milieu (the
décor of the room, for example) and from the teacher's
personality (tone of voice, gestures) and which affect
the unconscious mind of the student. These subliminal
stimuli have a great influence on the student's ability
to learn (Lozanov, 1992).
According to the Lozanov concept of double-
planeness, there is an enormous stream of diverse
stimuli which emanate from the personality
unconsciously or semiconsciously. Quite often these
unconscious signals (whether verbal or nonverbal)
possess great information for the recipient.
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Imperceptible changes in tone of voice, gait, speech
(as well as in the physical environment) can play a
decisive role in suggesting the desired result. The
tone of voice, gestures, facial expressions may give
forth more "suggestions" than what is actually said.
In like manner, the décor has a "suggestive effect" on
the student. Such elements as harmony, color, form,
music, and rhythm influence the emotions as well as the
logical mind.
Usually this "second plane" in behavior is a
source of our intuitive impressions which influence our
relations to persons and situations but in a way that
is initially incomprehensible to the conscious mind.
In the area of human relationships, falseness and
deceit may lie behind a warm smile while we may be able
to find warmth and loyalty hidden beneath apparent
roughness or clumsiness. An angry tone may be implied
in words expressing anger but also in words whose
literal meaning is that of love. Warmth may be given
to words expressing cordial feelings but also to words
which, according to their logical meaning, manifest
hostility and, by extension, the same analysis may
apply to gestures, facial expressions and the like.
The nonspecific (or unconscious) factors accompanying
speech or human relationships most often remain
unnoticed by consciousness. But they nonetheless enter
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107
the mind, at the unconscious level, and play a
significant role in shaping our impressions, decisions
and moods. Nonspecific mental reactivity perceives the
hidden meaning--initially through the unconscious
(Lozanov, 1971) .
Lozanov says that great actors master the art of
the "double plane" intuitively and that nonspecific
mental (or psychic) reactivity is a major part of the
arts .
According to Lozanov (1992) good teachers master
the art of the "double plane" in the same way as good
actors. It is through techniques which are unnoticed
by the conscious, critical mind that the teacher
inspires confidence in rapid learning. The "double
plane" is used to promote authority, to create an
atmosphere of infantilization (or relaxation). The
teacher must become an artist in his chosen profession.
The teacher must pay attention to what he says and to
the manner in which he says it. A change in tone of
voice can change the meaning of a given phrase or text.
But Lozanov (1992) emphasizes that "true artists are
always sincere. Only when there is sincerity can
double-planeness be mastered, and the desired
suggestive effect achieved in the best way" (p. 194).
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Intonation
Intonation is one of the elements of double-plane
behavior. It also has marked significance for the
buildup of authority and the establishment of the
suggestive connection. Intonation in suggestology is
usually understood as ordinary sound intonation.
Suggestions can be communicated in a non-spoken
way through facial expressions and ideomotory movements
or "body language" but one of the important parts of
the Lozanov theory comprises suggestions communicated
through speech--especially through the tone of voice or
"intonation." It is intonation which, according to
Lozanov, conveys the real or underlying message and/or
which reinforces the content of speech. Spoken
instruction, which has a suggestive nature, engages the
unconscious mental activity.
According to the Lozonov (1971) thesis, speech
affects the recipient through sense content, i.e., in a
logical manner and also through rhythm, timbre and
nuance, i.e., at the emotional or unconscious level.
Words exercise a suggestive effect especially when they
are pronounced with a soft and solemn or a commanding
tone. A self-confident tone tolerates no objections; a
low-voiced, rhythmical, subtle suggestion exerts an
influence which may be greater than that of a direct
command.
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Lozanov stresses that intonation is one of the
elements of "double plane behavior." The proper tone
of voice creates an atmosphere of authority and
contributes to the suggestive effect of speech. In the
pedagogical process, for example, the intonation of the
teacher may attribute a diversity of meanings to the
program presented for memorization. Insofar as
authority is concerned, the tone of voice used by the
teacher should inspire greater motivation on the part
of the students.
Within the context of Suggestopedia, intonation is
of particular importance because of its effect on
memorization. Lozanov (1971) describes a suggestopedic
intonation of the type called "vertical intonational
swing" (vertical intonational swing refers to three
different voice levels or tones of voice ; three phrases
or words may be read together, each with a different
voice level).
Intonational presentation plays a positive role
when it appears as a part of (or together with)
authority; authority has a positive influence on
memorization when it finds an acceptable external form
(i.e., intonation).
Lozanov (1992) also stresses that "internal
intonation, import and an atmosphere of expectation can
also be created by some hardly noticeable external
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110
sound variation. Very often, a pause is richer in
content than the effective sound shape of suggestive
speech" (p. 195).
Apart from the positive contribution of intonation
to memorization, Lozanov and his colleagues found that
the experience of memorization is more pleasant when
there are varying intonations. Repetition facilitates
memorization but it also leads to boredom; boredom is
lessened or eliminated, however, by intonation.
Suggestology uses three different intonations (or
voice levels) in order to vary the presentation of new
items to be memorized. (The three different
intonations were used, firstly, in what Lozanov calls
"horizontal intonational swing," i.e., each word or
phrase was repeated three times, each time with a
different intonation; secondly, in what is labelled
"vertical intonational swing," i.e., as mentioned
above, three phrases were read together, each with a
different voice level. The memorization results were
apparently very similar for both "horizontal" and
"vertical" intonational presentation). The three types
of intonation used were: (1) normal, declarative,
promising; (2) quiet, soft, ambiguous (this intonation
corresponds to the "whispering method" in therapeutical
practice where therapeutical suggestions are presented
under the threshold of conscious identification); (3)
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domineering, sure, finalizing (a loud command). The
emotional overtones are accompanied by physical changes
in sound production. In the third type of intonation,
for example, more strongly expressed amplitude changes
are in evidence between the separate words in a given
phrase and between the sounds in the words (Lozanov,
1971).
Lozanov (1992) summarized the process:
The rhythmical intonational
presentation, where "intonational
swing" is created, was adopted at the
beginning of the suggestopedic courses.
In the first suggestopedic lessons, the
new words were repeated 3 times--each
time with a different intonation. With
the same intonation we repeated each
word that followed. Later, each new
word was pronounced only once during
the memorization session, but with
intonational swing. Horizontal
intonational swing was replaced by
vertical intonational swing. The first
type of intonation is declarative,
somewhat resembling a headline or
assigning a task but, at the same time,
promising. The psychological content
of the second type of intonation is the
quiet expectancy with suggested import.
The third intonation is solemn and
generalizing. Artistic intonation, in
harmony with the music of the concert
session, engages the emotional and
double plane aspects of the
communicative process more actively,
and creates an atmosphere of acceptable
significance, (p. 196)
Rhythm
According to Lozanov (1971) intonation (or tone of
voice) cannot be separated from rhythm or rather.
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112
intonation achieves its maximum effect when the program
to be memorized is presented in a rhythmical manner,
with appropriate pauses between the words or phrases.
In Suggestology, rhythm is therefore combined with
intonation in the presentation of the program to be
memorized.
Quite often the rhythmical repetition of
suggestive effects brings quicker results than the
single "torpedo" or its antipole, the "gentle"
suggestion. A continuous, monotonous, rhythmic
presentation can engage the nonspecific (or
unconscious) mental activity and result in an easy
overcoming of antisuggestive barriers.
Rhythm, in Lozanov's view, has a positive
influence on memorization. The correct rhythmically
intonational presentation of the program for
memorization ensures the size and duration of
memorization. The suggestive effect of rhythm is
related mainly to the intervals in presentation of the
separate memorization segments and not to their
repetition.
While a monotonous rhythmic presentation of new
material may impede memorization (for repetition
induces boredom), the use of varying intonations
together with rhythm gives the presentation a greater
variety and hence maintains memorization at an optimal
level. The use of "vertical intonational swing" (i.e..
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three phrases read together, each with a different tone
of voice) does not involve a repetition of the same
stimulus (as is the case in "horizontal intonational
swing" where each phrase is repeated three times) and
means that the suggestive effect of rhythm is
principally related to the presentation intervals of
the separate fragments for memorization, not to the
repetition of these fragments. The importance of the
interval of presentation was studied, from the
beginning, in research work conducted at the Institute
of Suggestology. Experiments were conducted in the
memorization of words repeated or presented every-
second, every five seconds, every ten seconds, and so
on (Lozanov, 1971).
Lozanov (1992) reports that a number of studies
have shown that the interval between the segments of
the memorization program has an effect on memorization
volume. The significance of the intervals (which vary
in duration) changes in the suggestive process. When a
saturated suggestive atmosphere is created, the
interval can be considerably reduced without affecting
the extent to which the suggestive program is learned.
Thus, for example, hypermnesia of large programs was
achieved in some suggestopedic courses in spite of the
fact that the tempo was considerably reduced, mainly at
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114
the expense of the interval between the individual
segments.
Concert Pseudopassiveness (Concert State)
The final principle of Suggestopedia is yet
another coined term-concert pseudopassiveness." This
term refers to the concept that suggestion, emanating
from the teacher is best realized when the recipient is
in a deeply relaxed (but not necessarily hypnotic or
somnolent) condition. The more profoundly relaxed an
individual is, the more suggestible he becomes or the
more open he is to suggestions of various kinds
(especially if the general atmosphere is pleasant):
suggestions for elimination of fatigue, strain and
stress; suggestions for rest, renewal of energy,
improvement of motivation and ability to work (Lozanov,
1971).
Pseudopassivity (concert pseudopassiveness) is a
controlled state, resembling the state in which we find
ourselves when listening to classical music. We are
speaking of a calm mental state, lacking any stress,
free of needless thoughts and actions, with lowered
activity. On the background of this calm mental state
a pleasant, not-tiring concentration is realized--
similar to our concentration at a concert (Lozanov,
1978).
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Lozanov (1992) clarifies this as follows:
The listeners are behaviorally
passive and make no intellectual
efforts to memorize or understand; they
allow themselves to apprehend the
program of music emotionally. The
physical and intellectual behavioral
passiveness, as already mentioned, is
not real passiveness because, at the
same time as the music is apprehended,
complicated internal processes take
place, moods originate, associations
emerge in the mind and ideas occur to
one. All this is not tiring in the
physically and intellectually passive
climate. On the basis of such concert
pseudopassiveness (concert state) with
a built up setup for hypermnesia, the
anti-suggestive barriers are much more
easily overcome and the reserve
capacities of the mind are released.
The state of concert pseudopassiveness
is created by meditative autosuggestion
as well as by the mechanisms of
authority and infantilization and those
of intonation, rhythm, etc., but this
state can be enhanced by creating a
suitable musical background as is done
in many suggestopedic sessions, (pp.
198-199)
Suggesatopedia uses pseudopassiveness based on
relaxation, creating an alert state of mind, with the
antisuggestion barriers lowered to increase the
receptiveness of suggestions. Students in the state of
"pseudopassivity" are able to memorize the appropriate
programs to the level of hypermnesia. The state of
relaxation is based on, or derived from, Savasana yoga.
Lozanov (1971) studied the effects of suggestion
on students when they were in a state of muscle
relaxation (and accompanying mental passivity). It was
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found that profound relaxation facilitates
memorization.
During the "concert session," when the language
material is rhythmically read, or acted out, over a
background of classical music (i.e., slow movements
from 18th century baroque concerti grossi), the course
members appear relaxed and calm as if they are
attending a concert and do not pay active attention to
the program presented for memorization. However, the
suggestive setup of "pseudopassivity," while
characteristic of behavioral passiveness of attention,
is accompanied by considerable internal activity.
(Deep, rhythmic yoga breathing facilitates student
concentration). Although this internal activity is
unconscious, it is more conducive to hypermnesia than
conscious, voluntary attention.
In addition to a comfortable and relaxed posture
(i.e., a state of muscle relaxation as realized by the
Savasana exercise), a state of mental relaxation in a
pleasant and calm atmosphere is extremely important for
the diminution of fatigue, stress and strain and for
the achievement of hypermnesia and speed and accuracy
in work. In his thesis, Lozanov claims that mental
relaxation is of greater importance for the successful
outcome of the process of teaching than muscle
relaxation. The student must not only be relaxed
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117
physically and free from fatigue, he must be freed from
doubts, hesitations regarding his ability, daily
concerns and neuroses. Mental (or psychological)
relaxation, therefore, presupposes liberation from
petty worries and everyday concerns (Bancroft, 1971).
Lozanov (1971) wrote that positive emotions are a
part of "concert pseudopassivity." During the "concert
session," the students are behaviorally passive and
make no conscious, intellectual effort to memorize or
understand the program that is being presented to them.
However, at the unconscious level, their emotions are
involved in the program which must, of course, be a
positive and stimulating one, containing no negative
suggestions. The success of the pedagogical process
directly depends on the subject's emotional state.
Classical music also aids the creation of a positive
emotional response to the program for memorization.
(In particular, 18th century music appeals to the
"affections" or "passions" in the sense of the
spiritual movement of the mind) . Simultaneously with
the program and music presented, there occur, in the
students, complicated internal processes regarding
emotions, moods and associations.
Lozanov (1971) reported that experiments were
conducted at the Institute of Suggestology to test the
students' physical and emotional reactions to the
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118
courses offered. Much, of the research centered on the
"concert session" and on the corresponding state of
"pseudo-passivity" in the students. Brain waves were
tested which showed, for example, that alpha waves
increased during the "concert session" while beta waves
decreased. Pulse changes were observed; the pulse rate
slowed down during the "concert" and there was a
corresponding decrease in blood pressure. (Short
periods of strenuous mental work are usually
characterized by an increase in beta waves and an
increase in pulse rate and blood pressure.) More
generally, the students showed no visible signs of
fatigue, stress and strain--even after four hours of an
intensive class (including one "concert" hour).
Paradoxically, hypermnesia led to, or was accompanied
by a state of rest. As a result of the suggestopedic
classes in general and of the concert sessions in
particular, the night sleep of students improved and
neuroses tended to disappear.
Lozanov (1992) concluded:
Concert pseudopassiveness can be obvious
behaviorally. But it can also be
unnoticeable, at first glance, and
represent only a mental state which shows
no external characteristic features. In
such cases, pseudopassiveness is very
unobtrusive. It is created by the
presence of impressive authority and
considerable infantilization factors.
Pseudopassiveness in suggestopedy is
built up by the special internal setup of
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119
serene memorization--without worry,
strain or effort. It follows that on the
background of some internal
pseudopassiveness, memory processes again
occur and these by themselves are
demonstrative of activeness. (p. 2 00)
Techniques
Yoga
At first, psychotherapists made use of the
experience of folk suggestive procedures, the healing
effects of which had been attributed to supernatural
powers. In different nations these beliefs took
different forms. Some of them acquired quite well
organized philosophical rationalizations which, in some
cases, have survived to this day.
Yoga is one example. Interest in the teaching and
practice of the yogis of India has increased greatly in
many countries in recent years. In this system use of
paraconscious mental activity is manifested, and is
achieved by using the mechanisms of suggestion. Many
of the former yoga "miracles" have today been
understood scientifically and have even found practical
application in modern psychotherapy.
For example, Lozanov (1992) states:
The yogis can cause various changes in
their vegetative (autonomic) functions.
Among other things, they can change the
rate of their pulse, increase the
resistance of their tissues to
injuries, attain considerable effects
painlessly and bring about a loss of
sensitivity. In some cases quite
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120
incredible and unacceptable
achievements (from the scientific point
of view) have been and continue to be
ascribed to them. Much of the yoga
phenomena, until recently denied, have
now been explained scientifically and
can be realized under ordinary
experimental conditions. The so-called
Hatha Yoga is the most widespread in
the European countries at present.
This is a system of yoga in which
devotees engage mainly in doing special
physical exercises that have been
practised for centuries. (p. 108)
In all yoga schools, including Hatha Yoga, special
attention is paid to spiritual purity and self-
discipline. Mental concentration, combined with their
own peculiar forms of self-relaxation, creates
conditions for switching on the autosuggestive
mechanisms and activating the unconscious mental
activity. According to the yogis, mental enlightenment
can be attained through: abstention (yama), culture
(niyama) , posture and exercise (asana), breath control
(pranayama), shutting down feelings and senses
(pratyahara), concentration (dharana), contemplation
(dhiyana) and divine meditation (samadhi). All these
are to be found in Hatha Yoga, but it is the position
(asana) which is most important. Yoga practices are
subject to systematic experimental research before
being recommended for extensive use under present-day
conditions. First it is necessary to investigate the
physical exercises, but under no circumstances should
the psychological aspect be neglected. Not only from
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121
the purely psychological point of view does yoga
manifest many aspects of paraconscious mental activity
in revealing the reserve capacity of the brain, but
also many of the results of the yoga physical exercises
would be unthinkable without the concomitant spiritual
setup. For the time being, the research into yoga is
being directed mostly toward the possibilities of Hatha
Yoga. The present results of this research show that
some of the yoga exercises actually result in
relaxation. The external passiveness, however, is
accompanied in the majority of the yoga exercises with
activation of the nervous, cardiovascular, muscular and
other systems.
In the Suggestology Research Institute, some of
these characteristic features were observed in a study
(together with P. Balevski) of the EEG and pulse
changes of six people doing yoga exercises. These
investigations showed (Lozanov, 1992) that in spite of
the apparent passiveness of the yoga exercises, some of
them considerably burden the cardiovascular, nervous
and muscular systems while others, especially the
savasana, have a calming effect. The savasana
exercise, when developed in a psychotherapeutic system
such as autogenic training, can be of significance as a
starting point for discovering the possibilities of
paraconscious mental activity.
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122
The starting point for the investigations into
hypermnesia or "super-memory" made by the Institute of
Suggestology was provided by Dr. Lozanov's knowledge of
yoga (he is a yogi himself, in addition to being a
medical doctor and psychotherapist) . According to
Ostrander and Schroeder (1976) Lozanov studied
hypermnesia in yogis in Bulgaria and India. He found
(or knew) that hypermnesia is linked to certain
techniques of relaxation and concentration and he
conceived an educational system in which certain yoga
exercises could be used, in the classroom, to induce
super-memory in students learning basic factual
materials (foreign languages, for example). According
to Lozanov (1992) the yogis needed hypeirmnesia to be
able to preserve for future generations a given oral
tradition. Among the Brahmins, for example, gifted
children were subjected at an early age to a special
kind of training which enabled them to develop their
memory and to learn the vast body of ancient teachings
by heart. Certain yogis had, as their sole occupation,
the memorization of sacred writings so that, even if
all ancient books of India were destroyed and only one
yogi remained alive, he would be able to restore the
entire literature from memory.
Since average students would not be able to spend
years on yoga before enrolling in, say, a foreign
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123
language course, Lozanov gave serious thought (both
before and after his visit to India) to which yoga
exercises could be adapted for use in the classroom so
that the students could reproduce, in somewhat modified
form, the super-memory of yogis.
The yoga investigations of Dr. Lozanov and his
staff comprised two aspects : (1) an investigation of
the physical exercises of Hatha yoga and a scientific
measurement of changes in pulse and brain waves that
occurred with each posture or asana; (2) a
consideration of Raja (or royal) yoga with its emphasis
on mental concentration, self-discipline and
meditation. Attention was paid to the ties between
Hatha yoga and Raja yoga, to the links between the
Savasana posture and a state of relaxation, between
certain breathing exercises and a state of mental
concentration. The aim is to accelerate the teaching
of a given subject through suggestion (or auto
suggestion) under favorable conditions of physical and
mental relaxation (auto-relaxation derived from yoga) .
According to Lozanov (1992) mental concentration
combined with a particular form of self-relaxation
creates conditions for activating the auto-suggestive
mechanisms and hence the capacities of the unconscious
(or reserves of the mind).
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For the proper combination of relaxation and
concentration, the slowing down of the pulse and the
induction of the alpha state in which materials may be
quickly absorbed, Lozanov (1992) found that the
Savasana exercise and deep, rhythmic breathing were
required. The Savasana exercise is of significant
importance as an initial point for discovering the
possibilities of unconscious mental activity.
While in a state of relaxation, students are more
suggestible and can receive information more readily--
in the form of "suggestions" coming from the
environment or from the teacher (Lozanov, 1978) .
Meditation
Several writers (Fiske, 1972; Graham, 1972;
Wallace, 1970; Wallace and Benson, 1972) described the
technique for meditation as a simple, easily learned
one, which consisted of having the subject sit in a
comfortable position with eyes closed.
When a person practices meditation, he is
physically rested and psychologically alert, in a state
of deep physical relaxation and expanded mental
awareness, with alpha waves predominating, indicating
relaxation and a reduction of anxiety. Meditation,
therefore, combats the stress which blocks creative
intelligence and spontaneity, and raises the level of
consciousness thereby facilitating later learning. A
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comparison of nonmeditators with meditators by Abrams
(1974) showed that meditators increased their learning
ability. Collier (1973) and Heaton and Orme-Johnson
(1974) found that grade point averages improved after
students began practicing meditation. Fiske (1972),
Levine (1972), and Schultz (1972) attributed benefits
attained from meditation to include increased
alertness, efficiency, energy, enthusiasm,
productivity, creativity, perceptiveness, harmonious
interaction with others, decreased use of drugs,
alcohol and tobacco, and improved physical and mental
health.
Meditation and Suggestopedia both use relaxation
which produces alpha waves. Suggestopedia uses the
relaxed state for the learning period as the teacher
presents the sub]ect material to the students.
Relaxation and Fantasy Trips
Roberts (1974) described a new technique of
relaxation and fantasy trips applied in the classroom
as a part of a new approach to educational psychology,
termed "Transpersonal Psychology," which emphasizes the
altered states of consciousness. A combination of
relaxation and fantasy trips, an easily applied
transpersonal technique, was used to develop the
creative ability of the students. The process began
with self-relaxation of the students, followed by a
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126
stiructured imaginary jouomey relating to the course
content, and concluded with a presentation of cognitive
material for integration with the information already
gained at a preverbal level.
Advantages of relaxation and fantasy trips
included fewer discipline problem, more eagerness to
participate in classes, more enthusiasm for classwork,
and a union of reason with intuition for creative
thinking. Relaxation and fantasy trips have been
described because Suggestopedia also uses relaxation as
a component of learning, with the major difference
being the structured fantasy trip guided by the
teacher, followed by a presentation of the cognitive
material, and Suggestopedia's use of relaxation in
combination with the presentation of course materials,
such as new words in a foreign language course.
Auroville and Suggestopedia
Introduction
Mirra Alfassa formualted the philosophy and
principals of integral education, which she considered
"the ideal" educational system for Auroville. The
primary aim of this educational plan is to balance the
mental, physical, and artistic aspects of the
educational process.
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127
From Auroville's inception, Mirra advocated
relaxation techniques and Hatha yoga and linked
integral education to integral yoga.
However, another important aspect of integral
education is the concept of "freedom"--the freedom of
all involved (parents, teachers, children) to choose
this plan--or reject it! Accommodations have been made
for either choice.
This freedom, along with the emphasis on
relaxation exercises, meditation and yoga, not only in
education but for the entire community, makes it a
receptive environment for learning by the Suggestopedia
Method, which also incorporates these techniques.
Three Approaches to Teaching and Learning
There are three main viewpoints or lines of
approach adopted by the teachers.
Integral Education
There are those who feel that a child should be
left completely free to develop according to his own
capacities and inner directions. This view is more
like what Mirra has said about education and teachers
who take this position try to draw their approach
directly from her writings.
Education and Freedom. In integral education the
principle of education is a principle of freedom; that
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128
is the rules, regulations, restrictions are reduced
absolutely to the minimum. If you compare this to the
way teachers usually conduct the classroom, with a
constant "Don't do this," "You can't do that," "Do
this," "Go and do that," orders and rules, this concept
presents a considerable difference. As Alfassa (1990)
writes :
In schools and colleges everywhere
there are infinitely more strict irules
than what we have here. One doesn't
impose the absolute condition of making
progress, you make it when it pleases
you, you don't when it doesn't. The
progress you will make because you feel
within yourself the need to make it,
and not because it is something imposed
on you like a rule. This progress is
greater because it is something that
comes from within you, and not because
you have been promised rewards if you
do well and punishments if you do
badly. Our system is not based on
this. This is not the practice here.
Usually things are arranged in such a
way that the satisfaction of having
done well seems to be the best of
rewards and one punishes himself when
he does badly; one feels miserable, and
this is indeed the most concrete
punishment he has. Such an educational
process has an infinitely greater value
than one where results are based on an
outer rule. (p. 18)
Integral Education Philosophv. Integral
educational philosophy aims at developing and nurturing
the whole being, recognizing that each individual is a
unique complex of needs and potentialities to be
discovered. In the context of an evolutionary
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educational environment and township committed to
"unending education, constant progress, and a youth
that never ages, such a philosophy recognizes that
integral education is a lifelong pursuit which includes
everyone" (Auroville International Information
Yearbook, 1988, p. 14).
A value-oriented educational philosophy is one
that aims to make possible the discovery and
appreciation of the best in every individual. In the
context of Auroville and its ideals, this implies also
a respect and understanding of all cultural, ethnic,
and national backgrounds, and of all earth-nature as an
evolutionary whole. Only then can true knowledge and
harmony between man and man, and man and nature be
realized (Collaboration, 1988).
The aim of the International Institute of
Educational Research located in Auroville, its research
teams, its fields of experimentation, and the
facilities and programs it has achieved or wants to
achieve in the future, is to further the application of
these educational principles in this unique setting.
Academics
There is another view that more or less stress
must be placed on the subject matter and academics.
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The "Middle Road"
Finally, there is a third majority view (about
80%) held by those who feel there must be a balance
between the two extremes of complete freedom and stress
on academics. It is this balance that the community,
as a collectivity, is continually trying to work out.
One example of how it is being worked out is that
students may choose their subjects of study, but once
they are in the course they must adhere to the syllabus
and methods of the teacher.
The Free Progress System
The advocates of the minority view of complete
freedom are guided by Mirra's ideas and writing on the
Free Progress System. Free progress is progress guided
by the student and not by teacher rules and
regulations. For a system to be truly free progress,
students must be free to choose what they want to learn
and how they want to learn it. They must take charge
of their own education. The teacher is present as a
guide, consultant and general organizer and resource
person. In one scheme, students are asked what they
want to do for the next day and the teacher will
prepare these activities for the students. The
learning experiences themselves must be of a quality
sufficiently interesting, challenging and stimulating
to awaken the enthusiasm of the student. Such an
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approach, calls for much preparation time, but the
reward of seeing the learning accomplishments is
adequate compensation.
Tests are sometimes given and evaluated but only
with the aim of giving students some feedback on how
they are doing, never to give grades. Grades are not
given at any level, or to show who is doing better than
another, etc. This seems to be the true function of
the test according to integral education--a learning
tool instead of a measuring device.
The obstacles to this approach seem to be
completely in the attitude, energy and resourcefulness
of the teacher. It appears a whole new type of teacher
training is needed with an increasing number of model
schools beginning with kindergarten and developing the
Free Progress approach from year to year.
The free Progress System is practiced by only a
minority of teachers who opt for using this method
exclusively and using Mirra's original ideas on
education as a guide. The approach is very much in the
minority in the schools and except for a few teachers
who are actively trying to implement it with their
students, it is not being used to any great extent.
Some teachers also feel that academic education is not
the important thing and what really matters is the
inner development. This development is best achieved
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by being in this school atmosphere with others and here
lies the real value of the school. Others are quick to
point out that the method of education might be an
additional help in effecting this development goal
(Collaboration, 1988).
Free Progress At Transition School
An example of a school which employs the Free
Progress System is Transition School. One of the
greatest obstacles teachers at this school experience
is lack of motivation. This also manifests as a group
situation where an adult and quite a few children want
to proceed along a certain avenue of learning, but one
or two individuals oppose it and thus disrupt the
class. To overcome this obstacle it was decided to
conduct an experiment (a modified Free Progress System)
where each child would be given a 'menu" of all the
possible learning experiences that the adults at
Transition School could offer, and they would be
allowed to choose which subjects, how many hours per
week of each activity, and which adult would be the
guide in that activity.
The teachers met with the parents to present the
proposal and the expected fears were voiced, but in the
end all agreed to try it out. The children were
pleased and enthusiastic about the new system and
eagerly filled in their menus. It was no small task to
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try to satisfy the requests of each child, but for the
most part it was accomplished. The first week was
sorting out and adjusting. It's too early to evaluate,
but some trends are already apparent.
In the first place, almost all the children chose
quite a balanced program (there were a few very
enthusiastic students who wanted seven hours of French
poetry) . Many chose to reduce the number of hours in a
particular subject, but only a few rejected whole
subjects completely.
At the moment the program begins with simple
relaxation techniques, exercises to music, hatha yoga,
dance, folkdance, and various games. From time to time
they play varieties of communication or expression
games, along with ever-popular ones like "Simon Says"
and "Kick the Can."
After six months it was obvious how much this
concentrated bodywork has helped develop an all-school
consciousness. It brings together all ages, groups,
and nationalities in such a way that differences are
either forgotten or appreciated in the enthusiasm of
the activity. Now that the skill level of the staff
has improved, smaller groups will be formed in order to
provide a more personalized approach (Auroville
International Information Yearbook, 198 8) .
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Teaching Methods
In accordance with the philosophy of each school,
the kindergarten years are completely play oriented.
There are both free and guided activities, but it is a
play oriented environment including singing, dramatic
presentation, puppet shows, body movement and more.
Classes in all grades are always small with no
more than 12-15 students and the method used is mostly
student activity centered; however, there is some
traditional lecturing or teacher centered activity.
Methods differ widely among teachers and complete
freedom is given to teachers regarding subject matter
and method. In a subject like mathematics, students do
exercises and problems in their notebooks. Students
may understand the basic principles of various advanced
theorems, but may not work out detailed examples of
these theorems. In the sciences, teachers explain how
to do an experiment and students keep records in a
notebook. The laboratory approach in the sciences is
used almost exclusively allowing students to learn
scientific concepts by discovery. The most advanced
courses in science given in the higher course may be
taught from a more traditional lecture approach. By
any standard the laboratories are very well equipped
with both sophisticated and homemade apparatus for
teaching the sciences.
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It is felt that rote learning makes children dull
and uninteresting; therefore children are not allowed
to learn from a school book that has no relevance to
their daily reality. Learning starts with topics.
In the English language classes the children do
mental gymnastics in English. They start with a story
making round. One line is added after another. The
story gathers in momentum and gains in character,
grammar and expression--until the elephant catches the
giant. After half-an-hour of alert creating, the
children take out their English Workbooks to work
individually and silently.
The Higher Course
When students reach the higher course, about 16
years of age, they are asked to step back to observe
the what, how and why of their future actions. They
have the freedom to pick sub]ects and teachers and to
change at any time during the year or to study a
subject for as little as one period a week or as many
as six periods a week. If students feel at any time
that they would like to drop a course or to change
teachers of the same subject, they may do so. Two
lists are given to students at the beginning of the
year. One list includes all the subjects offered for
study and along side each subject is a list of teachers
who are teaching that subject. The other list is of
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136
teachers. Beside each teacher's name is a list of
subjects taught by that teacher. Students can, at
anytime during the year, change subjects or teachers or
both (Collaboration, 1988).
Evaluation
Evaluations are given 2 or 3 times yearly and
students have a chance to see what their teachers think
of their attitudes, abilities and academic
accomplishments. Certificates are given to graduates
of the school as not giving any recognition would tend
to place too much pressure on the student when
confronted with what to do after graduation. The
certificate is recognized by the government of India
and allows students to enter any University in India
for further study or to obtain work. Students who go
out are highly successful in whatever they do, having
not only an excellent academic education but one that
developed self-reliance along with knowledge
(Collaboration, 1988).
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137
Conclusion
There is a constant "come and go" movement at all
locations. New faces are constantly appearing.
Students graduate and leave, as new ones arrive.
Residents and visitors from around the world arrive and
depart - and sometimes arrive again. This creates a
fertile environment for the exchange of new ideas, and
is especially so with regard to education.
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138
Definition of Terms
Attitude ; One's conception of the value of a
given phenomenon, a conception built up in one's
experience of life.
Desuqqestion: Involves unloading the memory banks
(reserves) of unwanted or blocking memories.
Expectancy: The belief that something is really
about to be achieved or lived through.
Hvpermnesia: Super memory.
Inteqral Yoqa: The best use of all the yogas.
Interests : The direction of the personality's
search for self-realization.
Motivation: The augmented desire or lack of
desire to achieve or live through something.
Needs : Things vitally important to a person.
Reserves : Analogous to human memory banks.
Setup : The inner, paraconscious functional
organization of readiness for a certain type of
activity.
Suqqestion : Involves loading the memory banks
(reserves) with desired and facilitating memories.
Suqqestoloqv: A science concerned with the
systematic study of the nonrational and/or nonconscious
influences that human beings are constantly responding
to.
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Suqgestopedia: A specific set of learning
recommendations derived from Suggestology. The
application of suggestion to pedagogy.
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CHAPTER III
METHODOLOGY
Research Questions
Primary Question
To what degree, if any, does Suggestopedia
increase second language proficiency?
Secondary Question
To what degree, if any, is learning by the
Suggestopedia method faster than learning by
conventional methods?
Hypothesis: There will be a significant
difference in second language proficiency between an
experimental group exposed to Suggestopedia when
compared to a control group traditionally taught.
In addition, the following research questions
related to the problem of the study were posed:
1. Did the experimental group prefer
Suggestopedia over the traditional method of teaching?
2. Did the experimental group find the six
components of Suggestopedia helpful in learning and
retaining material?
3. Did the experimental group find the six
components of Suggestopedia helpful in increasing
motivation?
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4. Did the instructor find Suggestopedia a more
effective tool to use in the classroom than the
traditional method?
5. Did the instructor find the six components of
Suggestopedia effective tools to use in the classroom?
6. Did Suggestopedia, as implemented in the
classroom, actually conform to its underlying
philosophy and approach?
Selection of the Sample
A sample of 20 students was randomly selected and
randomly assigned to either a treatment or a control
group. These were English-speaking Tamil students,
born and residing in an experimental international
community located in South India (100 miles from
Madras) learning the French language for the first
time. Only after classes were established were
students in the experimental group informed as to the
nature of the teaching technique.
Variables
In the design of this study, the independent
variable was the method of presentation of the subject
matter. The treatment for the experimental group was
the combination of relaxation, soft music, suggestion,
and a positive atmosphere.
The dependent variable was a measure of
achievement, using a vocabulary test, on a unit of
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subject matter which was administered at the end of the
treatment period. Lozanov considered vocabulary
testing very accurate in assessing statistical
measurement which is the main reason he experimented
first using Suggestopedia in teaching foreign
languages.
Control variables for which control procedures
were provided are: age, sex, race, place of birth,
residence, socio-economic status, ethnicity, previous
language experience, educational level, motivation, and
location of sample.
Instrumentation
Instruments used to collect the data were an
achievement test over a unit of sub]ect matter, a
Likert type 5-point scale questionnaire to determine
student evaluations by the experimental group, a
teacher essay evaluation of Suggestopedia, and video
tape of a Suggestopedia class.
Data Analysis
The hypothesis, "There will be a significant
increase in second language proficiency for an
experimental group exposed to Suggestopedia when
compared to a control group traditionally taught" was
statistically analyzed using the t-test analysis of
variance to locate the exact significance of difference
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between the two groups based upon the achievement test
scores.
Ratings on the Likert scale questionnaires were
combined to create matrices for ease of analysis.
Design
This research examines the effect of Suggestopedia
on foreign language achievement using an experimental
design.
The Randomized Control-Group Posttest Only Design
is used:
R X O
R O
In this design the pretest can be omitted because
randomization techniques declare that at the time of
assignment the groups were equal.
Research design has two basic purposes : first and
most obvious, to provide answers to research questions
and, second, to control variance (variability).
According to Isaac and Michael (1990) there are a
couple of variances that must be controlled if answers
to research questions are to be valid:
1. Maximize the experimental variance--the
systematic effects of the variable(s) associated with
the research hypotheses. This is done by designing,
planning, and conducting research so that the
experimental conditions are as different as possible.
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emphasizing their importance, as this study strives to
do.
2. Control the extraneous variance--the effects
of other systematic but "unwanted" variables that might
influence the experimental outcomes but are not
themselves the object of study. The most powerful
technique is randomization which controls for all
possible extraneous variables simultaneously.
Internal validity gains strength in this design.
Extraneous variables are controlled. Within-session
variations, however, pose problems. Such variations
involve differences that the experimental and control
groups may experience when they are tested and treated
separately. For example, differences in room
conditions, personalities of the teachers, or wording
of instructions. Solution : Test or treat subjects in
small groups, randomly assigning subjects, times, and
places to experimental and control conditions. The
effects of any unwanted situational factors are thus
randomly distributed allowing them to be ignored (Isaac
and Michael, 1990) .
Differential selection is controlled by random
selection methods, maturation effects occur equally for
both groups, and statistical regression is also
controlled when the same population is randomly
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assigned to groups. (Statistical regression will occur
but it will occur equally with both groups.)
To control for within-session, instrument
differences, it is necessary also to assign mechanical
instruments, in this study a video camera, to
sessions--or preferably to a single session.
Contemporary rivalry may hamper the outcome. If
subjects know they are in an experiment they may react
differently (put forth unusual effort or cooperate to
an unusual degree). Subjects in the control group may
also work harder than before in the attempt to beat the
"special" experimental subjects. Solution: Either
avoid letting the subjects know they are in an
experiment or treat both the experiment and control
groups with equal attention so that they are unable to
distinguish which is which (Isaac and Michael, 1990).
Suggestopedia in the Classroom
The research utilized small classes of students,
who had volunteered for the French language course and
who were expected to attend all classes. No special
equipment was required. Classes were conducted both in
a classroom and outdoors which, due to the heat, helped
to create a positive atmosphere necessary in this
learning method. The small classroom was equipped with
little tables, individual chairs, a desk for the
teacher and a blackboard. The tables and chairs were
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also moved outside or the children sat on the grass or
stood in a circle. Lesson dialogues, mimes, games and
singing were performed in both locations. The textbook
used (in both classes) was Apprenons à Lire by Picard
and Faucher.
Barbar (1969) theorized that people improve their
performance on cognitive tasks when positive suggestion
and explanation of the task has been made to the group.
Therefore, the experimental group received an initial
explanation of the technique for 25 minutes during
which the teacher presented material to demonstrate the
new teaching method and a practice relaxation period
for an additional 25 minutes. The introduction
included an explanation of the suggestopedic process,
and an opportunity for students to ask questions. The
second half of the class period was devoted to a
practice relaxation session which began with deep
breathing exercises. The relaxation tape was played
with 10 minutes of relaxation instruction. The
students were given another opportunity to ask
questions and to make comments at the close of the
demonstration period.
The voice of the teacher varied from businesslike
and commanding to soft and calm using a special rhythm
and intonation to reinforce the material. During singing
sessions the teacher tapped on the desk in accordance
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147
with the rhythm of the music. The teacher made
corrections in a positive rather than negative manner,
suggesting to the student that he was capable and could
communicate spontaneously in the foreign language, to
increase self-confidence of the student and to create an
encouraging atmosphere in the classroom.
The classes met 6 days a week, for 1 hour each
day, with review over previous material, presentation
of new material, and a relaxation session. These
classes were scheduled for 3 weeks. The emphasis was
on practical knowledge of the French language,
utilizing speaking, writing, reading, and translation.
The review of previously learned material
consisted of a conversation between the teacher and
student who reacted spontaneously to given situations.
Each student was given a new name and role to encourage
the removal of inhibitions in the use of the foreign
language and to benefit from the practical use of a
foreign language in a "human setting." The students
were encouraged to react spontaneously and to use the
foreign language in dialogue with the teacher.
The second part was a presentation of new material
entirely in the French language using dialogues and a
precise rhythm and situation based on "real life" with
the student describing what he saw around him. During
the second phase, the teacher presented new words and
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148
phrases, with variation of tone of voice with each word
or phrase. The teacher tried to communicate the
meaning of the word by the tone of voice and "command"
that it be remembered. The new material had been
reinforced before the students practiced the use of the
foreign language by describing what they saw (chair,
table, window, etc.). They also presented simple plays
to the class. An effort was made to provide a relaxed,
positive, and anxiety-free atmosphere.
During the third part, the relaxation tape was
played (Appendix A). The deep breathing exercises were
seen as being an essential component of the
suggestopedic method. For that reason, an effort was
made to select breathing exercises which were more
likely to produce alpha waves during a relaxed state of
consciousness. Lozanov found the inhalation,
retention, exhalation process, or Complete Breath, to
be the most effective of the breathing exercises to
attain a relaxed state of consciousness. For the
relaxation tape, the Complete Breath was selected for
use based upon his biofeedback information.
The instructional format was the same for the
entire course except at the final class the relaxation
phase was omitted in order to administer an objective
vocabulary examination covering all the material
presented (similar to that given to the control group).
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A short questionnaire was given to the experimental
group for student evaluation of the effectiveness of the
technique (Appendix B) . The teacher was asked for an
evaluation of the technique (Appendix C).
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CHAPTER IV
FINDINGS AND DISCUSSION
Hypothesis
The following null hypothesis was formulated in
order to answer the questions raised by the problem of
the study:
There will be no significant difference in foreign
language proficiency between a control group
traditionally taught and an experimental group exposed
to Suggestopedia.
Subjects
The sub] ects used in this study were assigned
incidentally to French classes that made up one
experimental group and one control group. The
experimental group consisted of 10 subj ects: 2 males
and 8 females. The control group had 10 subjects: 6
males and 4 females. The 20 students, ranging in age
from 7 years to 11 years, were randomly assigned to
either the experimental or control group. The two
groups were equal on control variables, as would be
expected by using random assignment of subjects.
Two teachers were utilized in the study who were
experienced in the teaching of French and who were
informed about the experimental project. The teacher
of the experimental group had previous training and
experience in the suggestopedic technique. The
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dependent variable examined was performance on a unit
of sub]ect matter. At the end of the treatment period
both groups were administered a 20-word vocabulairy test
in the regular class period by their respective
teacher.
Treatment of Data
The instruments used to collect the data were a
vocabulary test over a unit of subject matter, and
questionnaires for student and teacher evaluations.
The student evaluation questionnaire was analyzed using
a 1-4 Likert scale. The teacher and student
evaluations were utilized to answer the related
research questions. An overall comparison of groups
was accomplished by single classification of analysis
of variance. The null hypothesis was statistically
analyzed using the t-test to locate the exact
significance of difference between the group means
based upon the achievement test scores. In this study
the level of significance was set at .05 for the test
of the null hypothesis. Analysis and interpretation of
the results follows.
Results
When analysis of variance was applied to the
achievement test scores by treatment groups, a
significant F value was found below the .05 level as
shown in Table 1. There are, therefore, significant
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differences between the scores attained by the
experimental and control groups. To determine the
difference between the groups, the t-test was employed.
The experimental group achieved higher test scores than
the control group.
TABLE 1
ANALYSIS OF VARIANCE FOR TEST SCORES
BY TREATMENT GROUPS
(N=2 0)
Treatment Group N Mean S . D . S.E.
Experimental 10 17.2000 2,0976 . 6633
Control 10 11.2000 8.3905 2.6533
Total 20 14.2000 6.7011 1.4984
Source of Criterion Variable: Achievement Test Scores
Variation SS MS df
Between Groups 180 .000 180.000 1
Within Groups 673 .200 37.400 18
Total 853 .200 19
F = 4.813 Significance = .05
Table 2 shows the variable means comparison
between the experimental group and the control group,
The achievement test scores were significantly
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different at the .05 level in favor of the experimental
group (.04 < .05) .
TABLE 2
EXPERIMENTAL GROUP AND CONTROL GROUP
VARIABLE MEANS COMPARISON
Variable Group N Mean S .D. t df Significance
(2-tailed)
Test E 1 n 17 .2 2 . 0976
-2.194 18 . 04
Scores C 10 11.2 8 .3905
Discussion of Hypothesis
The null hypothesis, which stated that there would
be no difference in foreign language proficiency
between a control group traditionally taught and an
experimental group exposed to Suggestopedia was
rejected. There was a significant difference in the
achievement test scores in favor of the experimental
group.
Results of Student and Teacher Evaluations
(For students' answers to the
questionnaire see Appendix B. )
The response of the students to the question on
preference of technique showed 2 0% preferred the
traditional method of teaching and 80% preferred
Suggestopedia. The student responses ranged from a few
not liking the method to most preferring this technique
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over others. Some students (3 0%) found they became
sleepy during the relaxation process. Others (20%)
found the environment distracting because of other
students who were making noises during the relaxation
process.
When asked if Suggestopedia was helpful in
learning and retaining material, 3 0% reported they did
not find it helpful while 70% found it helped. A few
(20%) of the students felt it was a waste of time, not
helping learning or comprehension, and were glad to
have it over. A majority of students (8 0%), however,
reported it was very interesting, and found it easier
to memorize words and phrases.
All the experimental group (100%) responded to the
question about classroom atmosphere in a positive
manner, especially the use of games and singing as
aides in learning. The few comments made by the
students who liked the method stated there was more
enjoyment of the classes.
When asked if she thought that Suggestopedia was
more effective than the traditional method, the teacher
answered she thought it was more effective especially
for those who lacked self-confidence, although she did
not think it was necessary for the relaxation session
to include a listening review reinforcement,
presentation of new material, or a meditation.
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Discussion of Research Questions
The first question, which asked if the
experimental group preferred Suggestopedia over the
traditional methods, was analyzed on a percentage basis
of the student evaluations. The results showed a clear
preference for Suggestopedia.
The second question, which asked if the
experimental group evaluated Suggestopedia as being
helpful in learning and retaining material, when
analyzed showed conclusive agreement as to the
helpfulness of Suggestopedia.
The third question, which asked if the
experimental group found Suggestopedia helpful in
increasing motivation, received a positive response
with most (80%) thinking it helped. There were only a
few (20%) who reported that they thought it resulted in
a more negative response. There is some indication
that Suggestopedia improves classroom motivation,
especially when the positive teacher evaluation is
taken into consideration.
The fourth question, which asked if the instructor
evaluated Suggestopedia as more effective than the
traditional methods, received a favorable response from
the instructor. She believed it to be effective and
planned to continue to use it in the future, but only
for language instruction.
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156
The fifth question, which asked if the instructor
found the six components of Suggestopedia effective
tools for use in the classroom, was answered in the
affirmative with a suggestion for one needed change in
order for it to be more practical--the elimination of
meditation.
The sixth question inquired whether Suggestopedia,
as implemented in the classroom, actually conformed to
the principles of this approach. According to a video
taped session, the instructional procedures closely
followed Lozanov's directions. However, according to
the teacher, there was one exception--no listening
review reinforcement/meditation took place during the
"concert session."
Student answers to almost all the questions gives
an overall strong approval rating. That the teacher
appeared comfortable using Suggestopedia, inspired
confidence and a desire to learn also received strong
approval ratings could have affected the overall
outcome of the questionnaire in a positive manner.
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157
CHAPTER V
SUMMARY, RECOMMENDATIONS AND CONCLUSION
Summary
Suggestopedia
Suggestopedia is basically a technique combining
memory expansion and relaxation. When a person is
exposed to Suggestopedia, he is in the waking state and
in a state of awareness, while attempting to reach the
unknown reserves, powers, and abilities of the mind.
The conscious limits of the mind are bypassed to open
up reserve powers of the mind and to develop the
intuitive and perceptive nature of the mind.
The student attains a meditative state to increase
concentration while reducing stress and anxiety. The
relaxation technique frees the mind of distractions,
which hamper learning, to act as a sponge soaking up
new material. The student does not consciously
participate in the learning process as in the ordinary
way of memorizing. Memorization and learning are
approached through a perceptive intuitive means, on the
periphery of the mind where assimilation occurs more
easily as material is presented by the teacher.
Suggestion, which exists in all human conditions,
is used to develop the functional reserves of the human
psyche via the unconscious mental activity by
presenting the suggestion during the state of "mental
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158
relaxation" (concert pseudopassiveness).
Suggestopedia uses pseudopassiveness based on
relaxation, creating an alert state of mind, with the
antisuggestion barriers lowered, to increase the
receptiveness of suggestions. The student is alert and
relaxed, possessing adequate motivation to increase
memorization.
To protect the person from receiving too much
stimuli from the constant flow of suggestions from the
environment, antisuggestion barriers have been
established. There are three antisuggestion barriers :
the critical-logical barrier which rejects all that
does not make a logical impression, the intuitional-
affective barrier which rejects all that does not
create a feeling of confidence and security, and the
ethical barrier which rejects all that contradicts the
principles of the individual. To bypass these barriers
or to comply with the barriers, the calm and relaxed
state utilizes the unconscious mental activity in an
intuitive perceptive manner.
Relaxation
Relaxation is a basic component of Suggestopedia,
creating an anxiety-free atmosphere to reach, the
reserve power of the mind.
Music aids relaxation, because it quiets the mind
and the inner mental noise. Effortless relaxation
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employs slow, rhythmic breathing to quiet emotions and
to avoid the shallow breathing of a person who is
tense, anxious, or under emotional strain. As the
students relax, they become more susceptible to
suggestion as the "mental censor" is off guard, and
become more aware of the unused resources and strength
upon which they could draw to release the reserve
capacities, powers, and abilities of the mind.
The process of breathing slows as the students
become more absorbed in deep thought and meditation.
Regulation and harmonizing the breathing is the
technique used to reach the unlimited power of the
mind, to increase concentration, and to avoid the
shallow and irregular breathing indicative of anxiety,
tension, and lack of concentration. As the breathing
becomes rhythmical, the state of consciousness changes,
with the student acting as a spectator, watching the
mind's procession of thoughts, without an attempt to
restrict or control those thoughts.
Suggestopedia increases learning by combining
memory expansion and relaxation to bypass the
antisuggestion barriers to reach the unknown reserves,
powers, and abilities of the mind.
Suggestopedia uses the relaxed period to open the
unconscious mental activity to absorb the new material.
Music is necessary while presenting new material. The
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160
role of music in Suggestopedia is to support the
learning process and to act as a medium to activate the
subconscious. As gentle, soothing background music is
played, the teacher presents the new words and phrases
changing tone and rhythm, while the students relax,
absorbing the material in an intuitive perceptive
manner. While the students are still in the relaxed
state, the teacher also acts out new material as
background music continues to play. The students are
instructed to listen to the music as they assimilate
new material.
A foreign language course was taught in 3 weeks,
emphasizing a practical knowledge of the French
language. The students were encouraged to use the
language spontaneously to discover that learning was
pleasant, effortless, and retainable.
Area of Study
The basis of this research was to explore the use
of Suggestopedia, as developed by Lozanov, in a
classroom located in Auroville, India for the purpose
of exploring the possibility of its use in increasing
second language proficiency. Two groups composed of a
total of 2 0 subjects were used. The treatment
consisted of practice and tests over old materials, the
presentation of new material, and the relaxation
session.
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161
After 3 weeks of treatment, the two groups were
administered a vocabulary test over a unit of subject
matter. The results of the achievement test scores
show a significant difference between the experimental
group and the control group in French language
proficiency.
Triangulation is the use of several different
research methods (such as achievement plus attitude) in
the same research proj ect.
According to Isaac and Michael (1990) research
that looks at achievement or skill outcome should be
combined with, for example, attitude (questionnaires,
interviews). They further state that "the
triangulation of measurement process is far more
powerful evidence supporting the proposition than any
single criterion approach" (p. 92).
After completing the foreign language study using
the teaching method Suggestopedia, the 10 students were
given a questionnaire to determine their attitude
toward the technique. Also, an evaluation letter of
this teaching method was submitted by the teacher.
Both evaluations strongly approved the use of
Suggestopedia.
This study indicates that Suggestopedia does make
a difference in increasing language proficiency.
Further research in Auroville is needed to perfect this
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1 6 2
method for their classrooms. Recommendations include
the use of a similar study conducted by another
qualified Suggestopedia teacher using all the tools of
concert pseudopassiveness--music, relaxation, and a
listening review reinforcement/presentation of new
material during a meditation.
Conclusions
Based upon the results of this study the following
conclusions were reached:
1. Suggestopedia does increase learning
proficiency in a French foreign language class as shown
on a unit test.
2. There is a need for an additional study to
utilize the concert pseudopassiveness techniques more
efficiently.
Re c ommenda tions
Based upon the results of this study, a video
taped session, and teacher and student responses,
several recommendations for future research and
application are offered. Future research needs to be
done using concert pseudopassiveness.
In concert pseudopassiveness, not only do the
students listen to the tapes of classical music and
yoga breathing exercises while they relax, but also, as
the music plays, the teacher reinforces the old
material by saying the word or phrase in French. The
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163
next session, with students still in the relaxed state,
consists of two parts, active and passive, when new
material is presented. The acted-out dialogues are
presented varying the tone and rhythm and repetition of
the material by the teacher, coordinating sound and
printed word with a background of calm music with the
student relaxed in a state of pseudopassiveness.
During the active part of the session the student
"watches" the printed word or phrase which had been
grouped by threes and spoken by the teacher using a
different intonation with each phrase. The teacher
tries to communicate the meaning of the word by the
tone of voice and "command" that it be remembered.
During the passive part or "concert" part, the student
listens to the music as the teacher acts out the
dialogue or reads the material to be memorized in
rhythm to the music, while the student is encouraged to
imagine the scene or repeat to himself the foreign word
or phrase, or "inner speech," which Lozanov considered
important to learning.
An effort is made to provide a relaxed, positive,
and anxiety-free atmosphere in the classroom. The
student is relaxed, passive, completely awake,
unresisting, and in control of himself with alpha waves
predominating to intensify concentration, memorization,
and learning. The student is not listening to the
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164
teacher as new words and grammar are presented each
session, but is absorbing the material in an intuitive
manner while listening to the music. The student
relaxes, breathes easily, deeply, and listens to the
music until the end of the passive phase.
The new material has been reinforced three times
before the students go "into the streets" to practice
the use of the foreign language by describing what they
see. They also present simple plays in the French
language to the class.
The teacher was fully trained in Suggestopedia
techniques (including concert pseudopassiveness) by
Fany Safaris both in Auroville and at the Ecole
Française de Suggestopaedia, located in Paris, France.
Although Lozanov states that concert pseudopassiveness
is central to Suggestopedia, the teacher came to the
conclusion that since new words are memorized much more
easily in childhood than in adulthood, without strain
or unconscious effort, and the memorization process in
childhood itself is largely an unconscious one, it was
not necessary to include concert pseudopassiveness in
this class. There is no statistical data to confirm
her conclusion. Also, in the opinion of the teacher,
it is not possible to teach children meditation (a
necessary component of concert pseudopassiveness)
because they are too restless. Yet this goes against
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1 6 5
the very core belief in Auroville. For example, there
is no organized religion--no churches, synagogues,
mosques or temples--only a large meditation hall
located in the center of Auroville, indicating its
primary importance to the community.
Sometime during the experimental class a few older
Tamil students started attending sporadically.
Although, according to the teacher, they only came
occasionally, there is no way of knowing how their
presence affected the other students or the outcome of
their test scores. (This did not occur in the
traditional class.) In an additional study only
regular class members should be allowed to attend. In
both groups the 20 core students had perfect
attendance, which is essential for obtaining accurate
results.
Immediate operational changes in future
application of Suggestopedia should be evaluated in
terms of environment, equipment, composition and length
of classes. The recommended equipment for future
research should include a variety of tapes and music
with different rhythms and type, especially Indian
music. More materials need to be developed to include
games, dances, songs, and plays in the foreign
language. Classes should be conducted for longer
periods of time.
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166
Another major recommendation for organizational
change is in the composition of the classes. Those
students who were not interested in the technique
disturbed the other students who were relaxing. These
students needed more extensive training in the
relaxation process at the beginning of the treatment.
More preparation time is needed for the material used
in the classroom.
In the classic experimental design used in this
study (Randomized Control-Group Posttest Only), all
variables of concern were held constant except a single
treatment variable which was deliberately manipulated
or allowed to vary. While the experimental approach is
the most powerful because of the control it allows over
relevant variables, it is also the most restrictive.
Do the results allow valid generalizations to
other persons and studies? Are the subjects
representative of the population? Can the claim be
made that the effect which X had on the subjects will
be the same for other members of the population who do
not participate in the experiments?
Since there has been little statistical research
done on the effects of Suggestopedia in foreign
language proficiency, this study deliberately included
only English speaking Tamil students, all born and
living in the same community, with similar socio-
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167
economic backgrounds. Consequently, the answer to all
the above questions is, "No." This particular
experiment does not control for the interaction of
selection and X. Solution: To replicate the
experiment in the future when both groups will contain
students from various ethnic backgrounds.
Suggestopedia applied to some of these suggested
areas opens up many new areas for research. Variations
on the design would indicate how to modify the
technique for its most effective use in Auroville.
This study was just a beginning into research on
Suggestopedia as applied in a classroom.
Future research could also be done in other
subject areas such as history, math, science, and
various foreign language levels. Materials would need
to be developed to be used with each subject area.
Lozanov advised using Suggestopedia with all subj ects.
Teacher bias and methods of presentation of
subject matter are areas to be researched. There is a
need to determine if the method of presentation using
Suggestopedia is the effective variable or if it is the
relaxation process which makes the difference, or if
both are, in fact, needed for best results. Teacher
training seems to be crucial in order to develop skills
and enthusiasm for the technique. Loznov suggests an 8
hour, 21 day course.
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168
Another area of research using longitudinal
techniques is the retention of subject matter after the
course is completed. Does Suggestopedia increase the
amount of retention of material over a longer period of
time? This approach needs to be tested for
effectiveness at various achievement and ability levels
to determine which level students are helped the most
by Suggestopedia, or if there is a difference. If
Suggestopedia helps the students who usually fail, a
class could be organized to discover if Suggestopedia
does make a difference. Suggestopedia could be used
with underachievers who do not function well in the
traditional classroom setting.
Different age groups could be exposed to
Suggestopedia from the elementary students to older
adults learning a new skill. Another possibility would
be the application of Suggestopedia in classes composed
of students with attention deficit disorder.
Hyperactive students would benefit from the calming
effect of Suggestopedia, which could possibly increase
learning efficiency with this group. This would be
another area for research as would other groups with
special handicaps and Suggestopedia. Whenever an
individual is hindered by anxiety, especially in a
learning situation, Suggestopedia could be considered
for use.
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A comparison could be made to determine if certain
personality types learn more with suggestopedia
techniques than other personality types. A personality
profile could be made for each subject and then
analyzed with achievement results to determine if some
types benefited more than others. Lozanov employed
Suggestopedia in psychotherapy before education. This
opens up a whole new area for research.
Auroville and the World
Although Auroville is a sparsely settled township,
planning is not haphazard. There are four designated
zones (cultural, industrial, international and
residential) surrounded by a large Green Belt (the food
producing area).
The schools also tend to reflect these areas. For
instance, Ilaignarkal and Isaiambalam schools near the
Green Belt are both small with a homogeneous student
body similar to some rural schools in developed
countries, and most village schools in developing
countries. The kindergarten. Transition and Last
School in the cultural zone, on the other hand, are
larger with numerous buildings, and a heterogeneous
student population. Their classrooms resemble those of
any multi-ethnic, urban school.
Although Auroville is an experimental community,
innovation is not always easily accepted. The
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170
introduction of new ideas or methods in education has,
from the beginning, often failed to achieve a
consensus. Parents of students come from all over the
world with widely divergent backgrounds, and have
equally widely divergent ideas of what type of
education their children should have. Some parents
want something radically unstructured and free; other
parents want, on the contrairy, an extremely structured
and disciplined school. By and large, their own
backgrounds determine their views. This also applies
to teachers. There is no universal teacher training
program. Standards all over the world differ. In
France they need to know this, in India that, in the
U.S.A. something else. Teachers also bring their
educational systems with them to Auroville.
Auroville is a microcosm--a little world--in the
larger world. The main difference is that in Auroville
there are no "religions" and it was founded on the
principles of meditation and yoga. Since these are
major components of Suggestopedia, breaking old
barriers should be easier to achieve.
Auroville's schooling has started to look beyond
Auroville's borders. Teachers and students from all
over the world come to study some time in Auroville. A
students' hostel has been built. These are considered
building blocks for an international school of the
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171
future. There is also a project to create a Centre for
Tamil Studies, as many Aurovilians have expressed great
interest in learning this language.
Combining teaching Tamil using Suggestopedia
(which is an accelerated method of learning) , with the
goal of passing on its results to visiting educators,
would be one way of opening the practical application
of Suggestopedia to the world where, if necessary, the
terms "yoga" and "meditation" could be replaced by
"quiet time," in implementing Loza.nov's concert
pseudopassiveness.
Conclusion
More questions were raised by the study that need
to be examined. The Suggestopedic technique is so new
that more research is needed to discover how well it
works and how to apply it most efficiently for the most
effective results. Areas to be explored using
Suggestopedia are dependent upon the imagination.
There are so many possibilities for future research in
all phases of Suggestopedia, which could challenge our
concepts about the whole learning process. As in other
areas of research in Auroville, the results are to be
shared with all those interested, not just in India,
but worldwide.
Auroville was conceived as an experimental
community. Alternative and innovative research in all
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172
areas were to be conducted, component and the results
shared. However, the experimental component was to be
accompanied by and centered in mediation and yoga. As
a constant reminder the large, globe-shaped meditation
hall was laboriously and patiently built, almost from
Auroville's inception, as its outward symbol. Still
today, for the most part, meditation and yoga do not
appear to be a daily practice. They play only a
limited role in the education system, but what better
place to teach and incorporate its use, for both
children and adults, than in the schools?
Is Suggestopedia the solution to language
communication in Auroville? Perhaps it is the best way
to accomplish the "Tower of Babel in reverse" envisaged
by Mirra many years ago. It surely is the only answer,
so far, that incorporates the central philosophy of
Auroville in both thought and action.
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Bibliography
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recall: a pilot study comparing transcendental
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the Lozanov system revisited. The Educational
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Graham, E. (1972, August 31). Transcendent trend:
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APPENDIXES
A. TRANSCRIPT OF RELAXATION TAPE
B. STUDENT PROJECT EVALUATION QUESTIONNAIRE
C. TEACHER EVALUATION LETTER
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177
APPENDIX A: TRANSCRIPT OF RELAXATION TAPE
BEGINNING
Time Elapsed: 10 minutes
To begin these exercises assume a position with
both feet flat on the floor, hands on your lap and
start relaxing. Deep, regular breathing will help you.
So as I count from 1 to 5 inhale deeply in rhythm with
my count, and as I count from 10 to 1 exhale slowly
again in rhythm. Inhale 2--3--4--5. Exhale 9--S--7--
6--5--4--3--2--1. (4 cycles) O.K. you're becoming very
relaxed. Very comfortable from the top of your head to
the tip of your toes. Now--look up toward your
eyebrows--let your eyelids close slowly--take a deep
breath--exhale--and relax. Concentrate on the
sensation of floating, floating, floating, right down
through the chair. I'm going to count backwards from 5
to 1 and at each count allow yourself to relax more and
more deeply, more and more completely. You will find
this a very pleasant and welcome sensation. If you
practice this each day in the quiet and solitude of
your own room you will receive considerable benefit and
satisfaction from it. Ready--5--more and more relaxed-
-4 --going deeper, deeper--3 --floating downward, more
and more relaxed--2--l. Now take a deep breath and
relax even more deeply. Let's repeat this just one
more time. I'll count backwards from 5 to 1 again and
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178
at each count allow yourself to relax as deeply and
completely as you are capable of doing. Ready. 5--
more and more relaxed--4--going deeper and deeper--3--
floating downward very calm, very relaxed- -2 - -relaxing
more and more--and 1. As you become more and more
relaxed physically and mentally you experience a
feeling of well being and optimism that allows you to
absorb new ideas more easily and to retain them more
readily. Now I'm going to count backwards from 5 to 1
and while you maintain your body relaxation and even
deepen it, allow your mind to become very calm, very-
tranquil, eliminating any discordant thoughts that
might intrude. O.K.--5--very calm and peaceful--4--
relaxing physically and mentally--3--floating downward,
very tranquil--2--more and more relaxed, very calm and
peaceful feeling--and 1. Now--I'm going to count
backwards from 5 to 1 again and at each count you will
relax even more and become even more receptive to new
ideas and new material which will be presented to you.
Ready? 5--more deeply relaxed physically and mentally-
-4--going down floating down very peacefully--3--very
relaxed, very calm--2--very pleasant feeling of
floating and relaxing--and 1. You are now at a level
of altered awareness which allows you to be at your
creative best. Very relaxed, very calm, very
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179
receptive. As you savor this most pleasant state of
mind repeat the following statements to yourself.
I, and only I, have control over my
senses and faculties. If I am called
or in case of emergency I can respond
immediately and effectively. (Repeat
once)
Now repeat this idea to yourself.
Every day in every way I am getting
better and better and better. (Repeat
once)
Now ponder this idea. I can allow
myself to become absorbed in the
presentation of new ideas and new
material and eliminate all distracting
or disturbing thoughts. (Repeat once)
In the future if you have any difficulty in recalling
any material which you have learned simply do this.
Take a deep breath, exhale slowly and say to yourself
"relax." You will find that what you are trying to
remember will return much more readily. Now I'm going
to count from 1 to 3. At the count of 3 let your eyes
open but retain your relaxed and tranquil feeling and
maintain your state of altered awareness for the next
few minutes while your instructor presents new and
interesting material to you. Ready--1--2--3. Let your
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180
eyes open--everyone--and listen with great interest and
attention.
Time Elapsed: 10 minutes
Music for approximately 15 minutes (Strauss's
"Metamorphosen" or Haydn Quartet in D)
Time Elapsed: 25 minutes
O.K.--everyone--let your eyes close, take a deep
breath, exhale slowly, relax, and let what you have
just learned sink in deeply and indelibly. (Pause)
All right. Now I'm going to count from 1 to 5. At the
count of 5 let your eyes open and be in your normal
state of awareness, refreshed, alert and feeling very,
very good, better than you have in a long time. Ready-
-l--more and more awake--2--more alert--3--coming out
of it now--4--returning to your normal state of
awareness--5--open your eyes everyone, feel very good,
veiry refreshed and let this feeling persist for some
time to come and that is the end of this session.
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181
APPENDIX B : QUESTIONNAIRE
Ratings are coded on a 1-4 Likert scale and scores
are determined additively (SA=4, A=3, etc.) so that
high scores represent high acceptance.
INSTRUCTIONS
Beside each of the statements below indicate
whether you Strongly Agree (SA), Agree (A) , Disagree
(D) , Strongly Disagree (SD) . Place a check mark or an
X in the box beside the appropriate answer.
RESULTS
The results below are the ten students'
cummulative responses to each question.
1. Suggestopedia is preferable
over the traditional
method................. SA(8) A( ) D(2) SD ( )
2 . Suggestopedia increases
learning and retention
of material............SA(7) A( ) D(l) SD(2)
3 . Suggestopedia makes it
easier to memorize
words and phrases..... SA(8) A ( ) D(2) SD ( )
4. A quiet classroom makes
learning easier....... SA( ) A (2) D( ) SD (8)
5. Using games makes learning
more enjoyable.........SA (10) A ( ) D ( ) SD ( )
6. Music is a distraction.... SA( ) A ( ) D ( ) SD(10)
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182
7 . Relaxation and suggestion
techniques facilitate
learning...............SA(5) A( ) D(5) SD { )
8. To dramatize material
gives it more meaning. . SA (10) A( ) D( ) SD ( )
9. Music is an aid in
learning...............SA(10) A( ) D( ) SD ( )
10. The teacher appears
comfortable using
Suggestopedia
techniques............ SA (10) A ( ) D ( ) SD ( )
11. Suggestopedia is more
effective than the
traditional method in
increasing motivation..SA(8) A ( ) D(2) SD( )
12. Suggestopedia creates a
positive classroom
atmosphere.............SA (10) A ( ) D( ) SD ( )
13. Meditation is relaxing.... SA (8) A ( ) D(2) SD( )
14. Teacher attitude affects
student motivation....SA (10) A ( ) D( ) SD ( )
15. Varying the tone and
rhythm of presented
material helps avoid
boredom................ SA (10) A ( ) D( ) SD ( )
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183
16. Listening to music helps
concentration..........SA (10) A( ) D( ) SD ( )
17. Bright colors in the
classroom aid student
motivation............. SA (10) A ( ) D ( ) SD ( )
18. The teacher inspired
confidence and a
desire to learn........SA (10) A ( ) D ( ) SD ( )
19. Giving students a new
name and a new life
story makes everyone
seem more equal SA (10) A ( ) D ( ) SD ( )
20. Suggestopedia should be
used in teaching other
subjects...............SA(8) A ( ) D (2) SD ( )
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184
APPENDIX C: TEACHER EVALUATION LETTER
Dear
I am appreciative of your participation in this
project. For purposes of input into the study, would
you write a brief report of your evaluation of the use
of Suggestopedia in the classroom?
I am interested, not only in your observations of the
specific condition of classroom teaching, but your
feelings about the general and specific factors during
the project. Therefore, I am not as interested in
documentation as evaluation and use of any comparison
or contrast that help to explain your view of the
project. While there is no formal outline of such
evaluation, I would appreciate your including comments
on the following topics :
1. As an instructor, did you find the
suggestopedic approach more or less effective
than the traditional teaching methods? In
what way?
2. Did you find Suggestopedia effective for use
in the typical elementary classroom? What do
you see as practical limitations?
3. Would you like to continue to use this
method?
4. Under what circumstances or conditions do you
see Suggestopedia as most helpful in
promoting classroom learning and retention?
Please make any additional comments on this project.
Thank you again for your participation in this project.
Sincerely,
Margaret Clark
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University of Southern California Dissertations and Theses

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Asset Metadata

Creator Clark, Margaret Lou (author)

Core Title Auroville: Problems in language communication. Is Suggestopedia the solution?

Degree Doctor of Philosophy

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag education, curriculum and instruction,education, language and literature,OAI-PMH Harvest

Language English

Contributor Digitized by ProQuest (provenance)

Advisor [illegible] (committee chair), [illegible] (committee member), Rideout, William (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c17-438714

Unique identifier UC11353601

Identifier 9933717.pdf (filename),usctheses-c17-438714 (legacy record id)

Legacy Identifier 9933717.pdf

Dmrecord 438714

Document Type Dissertation

Rights Clark, Margaret Lou

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA