The International
SOCIETY FOR GESTALT THEORY AND ITS APPLICATIONS
(founded in 1978)
Gesellschaft für Gestalttheorie und ihre Anwendungen - Société pour la théorie de la Gestalt et ses applications - Associazione della Teoria della Gestalt e delle sue applicazioni - Sociedad para la teoría de Gestalt y sus aplicaciones - Sociedade para a teoria de Gestalt e suas aplicações

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13th Scientific Convention

March 27 - 30, 2003
University of Education Karlsruhe (Germany)

 


Dr. Ferdinand Herget MA
Ludwig-Maximilians-University Munich, Germany

Insight Lerning and Teaching Methods
Einsichtiges Lernen und Unterrichtsmethoden

Summary/Abstract


Here a heuristic model was proposed, which tries to formalize the connection between structuring of tuition/lessons and the process of insightful learning.

If one wants to incite insightful learning the process of teaching is by far more complex and demanding then a kind of teaching that is focused on mere memorising.

It is obvious that the didactical cone can only be a first access to the events of teaching and still has to be enhanced by more components i. e. emotional or volitional ones.

The practical conclusion and questions of science deriving from this are the following:

1. For the area of teacher training

- future teachers should be qualified to apply the rules of productive thinking to the planning of lessons.

- This can only be reached through focused schooling of teacher trainees in the area of problem solving, problem solution techniques and analysis of thinking processes. Therefore curricula would have to be developed. At the same time the teacher training itself should not take place according to the principles of directive instruction. How should future teachers teach insightful orientated if they learn and study under the influence of directive tuition at their universities.

2. For the area of education research

- One of a teacher's main task is to rouse the students' interest in something, Which means to create a "variability-constancy-situation". So far suggestions have been made by Wagenstein, Friedrich Copei or Maria Montessori, they are known only to pedagogic experts. Basically their references are not being considered much at the universities or teacher colleges. This is due to the fact that a systematisation and exploration of the responsible psychological rules for this phenomenon and its relation to the organization of material is not yet adequately known.

On the other hand the suggestions made deal with natural/applied sciences. There are hardly any comparable considerations for the humanities like German, History, Religion, Philosophy or vocational subjects.

Altogether the Gestalt Psychology can provide important contributions for the improvement of teaching- and learning processes.

The findings on its most unique area, the exploration of productive thinking, could greatly help to understand the learning processes of students better.

To point out to and incite you to make available capacities for the exploration of the better understanding of learning processes would be the greatest and most pleasant aim to have achieved with this presentation.

(Translation/‹bersetzung: Stephanie Frik)
A full text article version of this lecture will be published in GTA's quarterly
GESTALT THEORY . The next GTA-conference will take place in Graz, Austria, in February 2005: Click here for information!

 


Click here for a list of on-line abstracts of lectures at the Scientific Conventions of the GTA since 1997


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