AIMS & GOALS

WHAT NEGATIVE EFFECTS DO WE RISK?
• being seen as reactionaries fighting an impotent rearguard action in a futile attempt to limit the activities of our commercially more-successful rivals?
• being seen as stifling or inhibiting creative solutions to the questions surrounding suggestopedic teacher-training?
• an inflexible policy as to what is acceptable, and what isn't, rejecting the unorthodox?
• lack of agreement within the wholistic-teaching movement?
• anxiety, opposition, antagonism?

Practising suggestopedic teachers are commonly apprehensive that they may themselves not be considered as qualified for the work they have already been doing for years. Practising non-suggestopedic teachers and administrators may feel threatened if they feel no need for change - changes involving openness of feelings, expectations of effectiveness, learners who are empowered and independent

• To what extent are we teaching the same method, content, philosophy - e.g. acceleration vis à vis depth and personal growth?
• If we are not agreed as to what it is we are doing, is it still possible for us to agree on how to train people to do it?
• To what extent do we feel we are competing with one another in suggestopedic teacher-training? in terms of
  • content?
  • quality?
  • students?
  • income?
• To what extent can our work be enriched by co-operation?
• To what extent is suggestopedia practised as a conscious 'alternative', by brilliant individuals who found they were reacting against the established academic system?
  Is an attempt to gain establishment recognition for such work actually dissonant, or even doomed to failure, like trying to restrain quicksilver, or to grasp a rainbow?

BACKGROUND AIMS STRATEGIES TRAINING CERTIFICATION ACCREDITATION STEPS TOWARDS INTERNATIONAL AGREEMENT FURTHER REFERENCE BRAIN-STORMERS