The Influence of The Subconscious Mind In Learning

How do you feel at the moment of learning something new?
Are you enthusiastic approaching a new task, confident that you will eventually overcome any initial mistakes and errors as you develop your ability? Or is your feeling about your ability to learn new things something quite different? Recent, major scientific discoveries are shedding new light on the influence of our subconscious mind on our ability to learn. More importantly, these discoveries reveal how we can successfully manage our subconscious.


The Role of The Subconscious Mind

Your mind has two components each with separate functions. There is the conscious mind, which is 12% of our mind, and the subconscious mind, which is the other 88%. The conscious mind is the one we readily identify with; it is our “doing state” that we use to perceive the world and make decisions, such as “I need to study chemistry tonight”. The subconscious mind is responsible for storing our memory, habits, beliefs (“I always have difficulty understanding chemistry!”), personality, self-image. It also controls our bodily functions (notice you don’t have to consciously think about doing these things).

The subconscious mind is important because the body retains a primitive mechanism which has the ability to record and remember every incident that it experiences. This is called “conditioning”. It forms part of the way we learn and it enables us to perform actions habitually (without thought). Therefore if you experience enthusiasm and satisfaction while learning a new task, this mechanism will record those feelings and associate them with that task. Feelings of frustration and stress while learning are associated in the same way. When you next do that task, the subconscious association which was previously formed is automatically recalled, and re-experienced emotionally. Previous feelings of happiness and satisfaction are translated into enthusiasm, while feelings of stress, frustration give rise to reluctance, doubt, fear or anxiety.

Let’s now consider an example which illustrates the above points. Say for instance you think you are not a good learner and find it hard to study for exams. Because you find study difficult you are less likely to study and revise regularly throughout the year, because it is not an enjoyable thing to do. By avoiding regular revision you inevitably find yourself having to “cram” in the final weeks for your exam. Cramming for a subject invariably creates considerable stress, frustration and uncertainty about your true ability to pass the exam.

The subconscious mind has recorded this entire experience of study as a “remembered stress”. This “remembered stress” can accumulate and is experienced as a greater reluctance to study which constantly needs to be overcome. This is why some students who consistently place themselves under this kind of pressure find themselves unable to “face their books” or study anymore. The very thought of study subconsciously brings forward theassociated feeling of this “remembered stress” and anticipates it being experienced again. This can then lead to an inability to study effectively.

A person may have a conscious desire to perform a task, but will experience an overriding subconscious fear or reluctance to do it.

Although we can become aware of our subconscious reluctance towards learning, we often have difficulty in changing the feelings that we experience. This is because our conscious desire (“I want to study”) comes up against our existing habit and belief (“I find learning chemistry frustrating!”). Therefore 12% of your mind is battling with the other 88%. If you make this a battle of conscious will, you experience stress as you fight to discipline yourself to study, enduring much pain and suffering. This is why most people procrastinate over studying.

The conflict between the conscious and the subconscious mind is fought on an emotional level. It is a conflict which you can avoid if you understand how one mind can control the other. The student needs to learn:

A more effective method of study.
A conscious ability to motivate oneself and rebuild motivation as needed.
A method of “neutralising” subconscious blocks.
A method of reprogramming subconscious responses to learning.
In the Life Skills Seminar the ability to overcome subconscious blocks to effective learning is taught by learning and practising:

The ability to relax and release stress anytime, anywhere.
The ability to focus your mind so that it does not become distracted.
Using the whole brain developing links and association for improved learning.
Using colour and mind charting for effective learning.
Developing an awareness of self talk.
Mind/body exercises to overcome subconscious blocks to learning.
Mind/body exercises to develop greater self confidence in your learning ability.
The ability to program new responses to negative emotions experienced while learning.
Proof that you are able to perform these skills through the use of bio-feedback equipment.

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Keywords: subconscious, mind, conscious

By: Sandy McGregor

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