[C7T1P3]Educating Psyche
Educating Psyche by Bernie Neville is a book which looks at radical new approaches to learning, describing the effects of emotion, imagination and the unconscious on learning.
Bernie Neville 的《潜意识教学》一书，主要着眼于激进的新式学习方法，讲述了情感、想象力及潜意识在学习过程中所起的作用。
One the theory discussed in the book is that proposed by George Lozanov, which focuses on the power of suggestion.
书中讨论到了由George Lozanov 提出的一个理论，那就是潜意识的能量。
Lozanov's instructional technique is based on the evidence that the connections made in the brain through unconscious processing (which he calls non-specific mental reactivity) are more durable than those made through conscious processing.
Lozanov 的教学技巧主要基于这样的证据：在无意识状态下（他称此为非特异性心理反应）大脑所做出的各种联系要比有意识状态下做出的持续时间更长。
Besides the laboratory evidence for this, we know from our experience that we often remember what we have perceived peripherally , long after we have forgotten what we set out to learn.
除了实验室证据可以证明这一点之外，我们自身的经历也表明我们通常会记住自己所观察到的周边信息，而忘记最开始的学习目的。
If we think of a book we studied months or years ago, we will find it easier to recall peripheral details - the colour, the binding, the typeface , the table at the library where we sat while studying it - than the content on which were concentrating.
回想一下几个月前或是几年前学过的课本，会发现我们能轻易地回想起一些无关紧要的细节，比如书的颜色、装订、字体或是我们当时在图书馆阅读此书时坐过的桌子，而不是回想起当时我们集中精力所看的课本的内容。
If we think of a lecture we listened to with great concentration , we will recall the lecturer's appearance and mannerisms, our place in the auditorium , the failure of the air-conditioning, much more easily than the ideas we went to learn, even if these peripheral details are a bit elusive , they come back readily in hypnosis or when we relive the event imaginatively , as in psychodrama .
再试着回想一下我们曾经认真聆听过的讲座，较之应该聆听的演讲主题而言，我们会更容易回想到演讲者的容貌和举止风度、我们在报告厅的位置甚至当时坏掉的空调。即使这些周边细节是比较容易忘记的，但在催眠的状态下，或是当我们像演心理剧那样在想象中重温当时的情景时，这些周边信息就能很快地被回想起来。
The details of the content of the lecture, on the other hand, seem to have gone forever.
而另一方面，演讲内容的细节信息早被抛到九霄云外了。
This phenomenon can be partly attributed to the common counterproductive approach to study (making extreme efforts to memorize, tensing muscles, inducing fatigue ), but it also simply reflects the way the brain functions.
这种现象的产生部分归因于常见的起反作用效果的学习方法（拼尽全力去记忆，令肌肉紧张，最终导致疲惫）。
Lozanov therefore made indirect instruction (suggestion) central to his teaching system.
但同时它也恰恰反映出大脑运转的方式。据此Lozanov 建立了他教育系统的核心：间接教学法，也叫潜意识教学法。
In suggestopedia, as he called his method, consciousness is shifted away from the curriculum to focus on something peripheral .
在他称之为潜意识教学法 (suggestopedia) 的方法中，学生的注意力被从本该集中精力学习的课程上转移到了外部信息中。
The curriculum then becomes peripheral and is dealt with by the reserve capacity of the brain.
这样课程本身就成了外部信息，由此就可以被大脑的储备功能来处理。
The suggestopedic approach to foreign language learning provides a good illustration.
外语学习中的潜意识教学法是这一理论的绝佳例证。
In its most recent variant (1980) it consists of the reading of vocabulary and text while the class is listening to music.
这种方法最新的改良版本（1980年）是学生边听音乐边朗读单词和课文。
The first session is in two parts.
第一节课被分成了两部分：
In the first part, the music is classical (Mozart, Beethoven, Brahms) and the teacher reads the text slowly and solemnly , with attention to the dynamics of the music.
第一部分中，教师会伴随着古典音乐（莫扎特、贝多芬、勃拉姆斯）的旋律以缓慢且庄严的语调朗读课文，
The students follow the text in their books.
学生则跟着看课文，
This is followed by several minutes of silence.
接着是数分钟的静默。
In the second part, they listen to baroque music (Bach, Corelli, Handel) while the teacher reads the text in a normal speaking voice.
下一部分中，学生们要听的是巴洛克音乐（巴赫、柯瑞里、亨德尔），此时教师用正常的语音语速朗读，
During this time they have their books closed.
同时学生将书本合上。
During the whole of this session, their attention is passive; they listen to the music but make no attempt to learn the material.
整节课上学生的注意力都是被动的，他们只是在听音乐，并不是在学习课本内容。
Some hours after the two-part session, there is a follow-up class at which the students are stimulated to recall the material presented.
两段式课程结束几小时后，会有一个跟进课程鼓励学生们回忆刚才课上所学的内容。
Once again the approach is indirect.
教学方法同样是间接的。
The students do not focus their attention on trying to remember the vocabulary , but focus on using the language to communicate (e.g. through games or improvised dramatizations).
学生还是不必集中精力去记忆这些词汇，而是尝试将这些词汇用于交流（比如通过游戏或是即兴演出）。
Such method are not unusual in language teaching.
这些方式在语言教学中十分常见。
What is distinctive in the suggestopedic method is that they are devoted entirely to assisting recall.
但间接的潜意识教学的特殊之处就在于它完全致力于帮助回忆，
The 'learning' of the material is assumed to be automatic and effortless , accomplished while listening to music.
对内容的学习是自动的，不费吹灰之力的，听着小曲儿就搞定了。
The teacher's task is to assist the students to apply what they have learned paraconsciously , and in doing so to make it easily accessible to consciousness.
教师的主要任务就是辅助学生将他们在模糊意识状态下所学的东西进行应用，从而使得学到的东西在有意识状态下也可以轻易获得。
Another difference from conventional teaching is the evidence that students can regularly learn 1000 new words of foreign language during a suggestopedic session, as well as grammar and idiom.
与传统教学模式的另外一点不同就是在间接教学方法下，学生通常可以轻易地记住1000 个生词以及语法点和成语。
Lozanov experimented with teaching by direct suggestion during sleep, hpynossis and trance stages, but found such procedure unnecessary .
Lozanov 试验过在睡眠状态下、催眠状态下或精神恍惚之际给出的直接暗示的教学法，结果发现这些过程都是没有实质可用性的。
Hypnosis , yoga, Silva mind-control, religious ceremonies and faith healing are all associated with successful suggestion, but none of their techniques seem to be essential to it.
催眠术、瑜伽、西瓦心灵术、宗教仪式及精神疗法都与成功的暗示相关，但看上去好像没有哪一种技巧是在使用暗示法时必不可少的。
Such rituals may be seen as placebos.
这些仪式可能被视作安慰剂。
Lozanov acknowledges that the ritual surrounding suggestion in his own system is also a placebo , but maintains that with such a placebo people are unable to or afraid to tap the reserve capacity of their brains.
Lozanov 认为他的体系中围绕潜意识暗示所进行的仪式实际上也是安慰剂，但同时也指出如果没有这种安慰剂，人们就不能甚至惧怕使用他们的大脑的储备容量。
Like any placebo , it must be dispensed with authority to be effective.
跟别的任何一种安慰剂一样，它也要获得权威部门的认可才有效。
Just as a doctor calls on the full power of autocratic suggestion by insisting that patient take precisely this white capsule precisely three times a day before meals, Lozanov is categoric in insisting that suggestopedic session be conducted exactly in that manner designated, by trained and accredited suggestopedic teachers.
正如医生充分利用权威暗示的力量，坚持要求病人必须每天三次餐前服用某种白色胶囊一样，Lozanov 也坚决要求潜意识教学法按照事先指定好的方式进行，并且要由培训过的合格的教师来执行。
While suggestopedia has gained some notoriety through success in the teaching of modern languages, few teachers are able to emulate the spectacular results of Lozanov and his associates.
尽管凭借现代语言教学中的成功案例，潜意识教学法有了一定的名气，但几乎没有一个教师能取得像Lozanov 和他的同僚那样显著的成就。
We can, perhaps, attribute mediocre results to an inadequate placebo effect.
也许我们可以将这些平庸的成果归咎于安慰剂效果不足，
The students have not developed he appropriate mind set.
学生还没有形成适当的思维体系，
They are often not motivated to learn through this method.
在运用这种方法学习的时候他们没有充分被激发，
They do not have enough 'faith'.
他们没有足够的“信念”。
They do not see it as 'real teaching', especially as it does not seem to involve the 'work' they have learned to believe is essential to learning.
他们不把这看成“真正的教学”，尤其因为他们没有付出自己认为的学习所必要的努力。
