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The Synergy Model:

Transactional Analysis and Accelerated Learning

Jose M. Tafoya

Abstract

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.

A Personal Story

To begin, I offer a story based on a piece of my script in the hope that it will help readers understand the problem addressed in this article. Although it happened when I was about 4 years old, I remember the entire experience clearly. I can see myself playing in our small living room, behaving badly as any child my age might, when suddenly my mother appeared and scolded me by saying, "Now, because of your bad behavior, I am going to send you to . School!"

At that time, I knew little about school, but as a result of that experience I figured out that school was a place of punishment,

So it was during my preschool years and the first two years of elementary school that I was always placed in the last position among my classmates. I just did not understand anything -not only academic subjects, but also school itself. I was always asking myself, "What am I doing here?"

Having teachers send my report card home and receiving complaints and growls from my mother were the most terrifying experiences I have had. Since this occurred frequently, it was unbearable going to school; school did not offer a good place for me to learn, and everything was so confusing, difficult, and threatening. Even more, not being an outstanding student meant not being a capable and worthy person.  

Fortunately, in third grade my learning situation changed due to an excellent teacher who helped me regain my self-esteem. He was warm and kind from the beginning, not only to the group, but also to each of his pupils. He was interested in me and my learning, strengths, and self-confidence. Thanks to my kind-hearted teacher, I began having a completely different experience of school and learning-and my mother's reaction when signing my report cards was different too! My life turned in a better direction, testimony to how a good teacher can make a big difference.

As a student, that part of my childhood represents the starting point for the problem discussed in this article. To continue, I offer a few reflections on some central aspects of education.

Something Happens in the Classroom

It is possible to make significant observations on the basis of teachers' day-to-day performance. F or example, there are teachers who are the students' favorites, whose classes are preferred, interesting, and easy to remember and in which the discipline and attention shown by pupils are always good. And then there are teachers who are just the opposite, who frequently face misbehaved groups and pupils who are not really fond of them because their classes are boring, not memorable, and/or difficult to understand.

Both types of educators undoubtedly know various teaching methods and techniques and their pedagogical postulates. Of course, there is an additional psychological ingredient--0ne often not even fully understood by teachers themselves-that keeps students interested. Teachers thus exert considerable influence, not only through what they say or teach, but also by means of their body language, clothing, tone of voice, general attitude, and the way they inter- act with their students-in brief, by the way they are.

By watching teachers in the classroom, it is possible to observe the following:

Teachers regularly use a certain amount of suggestion in an intuitive and spontaneous way.

Teachers' personalities can make a difference in learning.

Through bonding, teachers can protect students from the isolation and anonymity often found in institutions (see Jackson, 1968/ 1992, p. 185).

By role modeling, teachers can support and promote students' autonomy.

However, much of conventional education fails to support these qualities, and the traditional paradigm cannot succeed by doing things as they have been done in the past. We need a fresh, new perspective. I propose that an approach based on transactional analysis and the accelerated learning system can provide just such an innovative and useful solution.

What Are Suggestopedia and Accelerated Learning?

In 1979, authors Sheila Ostrander and Lynn Schroeder (1979/1980) published their best- selling book Super Learning. In it they referred to the pioneering work of Bulgarian physician, psychiatrist, and educational researcher Dr. Georgi Lozanov, the creator of two related disciplines: suggestology, which is the study and elucidation of suggestion in its theoretical and practical aspects, and suggestopedia, a branch of suggestology that is the scientific application of suggestion to pedagogy .As Lozanov (2003a) describes it,

Suggestopedia ( in its new desuggestive development as well) is a science for developing different non-manipulative and non-hypnotic methods for teaching/learning of foreign languages and other subjects for every age-group on the level of reserve (potential, unused) capacities of the brain/mind. (paragraph 1)

In 1978, an international group of experts from the United Nations Educational, Scientific, and Cultural Organization (UNESCO) officially tested this method and presented a re- port at the Conference for Suggestology in Sofia, Bulgaria. Learning pioneer Donald Schuster (Schuster & Grit ton, 1985/1987) reported, "The invited participants presented their re- search findings and made recommendations to UNESCO concerned further large-scale implementation of suggestopedia in the areas of re- search and experimentation, teacher training and suggestopedic centers" (p. 47).

Accelerated Learning. In the early 1970s, inspired by Lozanov's research, a group of American college teachers led by Donald H. Schuster developed the suggestive-accelerative learning techniques (SALT) as an American synthesis of suggestopedia. Consequently, accelerated learning is defined as an educational system that uses aspects of suggestion, hands- on experiences, and mind-body relaxation exercises to strengthen the natural learning abilities of individuals (Schuster & Gritton, 1985/1987). In this article, I use the term "accelerated learning" to refer to all versions (suggestopedia and SALT) as a whole as well as individual concepts associated with specific approaches.

In 1975 these educators began the Society for Accelerated Learning and Teaching. Through members' efforts, the organization has spread throughout the United States and reached more than 30 countries worldwide. As a result, in 1994 the association changed its name to the International Alliance for Learning (IAL).

Suggestion, Desuggestion, and Paraconscious. Before going further, we need to define some terms.

Suggestion: As Lozanov (1971/1978) describes it, "Suggestion is a constant communicative factor which chiefly through paraconscious mental activity can create conditions for tapping the functional reserve capacities of personality" (p. 201). He denotes "constant" to mean that it is always present in the teacher-student relationship. He coined the term "functional reserve capacities" to mean abilities or talents not yet developed, although they can be unleashed by means of suggestopedic sessions. Lozanov (1991) uses the term "suggestion" not in the sense of conditioning, manipulating, or hypnotizing, but in the sense of the British meaning of the verb "to suggest" that is, to offer or to propose. As well, he explains, "There is no suggestion without desuggestion, without freeing the paraconscious from the inertia of something old" (G. Lozanov, personal communication, January 3, 1999). Recently, Lozanov (2003c) coined the term "desuggestive learning," which "could be described as 'free, without a mildest pressure, liberation of previously suggested programs to restrict intelligence and spontaneous acquisition of knowledge, skills and habits' " (p. 3).

Paraconscious: According to Lozanov (1971/ 1978), "We are introducing the term 'paraconscious' in order to unite all 'more or less unconscious' contents and processing of the mind" (p. 74). Consequently, the conscious and paraconscious mind is indivisible; it acts as one.

Integrating Transactional Analysis and Accelerated Learning

From its early beginnings, transactional analysis has been an integrated approach, as Campos (2003) illustrated with his metaphor of the "Tree of Transactional Analysis":

Some of the roots of the tree are shallow, while others are very deep, some even going back to the works of ancient India, China, Greece, and Rome. ...Included are the roots that grew out of the psychoanalytical work of Freud, Ferenczi, Federn, Weiss, Hartmann, Rank, and many other classical psychoanalytic and neo- analytic pioneers. ...Berne created transactional analysis through an integration of these many different sources of information. (p. 117, italics added)

Similarly, the essence of accelerated learning is combining independent elements together in an integrated, effective teaching/learning method, as described by Meier (2000): "Accelerated Learning is the most advanced learning approach in use today. ...It is based on the latest research on the brain and learning. It can use a wide variety of methods and media. It is open and flexible" (p. 9).

Although the synergy and potential mutual enrichment between transactional analysis and accelerated learning are promising, it is important to be cautious, for many attempts to integrate disciplines occur without affinity and guiding methodology. In this regard, Campos (2003) suggests, "Transactional analysis can only be integrated with other modalities if they are synergistic with each other" (p. 117).

As a precursor, Altorfer (1988) presented an interesting paper related to these two perspectives that showed similarities between some aspects of symbiosis theory (Schiff et al., 1975) and anti suggestive barriers. He analyzed the dynamics of unhealthy symbiosis and the factors that restrict the pace of learning as presented by Lozanov.

The Synergy Model. Put simply, synergy is the result of two or more elements together producing more than the sum of what they could produce separately. It is my contention that when transactional analysis and accelerated learning work together, they produce synergy. To illustrate this, I use a conceptual framework that supports interaction and dialog among disciplines. Such a structure implies three levels of knowledge: first level-philosophical; second level-theoretical and technical; and third level-emotive and intuitive. For a summary of each level and the interrelationships between the two approaches, see Table I.

First Level-Philosophical

Transactional analysis claims as its primary aspirations autonomy (Berne, 1966. p. 310), self-determination, acceptance, and mutual respect between human beings.

Furthermore, the aim of transactional analysis is to give people permission to express their whole personality and the capability to learn and change, or relearn. This philosophy can be summarized in the statement that every human being is "OK" (Hay, 1996) and has the capacity to think, make decisions, and solve problems. Transactional analysis also suggests that people's natural potential can be limited by authoritarian social systems and traditional cultural prejudices; in such circumstances, autonomy and self-expression can be negatively affected, resulting in an "I'm Not OK, You're OK" life position and a restrictive script (Steiner, 2003, p. 179).

Educational transactional analysis promotes the idea that teacher-student relationships should be based on the "I'm OK, You're OK" life position (Napper & Newton, 2000). This statement implies mutual respect and equality within the learning process; in addition, by "contracting for learning" (Hay, 1996, p. 29), educators are committed to providing the best teaching they can in order to develop the potential of their students/participants.

Based on suggestopedia concepts, accelerated learning postulates that all human beings have vast mental and potential resources that are not being used or that are in mental reserve. Lozanov (2003 b, p. 1) explains that this natural potential can be limited by the traditional vision of schooling and by the fears of parents, teachers, administrators, and all those in society who tend to shape not only the educational experience but also any mental activity. For the pedagogic desuggestive-suggestive system, the main goal of teaching is not memorization but comprehension and creative problem solving.

In fact, it is precisely such memorization, mechanization, and assimilation of information that represents the main obstacle to learning. This difficulty results in statements about limited human capacities as well as conventional teaching methods that have delayed the development and expansion of mental abilities and created a learning disease called "didactogeny" (Lozanov, 1971/1978, p. 252). This is evident in restrictive social rules that state that "learning must be difficult." Therefore, the primary tasks of suggestopedia are-by means of joyful freedom to learn and whole brain functioning -to liberate, desuggest, and go beyond the limiting boundaries of learners to show that human competence is greater than what it seems to be and to set those capacities at play.

Clearly, transactional analysis and accelerated learning share some philosophical principles regarding the potential of human beings within a humanistic educational framework. Additionally, as a prime focus, the two perspectives emphasize the teacher as a role model and facilitator.

Second Level- Theoretical and Technical

Although transactional theory is quite vast, I have chosen some pertinent elements on which to base correlations with accelerated learning theory.

Structural Pathology. Berne (1961/1969, p. 51) described two main problems related to the structure of ego states: contamination and exclusion. Contamination is observed when Parent or Child ego states -or both (double contamination)- intrude into the Adult ego state. With regard to double contamination, Stewart and Joines (1987/1999) pointed out that it “occurs when the person re-plays a Parental slogan, agrees to it with a Child belief, and mistakes both of these for reality" (p. 52).

I have noticed that limitations on learning of- ten stem from contaminations. A number of barriers to learning are based on limiting beliefs that can be described as double contaminations of the Adult ego state by means of Parental prejudices combined with old Child beliefs supported by early script decisions (Erskine & Zalcman, 1979/1991 ). Similarly, one of the basic theoretical concepts underlying Lozanov's suggestopedic method is that of antisuggestive barriers. Lozanov -81971/1978) found three types of antisuggestive barriers that limit the learning process.

1. The moral-ethical barrier is complex and connected with ethical principles and cultural frames of reference that reject everything that contradicts a student's values, beliefs, and judgments. Related to this barrier, I have found structural analysis especially helpful for illustrating the contamination of the student's Adult ego state. Contamination can be observed in conventional learning coming from rigid beliefs and traditions introjected into the Parent ego state (e.g. "Learning cannot be so easy"), cultural beliefs and prejudices (Drego, 1983) ( e.g., "Men are better suited to math than women"), and early script decisions that remain in the Child ego state (e.g., "I am not very good at reading").

2. The rational-logical barrier discards every- thing that the student perceives as illogical or not well intended. Double contaminations can also illustrate this restriction (e.g., Mathematics is hard, everyone knows that" [Parent] paired with "I don't think it can be different for me" [Child]).

3. The intuitive-emotional barrier-which is linked to the unconscious mind and the conditioned or programmed pessimistic tendencies in every person-rejects any attempt to accept inner feelings of security and confidence. This barrier is based on script decisions made by the student in childhood and reinforced through other experiences, especially negative feelings and emotions associated with the learning process (e.g., "I hate school!") as well as test anxiety, fear of failure, parental punishment, and teasing by peers and teachers. The Parent in the Child ego state (PI), in which many memories are stored, maintains the person's original reactions to school rules, which had to be followed even though the person did not understood or make sense of them. The student may not wish to follow such rules and perceives them as negative messages, such as "Don't think, just do it!" or "Be quiet, don't move!" As grown- ups, such individuals may put up a harsh barrier to learning and self-confidence. As Stewart and Joines (1987/1999) summed up, "Berne called P₁ the Electrode. This refers to the way the Child responds almost compulsively to these magical images of reward and punishment" (p. 35).

In this model, the Adult in the Child (Al) can be illustrated by young pupils who, to deal with rules and learning requirements, develop strategies that rely more on intuition than logic. “This stored capability earns At its alternative name of 'Little Professor'” (Stewart & Joines, 1987/ 1999, p. 35). As grown-ups, such individuals may use the intuition and creativity in A₁ as well as manipulation to deal with learning situations.

As Lozanov asserts, the three antisuggestive barriers are closely related and reciprocal, so it is difficult to separate them, just as the three ego states are closely intertwined. Likewise, Stewart and Joines ( 1987/1999) suggest, "As a further aid to understanding the frame of reference, the Schiffs suggest that it can be thought of as a skin that surrounds the ego-states, binding them together" (p. 189, italics added). Furthermore, Mellor (1980/1991) described the script's frame of reference as "the overall structural connections between and the degree of functional integration of Parent, Adult and Child which are characteristic of the whole person" (p. 332).

How does one break down these barriers to learning? Transactional analysis has a well-proven method for developing the three ego states into a healthy and balanced personality. Similarly, suggestopedia creates an atmosphere of protection and relaxation that harmonizes with the barriers to subtly bypass them and penetrate in a gentle way the inner world of students.

Third Level-Emotive and Intuitive

To unblock mental reserves and overcome learning barriers, Lozanov (1971/1978, p. 258) elaborated three principles: (1) joy, the absence of tension, and what he called "concentrative psychorelaxation"; (2) unity of the conscious and paraconscious and integration of brain activity; and (3) the suggestive link on the level of the unused reserves of the mind. The following paragraphs explain these three principles and their relevance within the transactional analysis model.

1. Joy, absence of tension. and concentrative psychorelaxation: Lozanov coined the term "concentrative psychorelaxation" to mean mental relaxation and concentration without tension. In this manner, learning and concentration without stress are fundamental to overcoming barriers to learning. Observing this principle means that the educator teaches students how to learn, and they, in turn, gain confidence in themselves and in their own potential. When this principle is not observed, students' response are typically full of stress; consequently, they have serious difficulty learning, and their lack of confidence in their competence is reinforced. In contrast, people learn easily when they are motivated, feel good in the learning situation, and do not experience fatigue and stress.

In transactional analysis terms, the teacher can create a situation (Nurturing Parent) in which students feel safe and respected in an environment that promotes the joy of learning through their Natural Child; in such circum- stances, students are much more likely to be free of tension or anxiety. Grown-ups, especially, often wear rigid masks (Critical Parent) that cover the creative part of the personality and thus limit the learning process. It is the teacher's job to arrange the learning situation so as to remove such defenses without stimulating resistance. This is how children learn their native language: in a natural state. When used consistently, protection, permission, and potency (Crossman, 1966)-combined with suggestopedic accelerated positive tools, such as mental relaxation and students' confidence in their own ability (Lozanov, 1971/1978)- allows the Adult and the Natural Child to emerge. Accelerated learning activities (see Meier, 2000; Rose & Nicholl, 1997)-like group dynamics, physical movement, music, songs, rhythm, and other enjoyable techniques -encourages the appearance of OK functional states.

2. Unity of conscious and paraconscious and integrated brain activity: Under this principle, teaching and learning are carried out with the aim of supporting the conscious response of the student as well as his or her paraconscious activity. Simultaneously, this involves the integrated participation of both hemispheres and the cortex and subcortext of the student's brain in the learning process. In this way, the self is integrated when the mind acts as a conscious and paraconscious unit. As Caine and Caine (1991, p. 37) pointed out, the brain processes information as a whole, reflecting and responding to the interconnectedness of the context in which it is immersed. In transactional analysis terms, this principle implies the teacher's knowledge of his or her own script. Based on this self-knowledge, he or she can work more freely. In contrast, if the teacher has an unsolved negative script, chances are that he or she will pass it on to students in the form of "hot potatoes" (English, 1969), thus generating an uninterrupted chain of unhealthy behaviors. The concept of script and scripting also has significant applications with regard to students because it promotes understanding of some of the compulsive behaviors by which some students try to meet their needs (e.g., by using inappropriate ways to involve others, including teachers, in the roles of their life scripts). As Gill (1984/1997) identified, in such instances it is appropriate for the teacher to respond to the student's psychological needs by exchanging positive strokes, encouraging autonomy, and acting as an effective facilitator. In this way, students are more likely to avoid their limiting patterns.

3. Suggestive link on the level of the reserve complex: Through this principle, Lozanov implies that the use of positive suggestion is the key to releasing the normally unused reserves of the mind, such as accelerated learning, photographic memory, and many talents that we have not developed. They can be tapped by means of suggestion. For that reason, the use of suggestion is devoted to increasing memory and potential that has not yet been used. Considering the use of suggestion by the teacher, students should not feel themselves manipulated or dominated in any way. Therefore, the term "desuggestive learning" is used to imply freedom, absence of pressure or stress, liberation from previously acquired programs that limit the intelligent and spontaneous acquisition of knowledge, skills, and habits. In terms of transactional analysis, this means decontamination of the Adult and well-developed ego states.

Based on these insights, teachers can be aware of the ways they transmit their educational message not only through words, but more importantly, through nonverbal cues and their general attitude. This requires congruence between both what is felt and thought and what is said and done. Each teacher needs to be aware of the kind of messages that he or she sends, not only at the conscious or overt level, but also at the paraconscious level. For ex- ample, if he or she does not enjoy teaching or feels bored, students will respond accordingly. If, on the other hand, a teacher enjoys teaching, knows the subject well, teaches enthusiastically, and arranges the classroom in such a way that he or she feels relaxed, comfortable, proud, and satisfied to be there, then that message will get through to students and make all the difference.

According to Schuster and Grit ton (1985/ 1987), suggestion may be categorized into four types: (1) verbal (e.g., “Learning is easy”); (2) nonverbal (e.g., by means of comfortable arrangement of the classroom, teacher and student preparation, background music to stimulate students' learning, etc.); (c) direct (e.g., “Learning will be easy for you today”); and (d) indirect (e.g., “Sooner or later you are going to do extremely well in math”).

Permissive transactions-for example, "You have permission to ask for what you need," "You can learn math; I am here to help you achieve that goal," or '.You deserve to get strokes"-fulfill the three suggestopedia principles and suggestion requirements since they facilitate the liberation of restrictive statements related to individual capabilities. Lozanov emphasizes that these three principles must be used simultaneously and not in isolation so that they create a new suggestive imperative de- voted to the student's potential. In contrast, when used in an isolated way, the old imperative can be reinforced. Following the three principles during each step of the process turns learning into an enjoyable experience that easily leads to discovery of the student's mental reserves; these principles function as useful tools for Adult decontamination and development of the student's ego states.

Regarding correcting errors, accelerated learning promotes special treatment through suggestopedic sessions that are oriented to avoid the threatening feeling and tension that frequently come with evaluations. Similarly, educational transactional analysts, instead of promoting an inadequate stroke economy or “I’m not OK” existential positions, encourage a class environment based on positive strokes and an “I'm OK, You're OK” existential position.

Conclusion

The purpose of this article is to contribute to educational transactional analysis by showing the possible effects of combining transactional analysis and accelerated learning in learning and teaching. Although a great deal has been written in the transactional analysis literature about combining T A with other models, as far as I know, this has not been done with accelerated learning. However, as I have shown, these two disciplines have much to offer each other.

The goal of the synergistic model presented here is to integrate transactional analysis and accelerated learning through a methodology based on the three levels of knowledge; it is designed to support and exchange techniques, theoretical concepts, and philosophical principles regarding mutual growth and practical effectiveness. This is an exploratory effort, and further research is necessary for theoretical and practical progress and validation. This integrative model offers practical implications for the improvement of teaching/learning methods, teacher-student interaction, and the emergence of empowered and self-directed learners.

With regard to implementing this integrative model, it is important to be responsible in using these principles and techniques in educational settings. The professional practice of both transactional analysis and accelerated learning requires supervision by specialists who abide by national and international training standards that are validated by prestigious institutions. Without such training and supervision, the interventions described here can be carried out without the necessary skill and expertise, thus leading to unsatisfactory or even negative results.

It is well known that in recent times, many new approaches to learning have surfaced, al- though only a few have been proven useful over time. Among these, transactional analysis and accelerated learning stand out as effective methods for learning and change. The fact that these disciplines have grown in use allover the world confirms their value.

A number of extensions of this integrative model are possible and desirable. First, a field study examining the effectiveness of the relationship between transactional analysis and accelerated learning would complement the present study, which is limited to my practical experience and a review of the existing re- search literature. Second, it will be important to address issues related to differences between these disciplines that have not been mentioned in this study.

I want to conclude with a comment about some things I discovered through reviewing the literature for this article. Perhaps it is not merely coincidence that both Berne and Lozanov went to medical school, became psycho- therapists, and had a great interest in the study of parapsychological topics. It is, however, surprising that when they each presented their ideas for the first time to an international scientific community-Berne presenting transactional analysis (Cheney, 1971/1991) and Lozanov suggestology (Belanger, 1977, p. 23)- they did so at the International Congress for Group Psychotherapy in Vienna in 1968. Who knows? They may well have known about each other. In any event, what is certainly true is that they are both outstanding educators who created new possibilities for learning. And now, thanks to all my teachers-especially good transactional analysts and accelerated learning pioneers-it is time for me, as a learner and as a teacher, to enjoy learning far away from limiting patterns.

The author wishes to cite with special/ gratitude Alfonso Salazar, his third-grade teacher, .for his extraordinaire sensitivity'; Don Schuster, who inspired him to practice accelerated learning; Felipe Garcia, who encouraged him to write about his experiences; and Gloria Noriega, without whose support he would never have finished this project. Some of the main ideas of this article were presented as part of the educational panel at the International Transactional Analysis Conference held in Oaxaca, Mexico. August 09, 2003.

Jose M. Tafoya is director of the lnstituto de Aprendizaje Óptimo and has a master's degree in social psychology.. He is an ITAA Regular Member and a Certified Transactional Analyst (organizational) and Provisional Teaching Member (educational) in ALAT (Asociación Latinoamericana de Análisis Transaccional) and MEXAT (Mexico y Análisis Transaccional). José is a trainer in accelerated learning, certified in Herrmann Brain Dominance, and an educational and organizational consultant. He can be reached at the lnstituto de Aprendizaje Óptimo, Sur 71 No.211. Banjidal: Mexico. D. F. CP. 09450. Mexico. or by email at iaoptimo@avantel.net .

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