Desuggestopedia - The Reduction of Psychological Barriers

Essay, 2005

5 Pages, Grade: 2,0



1. Introduction

2. Reduction of psychological barriers

3. Conclusion

4. Bibliography

1. Introduction

Children learn at a different speed and rate. There is a huge variety of different teaching methods. One of these methods is invented by Georgi Lozanov. His desuggestopedia theory believes in the power of students’ feelings and puts the main focus on them. “The reason for our inefficiency [...] is that we set up psychological barriers to learning: We fear that we will be unable to perform, that we will be limited in our ability to learn, that we will fail.”[1]

At first the change of the name has to be explained. The originator documents his theories on his present homepage:

[...] some not qualified person understood suggestion as a kind of hypnosis. But now with the term desuggestion it is easier to understand that it is not possible to think about hypnosis in suggestopedia. Only freedom of personality, inner freedom.[2]

These are the reasons for changing the name. The only cause were the feelings and ideas of the people who deal with this term. The task of desuggestopedia is to help students to eliminate negative feelings. They do not have to be afraid of answering questions or being unsuccessful. Moreover, they should feel free in the whole learning process.

I agree with the opinion of this method that the reduction of mental barriers causes a strengthened self-confidence and prevents students from thinking about the fear of failure and this leads to a better attitude for learning.

With the help of the information and observations from the Diane Larsen-Freeman book I will present how the “psychological barriers”[3] vanish.

2. Reduction of psychological barriers

The reason for reducing these barriers is the positive effect of eliminating the students’ anxieties in the learning process of the target language. This is one of the most important principles of the Desuggestopedia method.

Suggestopedia frees the reserves of mind (deprogramming, desuggesting) constantly keeping the GOLDEN PROPORTION and the active LOVE to the human being. It can be seen in the whole structure of the method and the attitude of the teacher. The other means - changing the names and professions, funny games, classical art, aesthetics, songs, laughing, etc. are only orchestrated from time to time, but they are included in the same system of golden proportion and love as well.[4]

Dr. Lozanov mentioned that respect and trust are the most important feelings the students have to have according to their teacher. Although he or she is the authority in class, this fact does not allow him/her to be rigid or to ignore students’ feelings. The teacher wants to reach goals with his/her students like the use of everyday communication in the foreign language. Therefore he/she tries to encourage the students to use more of their mental power. The conscious of the students is activated by some techniques for example singing and dancing to an easy song. They need confidence for learning the new language. “Once the students trust the teacher, they can feel more secure. If they feel secure, they can be more spontaneous and less inhibited.”[5] One opportunity to create this security is that the environment radiates relaxation. The classroom has to be bright and cheerful with posters on the walls changing sometimes. Another way to create a feeling of security is to allow the students to invent new identities with a whole biography. If they do not talk about themselves but about foreign parts makes it easier for the students to speak more freely and fluently. This situation helps everyone to relieve their feelings and to feel more comfortable in the group. The way the teacher evaluates the work of each student is another positive aspect in this method. There are no written tests or oral examinations during the course they get the results for their “in-class performance”[6].


[1] Diane Larsen-Freeman, Techniques and Principles in Language Teaching (Oxford: University Press, 2000), p. 73.

[2] - last visit: 8.10.2005.

[3] Diane Larsen-Freeman, op. cit..

[4] - last visit: 8.10.2005.

[5] Diane Larsen-Freeman, Techniques and Principles in Language Teaching (Oxford: University Press, 2000), p. 81.

[6] Diane Larsen-Freeman, op. cit., p. 83.

Excerpt out of 5 pages


Desuggestopedia - The Reduction of Psychological Barriers
University of Paderborn
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ISBN (eBook)
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desuggestopedia, reduction, psychological, barriers
Quote paper
Theresa Roth (Author), 2005, Desuggestopedia - The Reduction of Psychological Barriers, Munich, GRIN Verlag,


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