Accelerated Learning, the Brain, Competencies and Interviews

Accelerated learning has developed from Georgi Lazanov’s ‘Suggestopedia’, a technique for introducing positive suggestions and eliminating the negative in the learning process. Dynamic descriptions and key points of the materials to be learned were fixed into the subconscious using music during ‘concert’ sessions and later activated to provide the basis for in-depth learning. Lazanov discovered that the brain has an almost infinite potential for learning if the subconscious mind receives information in the right way.

Accelerated learning is an effective method in certain contexts for increasing the absorption of knowledge – a key to the success of education. Learning can be accelerated if an appropriate preferred learning style is used. The creation of long-term memory through processing using multiple intelligences and subsequent activation of that memory in effective ways, is the way to unlocking the immense potential of the brain.

Accelerated learning is about acquiring new attitudes, skills and knowledge (faster) so that new information is retained (longer) and new information is assimilated at a (deeper) level. It is about unlocking the reserve capacity of the para-conscious mind. A simple working model of the mind suggests that the conscious mind can hold one unit of information, whereas the para-conscious has infinite storage and process capacity.


The importance of research on the learning brain for pupil learning and teacher professional development has been increasingly recognized over the last ten years. The research on left brain/right brain and how the brain operates on many levels processing colour, movement, emotion, shapes, intensity, sound and taste underpins accelerated learning theory. Learners need to be positive and receptive. This can be enhanced by trainers using activities which increase curiosity and challenge

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