, the research was aimed at determining whether suggestology was adaptable to societies with different social and educational norms and whether or not there was a connection between "learning" as a critical faculty and suggestion.
In order to achieve these objectives an exhaustive survey was conducted of the theory; also, the motives and means of its application in education was thoroughly explored. According to Fassihiyan (1981), the comprehensive review of the research on the Lozanov Method indicated that over the course of time, two versions of Lozanov's method have emerged.
First, there was the early version of suggestology which was said to be, at least partially, built on the yogic techniques of relaxation. Fassihiyan (1981) discusses an evaluative study of this early method which was conducted in Iran, with yoga as the main variable. The study did use music; however, its primary aim was to get Iranian subjects to relax during learning and for this they used yoga techniques.
Fassihiyan (1981) states that findings revealed that the learners had a hard time appreciating the significance of yogic exercises. Moreover, some elements of yoga (rhythmic breathing) were found to actually be destructive and the posture it required not practical in formal education.
Fassihiyan (1981) stated that the foregoing limitations, along with the seeming rejection of yoga as being "mystical and esoteric" caused some of the advocates of "suggestology" to focus their thoughts more on "music" as an alternative to the kind of relaxation needed for in-depth learning. This new version, proved more adaptable; though its efficacy was reported to be largely dependent on the selection of the proper music and the use of highly trained teachers.
Fassihiyan (1981) also notes that the support for the Lozanov Method as an instructional model that taps into the unconscious as part of its operation is not well documented. However, b...