There is nothing more practical than a good theory, Kurt LEWIN said. Gestalt
theory is a good theory that could facilitate the learning and teaching processes
and renew both educational relationship and didactics.
Amplifying the contributions of Gestalt psychology (W. KÖHLER, M. WERTHEIMER,
K. KOFFKA, W. METZGER, G. KATONA, K. LEWIN) and those of Gestalt therapy (F.S. PERLS,
R.F. HEFFERLINE, P. GOODMAN, 1951) it is possible to elaborate a Gestalt Psychopedagogy.
From the application of Gestalt theory to the clinical field there could be a fruitful
transfer to the educational field. Various attempts have been made for such a transfer
(e.g. FUHR, BROWN, V. OAKLANDER), but were limited to transferring some selected
fundamental themes of Gestalt therapy like the contact cycle, personal and authentic
communication, the here and now principle, and some techniques of Gestalt therapy,
like the well known 'dialogue with the empty chair'. In other words, Gestalt was
applied to teaching, without theoretically considering or reframing it in a coherent
way, without elaborating an adequate pedagogical remodelling of what Gestalt therapy
theory and practice can contribute in the pedagogical field.
This lecture aims to demonstrate that it is possible to proceed toward a theoretical
revision of the gestaltic perspective in order to create the basis of a coherent
Gestalt Psychopedagogy by integrating the contributions of Gestalt psychology with
the contributions of Gestalt therapy.
Gestalt therapy perspective applied to teaching is often charged with theoretical
superficiality because it neglects the theme of learning contents, because it distorts
the class group transforming it into a psychotherapeutic group, because it underestimates
performance in learning contents and it overestimates the relationship and communication:
a beautiful climate is created in the classroom but nothing is learned. Because
of this frame, which puts aside Gestalt theory on perception, intelligence, memory,
creativity, insight, problem solving, the strength of Gestalt theory was decreased
and reduced to a nice humanistic technique centered on authentic and personal communication.
In managing all theoretical Gestalt contributions, both from the Gestalt psychology
side and the Gestalt therapy side, it is easier to expand them in a psychopedagogical
perspective. Some contributions that we could apply immediately to education include:
the theory of the organism-environment-field, learning as a creative adaptation,
learning and teaching as experiences of contact, group dynamics according to the
field theory of K. LEWIN, the laws of gestaltic organization (figure-background
effect, VON RESTORFF effect, the tendency to the completion, the good continuation,
the good form, the pregnancy, remodelling and problem solving, insight, productive
thought (M. WERTHEIMER), memory as rearrangement (G. KATONA).
The integration of Gestalt psychology and Gestalt therapy can produce a new theory,
that we could call Gestalt Psychopedagogy, a theory that takes an interest in the
specific way of teaching and learning processes and of educational relationship.
The main objective is to make finally possible learning as a real experience, an
authentic experience of contact with the environment and with others, an experience
of creativeness and of 'formation'.
To demonstrate how this psychopedagogical theory of Gestalt could be developed in
practice, this lecture examines and discusses eight key concepts:
1. Creative adaptation as a value and objective of the education itself.
2. Learning in the Organism-Environment Field.
3. The need for learning.
4. Insight and learning.
5. The classroom group as a resource for learning together.
6. The laws of gestaltic organization applied to didactics.
7. Knowledge as remodelling and rebuilding.
8. Priority of educational relationship over didactics.
Gestalt theory is focussed on the experience of contact that occurs in the here
and now. It considers with interst the life space of teachers as well as students.
It takes interest in the complexity of experience, without neglecting anything,
but accepting and amplifying all that emerges. The fundamental objective of this
approach is the creative adaptation of each individual within the Organism-Enviroment
Field. In the gestaltic perspective the organismic needs of man, the authentic needs
of autorealization, are respected. It stimulates learning as experience and the
experience as a source of learning. It appreciates the affections and meaning that
we attribute to what we learn. Knowledge is conceived as a continuous organisation
and rearrangement of information according to needs, purposes and meanings. It asserts
that learning is not accumulation, but remodelling or insight. Autonomy and freedom
of the student is stimulated by the teacher. The time necessary for assimilation
and for cognitive and existential remodelling is respected. Didactic contents are
proposed not for being introjected or swallowed but for having them chewed, destructured
and assimilated. The contact experience between teachers and students is given value:
an authentic meeting based on sharing ideas and affections.
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