{"id":29335,"date":"2026-03-20T10:44:07","date_gmt":"2026-03-20T09:44:07","guid":{"rendered":"https:\/\/kennethsorensen.dk\/?p=29335"},"modified":"2026-08-26T12:45:24","modified_gmt":"2026-08-26T11:45:24","slug":"suggestion-in-education-assagioli-1934","status":"publish","type":"post","link":"https:\/\/kennethsorensen.dk\/en\/suggestion-in-education-assagioli-1934\/","title":{"rendered":"To Educate Better \u2013 Assagioli on Suggestion in Education"},"content":{"rendered":"\n

Every word, image, and gesture sinks into the child’s unconscious like a seal into wax: constructive suggestion gives educators a method for shaping that impressionable ground with care.<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/h2>\n\n\n\n
\"To<\/a><\/figure>\n\n\n\n

<\/p>\n\n\n\n

By Dr.<\/strong> Roberto Assagioli<\/strong>
Doc. #23730 | Archive: Assagioli Archives, Florence
Original title: Per Meglio Educare<\/em>
Course of Lectures on “The Latent Energies in Us and Their Use in Medicine and Education”<\/em>, Lecture XI, March 25, 1934<\/em>
Translated and edited with notes by Jan Kuniholm<\/p>\n\n\n\n

Editorial Note<\/strong>
The abstract and contextual subtitle in this online edition have been added by the editor, Kenneth S\u00f8rensen, to support readability, navigation, and archival consistency. The original wording has not been altered. The translation, footnotes, and scholarly editorial commentary are by Jan Kuniholm, who has contributed contextual annotations throughout.<\/p>\n\n\n\n

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Abstract<\/h3>\n\n\n\n

In this 1934 lecture, Assagioli argues that the child’s psyche is overwhelmingly unconscious and that every impression sinks into it as deeply as a mark into soft wax. Educators therefore carry a double responsibility: to shield children from harmful suggestions, whether direct reproaches or indirect anxieties spoken in their presence, and to deploy constructive suggestion in methodical ways. He outlines three channels for positive influence: waking suggestion delivered calmly and indirectly, the immense power of lived example and imitation, and suggestion given quietly during sleep. Assagioli also advocates teaching children autosuggestion so that they learn to shape their own unconscious from an early age. Throughout, he insists that the child is an autonomous being whose natural dispositions must be respected rather than overridden.<\/p>\n\n\n\n

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In children, the unconscious is even more extensive and sensitive than in adults. In them, ordinary consciousness is in an almost embryonic state, and it may be said that practically the child’s entire psyche is unconscious in nature. Moreover, the impressions received by the child’s unconscious are not limited and inhibited in their effect by previous impressions, tendencies, habits, and psychic complexes that are already formed, as they are in the adult. Therefore, each of those influences imprints itself on the child’s unconscious as deeply as on soft wax, and leaves a trace which can last a lifetime and determine a person’s future destiny.\u00a0<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n\n\n\n

We see, therefore, how great is the responsibility of educators. We must abandon the dangerous illusion that children do not notice or understand; that it is not necessary to be careful in front of them. Instead, we must realize and <\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span>always remember in practice<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/i> that there is within the child a part, a psychic being who not only perceives everything, and understands or intuits much of what is said and done, but who also perceives the manner and the spirit with which everything is said and done, and is influenced by everything.<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n\n\n\n

Educators therefore have two great tasks, two great duties towards the little ones entrusted to their care by God or men. The first is to safeguard them from negative and harmful suggestions. The second is the deliberate, wise and methodical use of constructive suggestion to achieve desirable educational results.<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n\n\n\n

Let us begin with the first. It is more difficult and delicate than it may seem at first glance. Several tasks can be distinguished in it:<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n\n\n\n

Avoid direct negative suggestions.<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/i> These are the phrases that are so often and so inappropriately spoken to children: “How naughty you are, how disobedient you are, how unbearable you are,” and so on. Most parents say these phrases without thinking about them, without giving them importance, just to wait for their own feelings. Some delude themselves that these phrases encourage the child to become good, obedient, etc., but this is a big psychological mistake. Such suggestions do just the opposite.<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n\n\n\n

To show more clearly how the unconscious reacts to suggestions, I will quote a little story that teaches an important psychological lesson in a humorous way:<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n\n\n\n

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Once there was a farmer who was going to the market on the back of a mule. By the side of the road he saw a beautiful mulberry tree laden with ripe berries. Eager for those fruits, he stopped under the plant and stood upright on the saddle to reach the branches better. As he stood in that position, thinking that if he fell from the mule he would fall among the thorns that lined the way, he said out loud, “Woe is me if anyone now says ‘giddyup.'” The mule, hearing “giddyup,” immediately set off, and the poor farmer fell, as he had feared, into the brambles below. . .<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n<\/blockquote>\n\n\n\n

The unconscious \u2014 and not only that of children \u2014 acts just like that mule. . . It does not concern itself with the intentions and desires of the speaker; it receives the suggestion and implements it regardless of the consequences. So, if someone were to say to oneself, “Let’s hope I don’t get dizzy or insomnia,” the unconscious would pick up the words <\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span>insomnia<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/i> or <\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span>dizzy<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/i> , and would tend to produce them. And so when a child’s unconscious hears “you’re naughty, you’re disobedient,” it cannot help but act according to the suggestion it has received, and become really naughty and disobedient. . .<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n\n\n\n

With that wrong method, therefore, you get just the opposite of what you want!<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n\n\n\n

Avoid indirect negative suggestions<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/i> . These can be verbal or tacit. Among the former, the most important to avoid are those concerning health. Here is how a master of these studies and applications, Prof. Charles Baudouin, director of the <\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span>Institute de Psychagogie et de Psychoth\u00e9rapie<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/i> in Geneva <\/span><\/span><\/span><\/span>[2]<\/span><\/span><\/span><\/span><\/a> , speaks wittily about them.<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n\n\n\n

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Not only must we keep children away from the sight of shocking diseases, but we must avoid talking about diseases in front of them, more than in front of anyone else; we must refrain from those commonplaces of trivial conversations in which, after having exhausted the subject of rain and good weather, we begin with that of health, or rather illness, and after having reviewed the migraines, indigestion, nosebleeds and toothaches of our own interesting person, we parade the rheumatism, chronic bronchitis, and the neuralgia of uncles, aunts, cousins, and relatives up to the twenty-fifth degree. Next comes the series of sudden deaths that have occurred in the street and in the neighbourhood, ending with pseudo-philosophical conclusions about our frailty and the innumerable enemies that threaten our precious health.<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n<\/blockquote>\n\n\n\n

But even more harmful than these general remarks are the concerns that so many loving mothers show about their children’s health, with anxious questions, with exaggerated sympathy, and the expression of fears and worries addressed to the doctor and family members in the child’s presence. These phrases not infrequently aggravate and prolong the disorders, and sometimes lead to actual nervous and mental illnesses.\u00a0<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n\n\n\n

Other kinds of indirect negative suggestion that are unfortunately frequent and harmful include the setting of examples by the use of unedifying words and behavior, showing oneself irritated or depressed, dealing harshly, or being caught telling some lie. These and similar examples have disastrous effects, and can destroy the results of much teaching and admonition in a few minutes; because the suggestive power of example, of lived life, is far greater than that of words. Certainly it is very difficult to succeed in avoiding every occasion of that kind, and in this case \u2014 as in others \u2014 perfection is not of this world. But those who educate conscientiously and responsibly should make every effort to minimize those occasions. It is a difficult discipline, but in this, more than in all sentimental outpourings, lies the proof or touchstone of <\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span>true love<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/i> : of wise and enlightened love. Moreover, while that discipline is helpful to our children, it is also very beneficial to ourselves: it is an excellent form of self-education. Thus our children, in order to be well educated, oblige us to educate ourselves, thus returning to us the good we do for them.<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n\n\n\n

We now come to the positive part of our lesson: the beneficial use of constructive suggestion. This can be done in three main ways: <\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n\n\n\n

I\u00b0 – <\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span>POSITIVE SUGGESTIONS IN THE WAKING STATE.<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/i> Essentially this consists in stating repeatedly, in suitable form and attitudes, the qualities we wish to develop in the child and the things we wish him or her to do. The method itself is simple, but its implementation is delicate. The greatest pitfall to be avoided is that of arousing opposition from the ordinary consciousness, or from conflicting unconscious tendencies. Therefore, it is advisable (and various intuitive educators have done this even without having studied psychology) not to address the child’s personality directly, but to speak generically, indirectly, applying things said to other children, or to the child in the third person. Moreover, it is generally appropriate to make the suggestion at a time of calm and receptivity, of harmony, and not at a time when an impulse towards changeability is very active. Likewise, the person giving the suggestion should be calm and harmonious, and speak in a slow, well-articulated and calm manner.<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n\n\n\n

Suggestions can be given not only verbally, but also by the other means we have discussed in previous lectures, namely by:<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n\n\n\n