Following a degree in Philosophy in the late seventies, I
began teaching English as a Foreign Language. Over a four or
five year period I taught at schools in England, at a
petroleum refinery in Algeria, and at a university in Spain.
I also went back to university in London for post-graduate
training in TESOL (Teaching English to Speakers of Other
Languages). That was all very varied and interesting
experience. In 1983, my first child was born, in Spain, and
it seemed an appropriate time to consider establishing a
permanent home and settling somewhere, perhaps where the
world could travel to me, rather than vice versa.
And so, later that year, I
bought a large house on the South coast of England and set
up a residential language school, teaching EFL to adult
‘speakers of other languages’. Over the subsequent years,
hundreds of adult learners from dozens of overseas countries
came to improve their English on a wide variety of courses I
had developed to cater for the broad range of purposes and
requirements the individuals brought with them. The students
stayed as live-in residents for anything from one week to
two years, from absolute beginners to proficiency level, on
general courses with, for example, strict structural content
or, by contrast, functional/notional, communicative
approaches – in accordance with their cultural upbringing,
experience and expectations. Saudi Arabian students required
a fundamentally different approach to the Italians or Dutch,
generally speaking. And each individual adult, naturally, or
‘nurture-ly’, has his own strengths and weaknesses,
capabilities, preferences, expectations and constraints, and
so on. They would also come for different, and some very
specific, purposes, many of which related to widely diverse
careers and working environments.
As far as possible, my
ethos and educational philosophy was to relate appropriately
to each individual, and – in consideration of, and with
respect for, the socio-cultural, ideological,
psych-physiological and pragmatic variations – to endeavour
to engage with and encourage that individual learner so as
to augment their learning experience, and maximise their
progress.
It was with this role and
purpose in mind that I began, with certain individuals,
individually and in small groups, to introduce, in the
mid-1980s, selected procedures of relaxation and
concentration, some yogic techniques, and light meditation,
into the learning environment. It had become apparent that
some learners could benefit greatly from letting go of their
specific, subjective constraints that might be manifesting
themselves as prejudice or preconception, or issues with
self-confidence and anxieties concerning ability and
performance, and so on.
This approach, and its
different forms, tended to appeal to the more open-minded
individuals with liberal backgrounds and non-dogmatic
educational histories. Ironic, perhaps, because these people
also exhibited, on the whole, a lesser degree of obstruction
or uneasiness of expression, and a greater self-confidence,
than those who could not or would not entertain such
‘diversions’ from the task at hand, or from the serious
business of attaining the requisite grade. For some,
therefore, this approach was inappropriate and out of the
question; for others, however, it offered an effective means
to enhanced understanding, increased participation, improved
learning ability and greater communication performance.
In 1988, I got myself
qualified in hypnotherapy. By using some of the techniques
explored in that training course, I began to develop more
structured, individualised practices for more specialised
purposes. I also, on occasions, significantly deepened the
states of relaxation to levels which allowed for a complete
bypassing of the conscious, analytical mind of the student,
to achieve direct access to, and communication with, the
subconscious. I was aware, in doing this, that I would need
to be particularly attentive to the peculiar restrictions,
and possible dangers, that the language limitations and
potential misunderstanding might create or exacerbate. Any
linguistically communicated guidance, or suggestions, would
have to be very carefully framed, constructed and delivered
in order that the correct message was conveyed. In this
respect, special skills had to be developed with these
non-native English speakers that are quite unnecessary – or,
rather, unnecessary to that degree – when dealing with
subjects who are native speakers of our own mother tongue.
Misunderstandings and misinterpretations had to be avoided
at all costs. My skills as a language teacher had to be
rigorously applied to ensure that my language usage was
within the understanding and recognition of the recipient.
Interestingly, however -- and in line with what one might
theoretically expect – the capabilities of the student when
in a hypnotic state were much augmented. I refer here to the
receptive, passive skill of listening, and of listening
comprehension; active oral participation of the students was
minimised, or avoided altogether, when they were in the
hypnotic state. Of course, their capabilities in English
comprehension and communication in or through that state was
not of any real or practical interest, and exercising or
evaluating such skills was of no import, and not required.
The use and value of the hypnotic state comprehension level
or ability would be subsequently gauged only insofar as my
instructions or suggestions could be made to accurately and
effectively facilitate the active and passive language
skills of the learner, once that learner was consciously,
wakefully, using the target language in real situations
arising after the hypnosis.
To give a flavour of the
range of situations in which I used hypnotic induction of
varying depths in some language learning lessons, I have
selected three different examples – two typical, and one
rather extraordinary. I shall briefly describe these, and
indicate some of the effects and benefits, as I perceive
them. As the title suggests, this is not a formal paper; it
is the setting down, sketchily, of some true anecdotal
experiences, with the object of presenting an idea, an
image, open to further elaboration.
The first example is a
small group situation. With a group of normally up to six
learners all sitting, with me, around a large table, I would
incorporate the following procedure on a daily basis
throughout the duration of a short, two to four week,
course. On arrival into the room for their first lesson each
morning, we would exchange warm greetings and one or two
pleasantries, but little or nothing more. When we were all
present, we took our places around the table in silence and
quickly made ourselves comfortable in our seats. Each person
adopted a sitting position that he or she individually
favoured, and tended to stick with this very closely every
time. I required that backs should be straight, both feet
firmly on the ground, and eyes closed. Some would sit a
little back from the table with hands in laps or on knees;
others would sit close to the table with hands upon it. The
key objective in posture selection was to feel comfortable
and relaxed, and at the same time alert.
Speaking in a calm,
soothing tone, slightly slower than normal, I told them, or
reminded them, to relax, and allow any tension to
dissolve…to let the feeling of relaxation spread through
them from head to toe. Their minds, like their backs, should
be set in an attentive state, but entirely at ease, and free
of thoughts, free of thinking. They should let go of all
concerns, feelings, senses, attention inside their bodies,
outside their bodies, inside their minds, outside their
minds…and become aware only of their breathing, their
gentle, relaxing, rhythmical breathing…each breath bringing
more calm and quiet and peace…and with the calm and quiet
and peace would come more relaxation – clear, easy, wakeful
relaxation…
"Your mind is wide awake
and thinking of nothing. Nothing. It is open…and clear…and
free – and limitless. It is light and open and clear and
free. Mind is…light…openness…freedom…expansion. The mind of
light opens, free, expansive, limitless…Effortlessly,
without movement, it is empty – and it contains all. All
knowledge. In the stillness, in the emptiness, is…all. No
thing…and all.
"Now, know it…sense it…see
it. All…No thing…and all. All becoming...all potential
knowledge. In the mind…In your mind. All… All potential…All
becoming...All potential knowing…All potential knowledge all
becoming…"
Something along these
lines – unscripted and hence always a little different –
would be said, in a relaxed, calm, gentle voice. Then,
gradually picking up the pace of the delivery to a normal
speed, their attention would be directed back to their
breath, and then their bodies, "…and stretch your
fingers…and open your eyes".
This routine, once
familiar to the group, took around five minutes or so. And
it was time well spent. As previously mentioned, the
individuals were selected, and, of course, their agreement
to participate sought and confirmed. But among all who
agreed to participate in this simple, daily starter, I never
had one who opted out, or who even showed any signs of
dissent or reluctance. Quite the opposite: each and every
one participated wholeheartedly, showed real and unequivocal
appreciation – and claimed, to one extent or another, that
it was beneficial.
The sense of general
wellbeing and alert, clear-minded, easy relaxation was
universally reflected. Many felt that this type of shared
experience, its natural equality of perception and
achievement, together with the de-stressing effects, helped
to bond the group – making the members more comfortable and
confident (with themselves and with one another), and
facilitating trust and understanding, and improving
communication (crucial for the language learning situation).
Some were adamant that, as
well as these advantages, the process definitely improved
their learning and retention skills. This claim is of course
difficult to measure objectively and to corroborate
evidentially; and I did not spend time devising methods of
analysing the possible advantages, or attempting to quantify
them. The students’ own subjective claims and feedback was
evidence enough for me, reinforced by my own observations.
My observations also noted that this worked as an effective
‘equaliser’ of group member variation in age, education,
culture, nationality, gender roles, etc. It appeared to
provide an invisible, common platform upon which a mixed
collection of individuals could interact and relate with
greater ease and efficacy.
The second typical example
I have chosen of the use of hypnosis I conducted in my role
as an educator was with individuals, rather than groups. The
induction employed in this example is fairly long; and the
state of relaxation achieved is much deeper than that
reached in the previously described one.
By way of illustration, I
shall describe a particular case. Yuri, let’s call her, was
a Japanese woman in her mid-twenties, visiting England, for
the first time, to improve her existing lower
intermediate-level English. She had recently completed her
post-graduate university education in Japan, and was clearly
unsure about her next step. Would it be a career move – or
marriage and nest-building? Or might it be a break from
those conventional moulds? Her sojourn in England appeared
to be less a positive move in an opted-for direction than
symptomatic of a delay in decision-making. Now, my role, as
I saw it, was not to influence, or even facilitate, Yuri’s
life-affecting decision-making; she had not come to me for
that (at least not directly, that is). Her indecisive and
directionless state of mind did, however, have a significant
effect on her learning capabilities at that time. She
demonstrated a marked lack of focus and inability to
concentrate, which in turn reduced her capacity to
understand conceptually, and diminished her powers of
retention. I concentrated, therefore, on improving that
specific aspect of her presenting condition for which I had
a professional remit.
I gave Yuri the option of
a comfortably carpeted floor to lie on, or a comfy armchair
to sink into. She went for the floor, with some
encouragement from me; she would be able to relax more fully
there, while being less inclined to feel sleepy. I then
induced a deep relaxation with a classic mind-body induction
that took about twenty minutes. With the aid of simple
deepeners, she went further, into a ‘level
three’/’basement’-type state of relaxation in which my
commands were automatically and easily understood and acted
upon or reacted to. It was immediately apparent that, upon
accessing her subconscious without interference from the
analytical, conceptual mind, her understanding became
enhanced to a significant, remarkable, degree. I was able to
speak to her at normal or accelerated conversational speeds,
using vocabulary, syntax and semantics that she would
normally be flummoxed by – and she demonstrated effortless
comprehension.
I spoke to her along the
lines of a general, positive, non-dogmatic, quasi-esoteric
philosophy, and made suggestions carefully constructed to
impact psychologically. A minor abreaction of tender
tearfulness quietly indicated that something had clicked. I
did not pursue it at that point, but only encouraged
relaxation and gentle, secure release of the emotion. I
allowed her some ten minutes or so of silence, punctuated
only by the occasional suggestion of reassurance and
relaxation.
After about a total of
forty-five minutes, I brought her back to full wakefulness.
From that moment on, during her stay in England, she behaved
quite differently – as though she had begun to look at life
through a clarified lens. Not only was her performance as a
language learner significantly improved, but she also
exhibited a new zest for life in general, together with
strength of determination, a sense of direction or
motivation, and an increased self-confidence. This
translated practically into a manifestation of rediscovered
decisiveness.
She went on to achieve
excellent results in her English learning. She then
travelled the world, and subsequently launched herself into
a promising career. I do not in fact know, but it is quite
possible of course, that she raised a family, too – and thus
fulfilled all the options she had had difficulty in choosing
between. That, however, must remain mere speculation, as I
later lost contact with this particular person.
I shall only touch the
fringes of my last example, as it deserves, to my mind,
fuller treatment perhaps elsewhere.
Hans, as I shall refer to
him, was an intelligent young man from Stuttgart, Germany.
He was the only child of a doting mother and a domineering,
university professor father. Although he was sensitive and
imaginative, he showed some signs of a tendency to
manipulate, a certain intransigence, and more than a hint of
obstinacy engendered by a meticulously hidden insecurity.
This was further entrenched and compounded by a resolute
reliance on his own not inconsiderable intellectual prowess
to steadfastly constitute the predominant beacon, the best
trusted guiding light, upon his unfolding way. He was also
thoroughly inured by the stereotypically Teutonic obsession
with punctuality. The large and extravagantly complex piece
of chronographic precision engineering he bore upon his
wrist was fingered, flashed, and even tapped, should the
stray seconds threaten to run into, God forbid, errant
minutes!
Hans and I had developed a
good, mutually respectful, working relationship and
friendship, despite, or perhaps in the light of, our several
personality differences. He came to me to learn, practise
and improve his English for a month every year for four or
five years in succession. It was during the last visit of
this series that he requested a session of deep hypnosis and
guided visualisation.
I will interject briefly
at this point to explain that I had experimented for many
years, by that time, with relaxation and guided
visualisation or image-building, and story-telling, as an
effective combined tool for language reinforcement and
vocabulary building. It proved to be a popular technique
among many of the more advanced students. Certain aspects of
the language learning process could be absorbed and retained
comparatively effortlessly and enjoyably by this means.
So, back to Hans. His
command of English was by now very high; and, because he had
shown great interest in its somewhat esoteric
subject-matter, I proposed playing him a tape recording of a
quite lengthy, ‘magical’ visualisation written and read by
an associate of mine, a well-known (in his field) and
prolific author and musician. Hans eagerly agreed.
I induced in him a deep,
‘sub-basement’, hypnotic trance, and played the tape. In
all, the session lasted, I suppose, an hour or more.
(Mercifully, I escaped, this time, of course, the attempted
influence of the strict, law-keeper hands of the mighty
chronograph…)
Now, I shall dwell but
little further on this particular case, except to say that a
truly remarkable effect eventuated. For all I know, it could
be unique in its duration. Directly upon his ‘wakening’,
Hans underwent a marvellous abreaction. From deep down
inside, there bubbled up in him an irrepressible mirth.
He laughed, non-stop, for
three days. Three days. Non-stop. He had trouble chewing and
swallowing his food. He howled in the bathroom, heaved
spasmodically, chortled and chuckled throughout the day, and
whooped and wept, till his tears dried in their tracks down
his helplessly distorted visage. He went to sleep at night,
so he told me, laughing; and he woke up, so he reported,
laughing. For three whole days. He had to excuse himself to
take himself off on long walks in the nearby countryside so
he could let it out privately in its unremitting, inexorable
roll…
It was a truly marvellous
experience to witness. For him, it was an at once
exhilarating and exhausting, life-changing watershed.
When he next visited, it
was as a friend, not a student. He explained how his
long-term, deep-seated, dysfunctional relationship with his
father had been resolved; how he was happily juggling a
central bank management role with television appearances;
that he was enjoying a rewarding relationship with a
beautiful TV star; and pursuing an ever-deepening, sane and
sober, interest in hermetics. All that – and he didn’t
appear to be wearing a watch! In diametrical contrast with
his previous expression of self, he had become so
demonstrably relaxed, easy-going and fluid.
And what’s more,
incidentally, he related all this through excellent, fluent
English. But to what extent, if indeed any, this too had
been affected by the catharsis is a subject for further
investigation.
Be
confident, more relaxed and in control. Be successful in
love, work and so much more! 
