Assagioli emphasizes in this article that language must be played with and only later should grammar elaborate on the sound experiences we have had. In this way, the natural ability of the unconscious to remember is utilized – we must become like children again.
By Roberto Assagioli, MD, Translation Britt Jakielski
As a result of rapidly increasing travel opportunities and the growing cultural and economic interconnectedness between people and nations, the need to learn foreign languages is becoming increasingly greater and more urgent.
But for many people, learning a language proves to be a long and demanding process, the results of which are often far from satisfactory. This is especially visible in public schools. Countless young people complete years of foreign language studies and take exams – only to find out that they do not really master these languages when they are in a situation where they have to use the language, for example, in connection with a visit to the country in question. Most of the time and energy spent on studying therefore turns out to be wasted.
This situation seems all the more surprising and shocking when it is set against the easy and spontaneous way in which we learn our mother tongue, as all normal children do. It is such a universal occurrence that we do not even realize how wonderful it actually is. A little boy, whose mind is not yet very developed, who is learning to gain control over his senses and expressions, learns – without external means such as translation or explanation – the miracle of understanding a rapidly increasing number of words and sentences. And this happens without visible effort, almost like a game and with visible joy.
This contrast indicates that there must be something fundamentally wrong with the present methods of language learning, and that the elimination of the present colossal waste of time and effort in this field necessitates not merely improvement but a radical or even revolutionary change. We must look to modern psychology with its recent developments for an explanation of the inefficiency of the current methods and for a formulation of the principles on which a more effective and fruitful technique should be based. The key that will thereby emerge will reveal the fundamental meaning of the unconscious, its nature and laws. This will be obvious when we realize that the memory on which the knowledge of any language rests is a function of the subconscious.
Without entering into a technical discussion of the theories of memory, it is obvious that all the impressions we receive from the external world through the senses remain only very briefly in the field of consciousness, and then they seem to disappear into nothingness and are replaced by other sense impressions or by the spontaneous activities of the mind and emotions. But these impressions have not disappeared like shadows on a wall. In some way or other they leave a trace in us somewhere, and these traces have the power – under suitable circumstances – to re-evoke or re-awaken the original impression or sensation in consciousness.
It is not relevant for our purpose here to discuss whether these memory traces are of a physiological or psychological nature; what is relevant is the consideration of the conditions and laws which determine the outcome, the preservation and the recall of the original impression.
Resistance in the mind to new impressions
There are two schools of psychological study and application, namely psychoanalysis and suggestion, which establish the following facts:
1. Unpleasant and tiring impressions tend to be forgotten or pushed out of consciousness, into the unconscious, through a regular act of repression (Freud’s Verdrängung ),
2. Every effort is by nature more or less unpleasant and liable to arouse resistance, distraction, lack of receptivity or fatigue. The stronger it is, the stronger the internal resistance and the worse the result. This is a psychological law that Baudoin has formulated and called the “Law of Reverse Effort”.
3. External stimuli that are not nourished by an active interest or pleasant or positive feeling will make only a superficial and slight impression on us, and are easily erased by other, more vivid impressions.
The constant violation of these three fundamental principles in the present methods of language learning will evidently lead in time to the abolition of the latter. What could be more tedious, tiresome, or uninteresting to boys and girls with their active, restless minds and their still more active, restless bodies; what could be more discouraging to adults preoccupied with the serious problems they may have in their lives, than to have to trudge through dry grammar with its innumerable exceptions, or to conjugate masses of mischievous, irregular verbs? Is it not inevitable that the subconscious of the victims will either violently or cunningly evade such abuse and resist it with all its might?
Even when we succeed by force or persistence in impressing the subconscious mind and forcing it to store and reproduce the words we have impressed upon it, the words are like a kind of dead weight or a series of static impressions, like phonographic archives rather than something we have vitally absorbed. The result is that we are unable to understand what the waiter is saying to us in the restaurant, or to express our practical needs or ideas intelligently to a stranger.
We must become like children again.
What is the alternative? It can be stated in a simple way, but with far-reaching consequences: We must learn foreign languages in the same way that we learned our mother tongue by “becoming like little children” again.
Let us consider what this means and implies. The child learns almost entirely through the subconscious ability to “absorb” without conscious effort, without “studying,” and without worry or haste. We should therefore seek, as far as we are able, to put ourselves back into the child’s state of pure receptivity, relaxation, eagerness to absorb the strange and amusing sounds we hear, and to welcome everything new with a smile. Our inner state should be one of joyful discovery of the wonderful land of surprises.
This state of receptivity should be allowed to continue undisturbed until a spontaneous urge arises to reproduce the sounds we have heard. Any premature attempt to reproduce the sounds involves effort, and the resulting reaction in the subconscious mind causes a loss of energy and delays, rather than promotes, the desired progress. Some people of the energetic type feel the urge to repeat at once what they hear, and it is well to give free rein to this impulse. Others, of the more passive, introverted type, who are emotionally anxious and insecure, need longer before the subconscious mind is so saturated, so full, that they feel ready to express what they have learned.
Let me give you an extreme example. A little Italian girl, who was very shy and nervous, had had an English teacher for several years but could not be persuaded to speak English. She was considered a hopeless case until one day she began to speak English of her own accord, and has done so ever since without hesitation.
There is an interesting, significant and rather dry analogy between this method and the Montessori system, where young children – as is well known – are allowed to relate non-bindingly to the material they have available and other children’s use of it, until they spontaneously feel the urge to make active use of it themselves.
These inner, psychological rhythms must be recognized and respected. The discovery of them in each of us and our adaptation to them constitutes one of the most interesting aspects of the art of living. Similarly, the art of learning to read and write a foreign language can be greatly facilitated by the knowledge of the subconscious and its laws.
Teaching must be adapted to the laws of the subconscious.
Here are some of the most important rules to be aware of:
1. The Liveliness and Charm of Visual Impressions
The importance of these factors is well known to advertisers, who make a point of printing advertisements in a manner that will catch the eye, and of using attractive and cheerful illustrations designed to make a pleasant and lasting impression on the reader. Why should language teachers be inferior psychologists to businessmen? Should they not also take advantage of these incentives as far as possible, so as to make the task of their pupils easier and more pleasant?
2. The connection between different types of impressions.
Sensory impressions of different kinds, when combined, create a deeper memory impression that is more easily activated. The teacher should take advantage of this and combine visual, auditory and motor impressions in a qualified way. The simplest way to achieve this is to pronounce a sentence, while at the same time showing it on the board in large letters, and ask the students to focus their attention on listening and seeing alternately, while the sentence is repeated several times. They should always do this in an easy and effortless way, without worrying about remembering what they have seen or heard. Immediately afterwards, they can copy the sentences several times and repeat them aloud, thereby activating the power of the visual and auditory impressions.
3. Repetition and persistence of impressions
Repetition is necessary to create lasting impressions that are able to withstand the rapid flow of stimuli that constantly flow into us in modern life. Effective salespeople, among others, are very aware of its effectiveness and apply it systematically.
The same purpose requires that the impressions be made slowly. The sentences must be pronounced distinctly, and the written text must be allowed to stand for a while, so that the pupils can see it and have time to learn in a relaxed manner. It is possible to experiment with the visual and auditory techniques through phonographic or tape recordings, as is increasingly being done. These means can be used to connect the sound with the visual, and the impressions can be renewed as needed. They are very suitable for the purpose and constitute a real help, but they cannot be said to constitute in themselves a complete and satisfactory method, since they lack some of the other essential qualities, as will be seen below.
4. Imitation
The importance of imitation is a well-known and indisputable fact, which, however, is not sufficiently exploited in the study of language. Imitation forms the basis – and that with astonishing results – of the teaching of the deaf and dumb, who learn to pronounce words correctly by carefully observing the teacher’s mouth when he or she speaks. Through unconscious imitation, such observation creates an ability to repeat the teacher’s movements, and the students thereby become able to pronounce the words clearly and correctly. By acquiring this simple and easy method, one can quickly acquire good pronunciation of a foreign language – an achievement normally considered difficult and requiring much practice.
Based on the principles mentioned here, it is advisable to attend classes and theatrical performances and to participate in conversations in the language we wish to learn, even if we do not understand very much. We can trust that our subconscious mind will pick up on it and then imitate it, especially when we support it with a conscious attitude and state of relaxation, free from strenuous efforts to understand and any form of impatience or inferiority complex.
5. Synthetic Understanding
Contrary to what we might expect and contrary to the current approach to learning, recent psychological research has proven that the spontaneous and natural way of learning and remembering what has been learned is holistic and not detail-oriented. A word or a short sentence is perceived both auditory and visual as a “whole,” as a whole. The subconscious is synthetic and not analytical; in the same way that it is irrational and not rational. Our frequent mistakes in many areas, including language, are due to a misunderstanding of these and other fundamental differences between our conscious and subconscious minds. Therefore, this principle of synthesis supports the use of short or even longer sentences without stopping to analyze their components or grammatical peculiarities—a dry and tiring task that tends to sidetrack our attention and confuse impressions.
6. Emotional and Aesthetic Factors
Certain philosophers and ethnologists have maintained that poetry is the natural and original expression of human language. It is clear that the first verbal manifestations of our ancestors, arising from vital needs and emotional outbursts, cannot be called prose in our cold, sober sense. But it is certain that poetry, through its combination of charm, rhythm and rhyme, and song, with its melodic beauty, have a special appeal and therefore make a much deeper and stronger impression than a mere continuation of prosaic sentences.
I occasionally conduct an amusing and convincing experiment in this regard. When foreign friends express to me their desire to learn Italian, while at the same time expressing their lack of confidence, based on previous, unhappy attempts with this or other languages, I reply that languages are not different to learn and that the fault lies not with them but with the current teaching methods. I claim that I can prove it here and now by demonstrating in half an hour that they will be able to understand a sonnet. This confirmation gives them a pleasant experience and arouses their interest, and it is a good preparation. I then proceed to recite this wonderful sonnet, inspired by Beatrice:
“Tanto gentile e tanto onesta pare
la donna mia, quand’ella altrui salute” etc.
(New Life Sonnet XV)
If we compare such poetic expressions with the sentences which constitute the exercises in the present grammar books—such as “my aunt’s cat is smaller than my uncle’s dog,” or “my grandmother’s umbrella is old,” etc.—it is easy to see how superior poetry is in every context. Yet thousands of students in public and private schools throughout the world, thoroughly bored, reluctantly, but stubbornly, try to drum into their heads: “Where is my uncle’s paper knife,” “I like celery, but not cabbage,” and many other similar, stimulating, and inspiring sentences.
In saying this, I do not wish to be taken to mean that the study of language should be based solely on famous poetry, and thus to express contempt for other subjects of general or practical interest. My point, however, is—contrary to popular opinion—that poetry is easier to remember and more agreeable to the subconscious than dull sentences, and that it is therefore both preferable and convenient to begin with in order to lay a good foundation. Having coaxed the subconscious into opening up, we can undertake the less appealing parts of the study.
In this first phase of learning it is beneficial to motivate the willing cooperation of the subconscious mind by using not only famous poetry but also simple nursery rhymes and little children’s verses. This is all in accordance with the aforementioned fundamental principle that in this work we must become like little children again.
The importance of the teacher-student relationship
Another valuable method of promoting language learning is a bond of trust between teacher and student. Modern psychology has rightly emphasized the important role of emotional and irrational factors in all aspects of human life. But these have not yet been adequately recognized and applied in the field of education and have received little attention in language learning. This does not suggest that there is a need for a special personal bond or emotional relationship between teacher and student, although such a relationship, when it exists, as in the case of a mother and her child in the learning of the child’s native language, is very effective. What should be created, on the contrary, is a happy, friendly relationship, informal and full of life, and quite different from the rigid, reserved or professorial relationship that is the norm.
Much can be done to establish such an atmosphere by continually peppering the teaching with humorous and witty remarks, puns, verbal tricks and absurdities. The funny appeals in a very special way to the subconscious and creates a very clear impression and is therefore remembered with great ease.
The time has surely come to do away with the senseless idea that study must always be accompanied by solitary and hard toil. Let us turn instead to a lively, attractive and joyful activity. Let us turn our attention to the possibility of introducing a different, important factor: the general and lively interest aroused by play and sport. It should be easy for the teacher, who is not a mere robot who recites grammar, to suggest puzzles, small tasks and competitions to stimulate his pupils to eagerness to learn, especially with regard to the less attractive parts of the language or other subjects. It would be desirable if the textbooks which make use of these methods were much more widely used in the field of education.
In this way, studies and sports can be brought closer together – rather than being two separate and often opposing activities; not least because, from a practical point of view, games and sports can easily be used to learn many scientific facts, laws and methods.
The importance of grammar
At this point I would like to take this opportunity to anticipate the possible doubts that some people are now experiencing. Is grammar really obsolete? Should we simply consign it to the wastepaper basket or strike a match to it? My views are not quite so revolutionary! I have great respect for grammar and sincerely believe that it has its rightful place and fulfills an important function in human learning. But in my view its place and function are exactly the opposite of those commonly attributed to it. Grammar books should not be used, as is the case, at the beginning of learning a language; their usefulness only becomes relevant when one has acquired a sufficient, practical command of the language. When this has been achieved through direct acquisition, a need arises spontaneously to find meaning in the many peculiarities and the origin and development of the language one is now learning to appreciate. This is right and good and is an expression of the desire to acquire a scientific understanding.
The study of grammar and syntax now assumes a quite different quality, becoming a means of satisfying a spontaneous and natural need and of expressing an inherent interest. It therefore gives rise to a mental satisfaction which outweighs the effort required. This attitude is not nearly as revolutionary and remarkable as it appears. A very sober and rational philosopher like Herbert Spencer wrote: “A language is spoken, and much poetry is written, before any thought is given to grammar and prosody. We have not waited for an Aristotle to be able to speak correctly. Grammar arose after the origin of language, and must be learned when the language has been learned.” In this sense, the current popular grammar falls woefully short of its proper use, which is to reveal the special structure, origin and development of a language. Grammar should help us to open a language as a living organism and, through syntax, to discover its psychological qualities and its expressive value.
This second phase of learning completes and rounds out the first and is its natural result. This order in the study of language corresponds to the general principle and growth of evolution which sets – or should set – the agenda for all aspects of human life. First , direct experience, living contact and acquisition, and then conscious reflection and a clear mental understanding of the material we have acquired. First, subconscious receptivity, and then self-conscious acquisition; first practice, then theory. All teaching should aim first to promote and develop the student’s experience and contact with real life, his “field of experience”, and then to help him to reap all the fruits of experience, knowledge and wisdom which this living contact is able to offer him.
The teacher’s task is to be the bridge to experience and life, and the translator; not, as is usually the case, a screen that prevents a living exchange with reality. In the present school system (except for a minority of schools that have adopted modern ‘active’ methods) the teacher seeks, with well-meaning intention, to deprive young people of their right to go through the natural processes we have described here, by filling them with pre-chewed and artificially compressed knowledge pellets.
Language as a bridge to a people’s soul
The harmonious relationship, based on a sympathetic relationship between teacher and student, which, as we have seen, is a great help in the mastery of a language, should be extended to all people and to the whole nation whose language we are trying to learn. This has not only the advantage of furthering our learning process, but also a wider and higher value of a more spiritual nature. A language is the direct and clear expression of the soul of a people. It reveals the special, inner quality of the latter, and by means of it is manifested the unique contribution which that nation has made and is making to the total life of humanity. It is the great translator of the notes and strings, the melodies and harmonies which constitute that nation’s participation in the great human symphony.
If, therefore, we acquire a sympathetic understanding and deep appreciation of that people and through our soul contact the soul of that people, the study of their language will bring us a new and deeper understanding. It will create an inner, living relationship that will enable us to acquire their language with surprising ease. We will be able to rely not only on the cooperation of our subconscious, but also on our superconscious with its higher intuitive and telepathic power, with its strong tendency to create fusion and identification.
The results of this appreciative and sympathetic attitude will be far-reaching. We will learn the language with a minimum of time and effort, “sans larmes *),” as Reinak so amusingly puts it. Moreover, such an approach gives us an even more important advantage of a spiritual nature—an expansion of the mind and emotions. Many mental limitations, prejudices, and unjustified emotional reactions are thereby overcome, and we gain a new insight, a new approach to reality, and become more flexible and refined. In this way we will gradually arrive at a more living and not merely intellectual realization of the fact that there are many points of view, all of which are equally justified, and that only by accepting and acknowledging the contribution of each country and race can we hope to arrive at a more complete and true understanding of reality.
This inner expansion and increase of our capacity to sympathize and understand, this overcoming of self-centeredness, has not only a liberating effect on us individually, but constitutes one of the most effective and practical means for eliminating national and racial misunderstandings, antipathy and the marked antagonism. History has shown us in recent times in dramatic fashion how much we have failed in the establishment of international cooperation, disarmament and peace through external means such as peace treaties, legal measures, coercion and fear. In this, as in all similar cases, the only real, effective solution must be effected through the natural and at the same time spiritual method, working from within outward, from soul to body, from spirit to form.
When the true spirit of peace and general international goodwill permeates the hearts and minds of the majority of mankind, more elaborate, formal alliances and treaties will be superfluous, and in that spiritual atmosphere the necessary regulations and agreements will be easily established and carried into effect.
In order to make our individual contribution to this great work, on which the civilization of the future may well depend, it becomes almost a necessity for us to avail ourselves of the help which the knowledge of one of the great foreign languages can offer us. As we have seen, we can acquire it far more easily and painlessly if we do away with the present unsatisfactory and artificial methods and instead cultivate the wisdom which lies in becoming children again. Let us open our minds and hearts to the many voices through which humanity expresses its sorrows and joys, and which offer us the fruits of the knowledge and beauty harvested by its sons. Let us participate daily in the effort to create a new civilization, a new expression of the inherent divine qualities of man.
*) “Painless” (literally: without tears)
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