Why do we use accelerated learning in a language training process in companies?
Accelerated learning is a learning methodology that allows people who face the challenge of a learning process to explore beyond their own limitations and beliefs and find their hidden potential. Through this methodology, we discover our innate capacity and talents that were hidden because of previous learning processes which did not consider the way each person learns better.
Am I visual? Am I auditive? Why linguistic intelligence can be quickly developed?
How do I motivate myself when I have to incorporate new knowledge?
This approach to learning helps to establish a synergy between facilitator and client, discovering the receptivity of the person to be trained, his needs, motivations, interests and expectations.
ETP final objective is to create the best learning environment for the individual and to let her/him grow and
enrich her/his life; and for the company that invests in the training to get the more effective results.
We focus on learning how to learn.
Alejandra Toubes |
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“It is not only to see and copy, but also to feel”. Paul Cézanne
What is effective and affective learning?
The key for an effective and successful learning process is to know exactly the clients’ objectives, to be able to describe and to specify them.
To improve the learning process we must know our strengths and work on our weaknesses, this is why it is very
important to discover our learning profile because we experience the world through our senses, how we feel
when we face a learning process and what our resources are in order to learn quickly and easily.
To explore the easiest way for me will make the difference in the learning process.
The key for an affective learning process is to be connected our emotions and preferences.
In the classes we use relaxation techniques, music, stories, metaphors and we work on self esteem and non
violent communication techniques.
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Living and Learning Holistically
Let us think about holism, and what it means. A way of recovering what we know. A new name for many old
ways and practices. A wonderful sense of belonging. Playfulness. Something that brings out tremendous joy.
Harmony. Togetherness. Integration, community, awareness of the other who may be next to me or far away, awareness of not being the only creatures on the planet. It is as David Abram says: "the delicious and terrifying awareness of being human in a much more than human world.". A world inhabited by millions of beings which is connected to a cosmos. These beings -organisms - work by intercommunication, not by control. There is a perfect democracy that we have to learn to respect. We discover with this, the reciprocal relation of the whole system. Even our planet is an organism that cannot live on her own. Think about the dance of the earth around the sun.
In order to see the world as a whole, we have to sense it and taste.
How we see the world has a direct relation to how we understand the world.
Do we see it from a detached position , from a flat TV screen? As when we watch those beautiful TV
programmes from Discovery Channel or National Geographic? Is it a world that has not depth, a nature that
we are not part of, but that we look at from outside - like a God, or like any of us staring at a computer screen? Is it a participatory view or a detached one?
Joanna Macy discusses how seeing the world as oneself or as a lover transforms ordinary reality and provides a greater sense of purpose. According to her , we can see the world as a lover, as a prison, as a battlefield or as the self..
Holistic learning is an attempt to move beyond these limitations . It does not accept the separation of fact from value. For holism, relations are primary.
Objects can only be understood through their relationships, and they are made up of complex networks within networks.
Objective knowledge is impossible to attain, since all knowledge depends on how we have interacted with the natural world. We are not objective observers, but participatory, radically embedded in the world.
We need to develop new eyes, to see a part as an expression of the whole. As Chris Clarke explains: The
beings of the world want to be seen, not analised.
As teachers or professionals who use language a lot, we know how much speaking predominates over the
senses, the way we speak interacts with the way we sense.
How we talk about the world, the language we use, has direct implications on our lives
What do we need to change in order to live and learn holistically?
In Elie Wiesel words: our education " emphasized theories instead of values, concepts rather than human
beings, abstraction rather than consciousness, answers instead of questions, ideology and efficiency rather
than conscience."
"It is generally not recognised that values are not peripheral to science and technology, but constitute the very basis and driving force. During the Scientific Revolution in the 17th century, values were separated from facts, and ever since that time we have tended to believe that scientific facts are independent of what we do and are therefore independent of our values. In reality, scientific facts emerge out of an entire constellation of human perceptions, values, and actions - in one word, out of a paradigm - from which they cannot be separated."
Extract from The Web of Life by Fritjof Capra
The role of an educator is to help people enjoy their process of learning. That self satisfying experience will help us recognize the amazing world we live in . How lucky we are to be here.
"My wisdom consists in knowing what I don´t know." said Socrates. As you may have appreciated Holism turns to be a philosophy of living.
"To see a world in a grain of sand
And a heaven in a wild flower
Hold infinity in the palm of your hand
And eternity in an hour." Blake
Alejandra Toubes: Educator and translator.
Bibliography: Depth Ecology, David Abram 2002
Earth System Science and Gaian Science, Stephan Harding
What Is Education For? by David Orr The Learning Revolution (IC#27) Winter 1991 |
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