This article outlines an integrative model that draws on transactional analysis and the accelerated learning system with the purpose of improving teaching and learning methods, teacher-student relationships, and the empowerment of learners. The model is supported by the author's practical experience and the literature reviewed. The interrelationships that link these perspectives are explored via three levels of knowledge: first level–philosophical; second level–theoretical and technical; and third level–emotive and intuitive. This integrated framework and the tools that derive from it offer alternative ways of decontaminating the Adult ego state and/or moving beyond previously acquired beliefs that are found to be limiting. The article suggests an integrated framework that allows the learner to bypass such learning barriers, and it presents practical approaches that foster mutual enrichment and increased potency for both disciplines.
Get full access to this article
View all access options for this article.
References
1.
AltorferO. (1988). Unlearning technologies: Coping with anti-suggestive barriers in industry training. The Journal of the Society for Accelerative Learning and Teaching, 13(1), 87–113.
2.
BelangerB. (1977). La sugestologia [Suggestologie]. Bilbao, Spain: Ediciones Mensajero.
3.
BerneE. (1966). Principles of group treatment. New York: Oxford University Press.
4.
BerneE. (1969). El anàlisis transaccional en la psicoterapia [Transactional analysis in psychotherapy] (de los MonterosO. Espinosa, Trans.). Mexico City: Editorial V Siglos, S.A. (Original work published 1961)
5.
CaineR. N., & CaineQ. (1991). Making connections: Teaching and the human brain. Alexandria, VA: Association for Supervision and Curriculum Development.
6.
CamposL. P. (2003). Care and maintenance of the tree of transactional analysis. Transactional Analysis Journal, 33, 115–125.
7.
CheneyW. D. (1991). Eric Berne: Biographical sketch. In FriedlanderM.G. (Ed.), Volume of Selected articles from the transactional analysis journal, 1971–1980 (pp. 14–22). San Francisco, CA: International Transactional Analysis Association. (Original work published 1971)
8.
CrossmanP. (1966). Permission and protection. Transactional Analysis Bulletin, 5(19), 152–154.
9.
DregoP. (1983). The cultural parent. Transactional Analysis Journal, 13, 224–227.
10.
EnglishF. (1969). Episcript and the “hot potato” game. Transactional Analysis Bulletin, 8(32), 77–82.
11.
ErskineR. G., & ZalcmanM. J. (1991). The racket system: A model for racket analysis. In FriedlanderM. G. (Ed.), Volume of selected articles from the transactional analysis journal, 1971–1980 (pp. 293–301). San Francisco, CA: International Transactional Analysis Association. (Original work published 1979)
12.
GillV. (1997). TA script theory–Its advantages to schools in thinking about ways to increase achievement. In TempleS. & EvansD. (Eds.), Inspirations I (pp. 37–53). Kent, England: Smallwood Publishing. (Original work published 1984)
13.
HayJ. (1996). Transactional analysis for trainers. Watford, UK: Sherwood Publishing.
14.
JacksonP. W. (1992). La vida en las aulas [Life in classrooms] (2nd ed.). Madrid: Ediciones Morata. (Original work published 1968)
15.
LozanovG. (1978). Suggestology and outlines of suggestopedy (Hall-PozharlievaM. & PashmakovaK., Trans.). New York: Gordon and Breach. (Original work published 1971)
16.
LozanovG. (1991, April 30-May 2). Lozanov basic special workshop. Sponsored by the Society for Accelerative Learning and Technique, Seattle, WA.
17.
LozanovG. (2003a). Suggestology and suggestopedy [Electronic version]. Retrieved October 26, 2004, from http://www.dr-lozanov.dir.bg/
18.
LozanovG. (2003b). Suggestopedia–A useful story for all [Electronic version]. Retrieved October 28, 2004, from http://www.dr-lozanov.dir.bg/
19.
LozanovG. (2003c). What does suggestopedia (desuggestive learning) look like at present [Electronic version]. Retrieved October28, 2004, from http://www.dr-lozanov.dir.bg/
20.
MeierD. (2000). The accelerated learning handbook. New York: McGraw-Hill.
21.
MellorK. (1991). Reframing and the integrated use of redeciding and reparenting. In FriedlanderM. G. (Ed.), Volume of selected articles from the transactional analysis journal, 1971–1980 (pp. 327–335). San Francisco, CA: International Transactional Analysis Association. (Original work published 1980)
22.
NapperR., & NewtonT. (2000). Tactics. Ipswich: TA Resources.
23.
OstranderS., & SchroederL. (1980). Superaprendizaje [Superlearning] (FloresJ. M. Alvarez & PérezAngela, Trans.). Barcelona: Grijalbo (Original work published 1979)
24.
RoseC., & NichollM. J. (1997). Accelerated learning for the 21st century. New York: Dell Publishing.
25.
SchiffJ. L.SchiffA. W., MellorK., SchiffE., SchiffS., RichmanD., FishmanJ., WolzL., FishmanC., & MombD. (1975). Cathexis reader: Transactional analysis treatment of psychosis. New York: Harper & Row.
26.
SchusterD. H., & GrittonC. E. (1987). Suggestive accelerative learning techniques. New York: Gordon and Breach. (Original work published 1985)
27.
SteinerC. (2003). Core concepts of a stroke-centered transactional analysis. Transactional Analysis Journal, 33, 178–181.
28.
StewartI., & JoinesV. (1999). TA today: A new introduction to transactional analysis. Nottingham, England, and Chapel Hill, NC: Lifespace Publishing. (Original work published 1987)
29.
BuzanT. (1991). Use both sides of your brain (3rd ed.). New York: Penguin Group. (Original work published 1974)
ClarkeJ. I. (1998). Self-esteem: A family affair. Center City, MN: Hazelden. (Original work published 1978)
32.
ClarkeJ. I., & DawsonC. (1998). Growing up again, parenting ourselves, parenting our children (rev. ed.). Center City, MN: Hazelden.
33.
DePorterB. (1997). Quantum business. New York: Dell Publishing.
34.
DhorityL. (1991). The ACT approach: The artful use of suggestion for integrative learning (2nd ed.). Bremen, West Germany: PLS Verlag Publishing.
35.
FreedA. M., & FreedM. (1977). TA for kids (rev. ed.). Torrance, CA: Jalmar Press.
36.
GardnerH. (1987). Estructuras de la mente: La teoría de las múltiples inteligencias [Frames of mind: The theory of multiple intelligences] (ÉverestS. Fernández, Trans.). Mexico City: Fondo de Cultura Económica. (Original work published 1983)
37.
GardnerH. (1995). Inteligencias multiples: La teoría en la práctica [Multiple intelligences: The theory in practice] (NoguésM. T. Melero, Trans.). Barcelona: Ediciones Paidós Ibérica, S.A. (Original work published 1993)
38.
GatevaE. (1991). Creating wholeness through art (RoseC., Ed.). Aylesbury, England: Accelerated Learning Systems.
39.
HerrmannN. (1995). The creative brain (2nd ed.). Lake Lure, NC: The Ned Herrmann Group/ Brain Books. (Original work published 1988)
40.
JensenE. (1995). SuperTeaching. Del Mar, CA: Turning Point Publishing.
41.
LevinL. (1985). Becoming the way we are (rev. ed.). Wenatchee, WA: Directed Media.
42.
LozanovG., & GatevaE. (1989). The foreign language teacher's suggestopedic manual (EzitsiC., Trans.). New York: Grodon and Breach. (Original work published in Bulgarian 1981)
43.
RussellL. (1999). The accelerated learning fieldbook. San Francisco, CA: Jossey-Bass/Pfeiffer.
44.
WengerW., & PoeR. (1996). The Einstein factor: A proven new method for increasing your intelligence. Rocklin, CA: Prima Publishing.
