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Not To Be Or Not To Be Accelerated Learning and N.L.P. There is a Stage in human development lead an individual using metaphors (an A.L. another situation his would be called gener- in which we are especially open to learning technique too) from the present ‘stuck’ state osity, but with a sub-personality loyal to and to outside influence in general. At this to, for example, an earlier time when they someone in the external world, it amounts to early age we learn our language, morals and were learning to walk or spell. This accesses subversion of the individual’s integrity. social roles, preparing ourselves for adult their childhood (and childlike) ability to The last workshop using A.L. techniques life. learn radically new things. Then, still using I went to even had the presenter instructing Accelerated Learning (A.L.) involves a metaphor, we might lead them to the psycho- the participants (in trance) via metaphor not going back in mental functioning - to a logical resource ~ eg a particular emotion - to examine what had been done to them! My greater or lesser extent - to that age. We can they need. By leading their unconscious to years of hypnosis and NLP experience stood thus learn radically new material and skills make new connections - problem to learning me in good stead as I sat there in trance like quite rapidly. to resource - we gracefully empower them. everyone else and noticed the equivalentofa Another way of describing the activity of Unfortunately this state can be used to post-hypnotic suggestion (this is an example ALL. is to use the model of conscious versus disempower people as well. Recently a fel- of the conscious and unconscious mind shar- unconscious mind. The normal conscious low NLP (NeuroLinguistic Programming) mode of functioning is to process informa- Practitioner and myself spent three hours de- tion and experience sequentially, a bit at a programming a friend who had been to a time. The unconscious mode is like process- workshop using A.L. techniques. What we ina late af infarmatian in an halictic fachian found was a verv vowerful sub-personalitv To Be Or Not To Be Accelerated Learning and N.L.P. There is a stage in human development lead an individual using metaphors (an A.L. another situation his would be called gener- in which we are especially open to learning technique too) from the present ‘stuck’ state osity, but with a sub-personality loyal to and to outside influence in general. At this to, for example, an earlier time when they someone in the external world, it amounts to early age we learn our language, morals and were learning to walk or spell. This accesses subversion of the individual’s integrity. social roles, preparing ourselves for adult their childhood (and childlike) ability to The last workshopusing A.L. techniques life. learn radically new things. Then, still using I went to even had the presenter instructing Accelerated Learning (A.L.) involves a metaphor, we might lead them to the psycho- the participants (in trance) via metaphor not going back in mental functioning - to a logical resource - eg a particular emotion - to examine what had been done to them! My greater or lesser extent - to that age. We can they need, By leading their unconscious to years of hypnosis and NLP experience stood thus learn radically new material and skills make new connections - problem to learning me in good stead as I sat there in trance like quite rapidly. to resource - we gracefully empower them. everyone else and noticed the equivalent of a Another way of describing the activity of Unfortunately this state can be used to post-hypnotic suggestion (this is anexample ALL. is to use the model of conscious versus disempower people as well. Recently a fel- of the conscious and unconscious mind shar- unconscious mind. The normal conscious low NLP (NeuroLinguistic Programming) mode of functioning is to process informa- Practitioner and myself spent three hours de- tion and experience sequentially, a bit at a programming a friend who had been to a time. The unconscious mode is like process- workshop using A.L. techniques. What we ing lots of information in an holistic fashion, found was a very powerful sub-personality with an openness and vulnerability we usu- patterned after the workshop presenter. ally protect ourselves against. In A.L. we When we asked that sub-pefsonality, or give up the conscious mode with its finely imprint, “to whom are you primarily loyal?”, d z developed ability to discriminate and criti- | we gota surprise. \) i? 2 cise in favour of rapid learning. It answered, not with our friend’sname, Ab yl } | In therapy this is very useful, as we can but that of the presenter. Ithad the cleverness . — a —________ anddeviousness of that pre- —i_s senter too. When asked about its influence on our friend it replied with fine- Sub-Personalities sounding statements about | It's important to recognise that sub- wanting him to have more personalities can be quite beneficial, and choices in his life. Nice- they occur naturally. Children playing take sounding words but when them on at will, as they pretend tobe the latest pressed it admitted its con- super-hero etc. Using this imprint of some- trol over just WHICH one else (even a fictitious character), they try choices our friend would for a way for their true selves to find expres- make. He could have more sion. Seeing a boy with his father we can choices just so long as the notice him copying his father’s movements sub-personality could do and postures, trying on his father-imprint for the choosing. size. This is a valuable way for a growing Tt took us three hours to child to find just what pattern of expression de-programme him because suits him or her. Of course some pcople get the sub-personality had the stuck at this stage and we see them twenty survival skills of the pre- years or more later, still trying to live up to senter in deceiving people their parent-imprint. (our friend in this case) and As adults we can consciously choose because it was hiding in other individuals to copy and imprint on every physiological system ourselves. This is an accelerated way to gain we tested except the olfac- some of their understandings and skills. tory (smell). Even if the presenter does not plant Another man’s ‘im- clones of him or her-self in the audience, plant’ had him organizing there is still the ethical question of putting workshops and going to a people into trance-like states of conscious- great deal of trouble for the ness and imparting your own belicfs and benefit of the external per- values to them. It’s not surprising that, re- son, with no reward at all, gressed to achildlike state, we do what chil- finanelal or otherwise. In dren doand absorb the values of our teachers. S New Times Eight - Autumn 1989