Georgi Lozanov's theory of learning and teaching

The aim of this study is to thoroughly scrutinize Georgi Lozanov's theory of learning and teaching, which he developed with the thought that there are untapped capacities/reserves in everyone that have yet to be releaved and that these reserve capacites can be actualized as long as appropriate learning and conducive environmental conditions are provided. Within the framework of this main objective, in the present study, the foundations of Suggestopedia-Reservopedia, which embodies Lozanov's theory of learning and teaching; the meaning, roles and responsibilities that Lozanov attributes to education and the challenges that he endeavours to overcome through education are discussed. The study also aims to identify Lozanov's peculiar status among learning theorists. In the study, the fundamental concepts that Lozanov associates with human potential are also analyzed and how he perceives the concept of suggestion, which is the crux of his educational thought, have been elucidated alongside some significant definitions and views of suggestion in the literature. The study is a qualitative research, and the data were obtained through literature review (document analysis) technique. Within this context, it is aimed to analyze and synthesize Lozanov's theory of learning and teaching both comprehensively and globally by reviewing Lozanov's accessible English texts, including the texts in his private archive in Bulgaria. The analysis of the data has revealed that Lozanov expounds the problems related to learning on the basis of natural functioning (psychophysiological laws) of the human brain, drawing on contemporary brain and memory research, alongside the Soviet physiological psychology tradition; that he aims to liberate the individual mentally by undoing negative learning with regard to the limited nature of human capacities; his desire to establish new and affirmative social suggestive norms concerning human potential; that he aims to develop the individuals as a whole within their interactions with the environment. It can also be argued that Lozanov strives to establish a continous interaction between theory and practice. Through his emphasis on the significance of non-verbal communication elements as well as words, Lozanov also aims to demonstrate the direction of humane and nonviolent communication commencing from learning environments. Accordingly, the new culture and social order to be established must be based on graceful and humane dialogues. Undoubtedly, the realization of this is closely related to the transformation of our educational vision and the teaching profession. The study also reveals that Lozanov's theory of learning and teaching can cast light upon a wide range of issues framing contemporary educational discourse such as brain-based learning, the interdisciplinary nature of knowledge, rapid transformation in all spheres of life, art, creativity, critical thinking, ethical skills, nonviolent communication, peace education and lifelong learning.