Original Research

’n Psigo-opvoedkundige ondersoek na enkele vooronderstellings en konsepte onderliggend aan die Neurolinguistiese Programmeringsmodel

C.M. Vorster, J. du Plooy
Koers - Bulletin for Christian Scholarship/Bulletin vir Christelike Wetenskap | Vol 70, No 1 | a259 | DOI: https://doi.org/10.4102/koers.v70i1.259 | © 2005 C.M. Vorster, J. du Plooy | This work is licensed under CC Attribution 4.0
Submitted: 31 July 2005 | Published: 31 July 2005

About the author(s)

C.M. Vorster, Departement Kurrikulumstudie, Universiteit van die Vrystaat, Bloemfontein, South Africa
J. du Plooy, Fakulteit Bestuurswetenskappe, Sentrale Universiteit vir Tegnologie, Bloemfontein, South Africa

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A psycho-educational investigation into a few suppositions and concepts underlying the Neuro-linguistic Programming model

In the early 1970s a model was developed to identify the therapeutic methods that were used by outstanding psychologists. Eventually the so-called Neuro-linguistic Programming (NLP) model was introduced and this model is still used today in many fields such as in psychotherapy with children, in teaching, in the business world and so forth. The purpose of this article is to shed more light on the main presuppositions and concepts underlying the NLP model. This investigation will mainly be undertaken from a psycho-educational perspective. It will, however, also be attempted to concentrate on application possibilities (if any) of NLP concepts, taking a Christian point of departure. The most important NPL concepts will be discussed in relation to children on their way to adulthood, whether they are in therapy or in a classroom situation. In conclusion, while referring to the relevance of NLP in psycho-education, certain transcendental-critical perspectives will be provided concerning the most important concepts and presuppositions of NLP.


Neuro-Linguistic Programming; NLP Concepts; NLP Presuppositions; NLP Representation Systems


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