Neuro-linguistic programming: Its potential for

In this paper we outline the nature of Neuro-linguistic Programming and explore its potential for learning and teaching. The paper draws on current research by Mathison (2003) to illustrate the role of language and internal imagery in teacherlearner interactions, and the way language influences beliefs about learning. Neuro-linguistic Programming (NLP) developed in the USA in the 1970's. It has achieved widespread popularity as a method for communication and personal development. The title, coined by the founders, Bandler and Grinder (1975a), refers to purported systematic, cybernetic links between a person's internal experience (neuro), their language (linguistic) and their patterns of behaviour (programming). In essence NLP is a form of modelling that offers potential for systematic and detailed understanding of people's subjective experience. NLP is eclectic, drawing on models and strategies from a wide range of sources. We outline NLP's approach to teaching and learning, and explore applications through illustrative data from Mathison's study. A particular implication for the training of educators is that of attention to communication skills. Finally we summarise criticisms of NLP that may represent obstacles to its acceptance by academe.