Gestalt Pedagogy As An Inspiration For Modern School

Abstract

Introduction: The theoretical underpinnings of Gestalt pedagogy stem from the tenets of humanistic psychology and rely on a holistic concept of humans. They are embedded in the paradigms of Gestalt therapy, a therapeutic modality that dates back to the 1960s. The challenges of today’s fast-evolving world make it difficult to build healthy interpersonal relationships based on mutual respect. It seems to be a dying skill despite being critical to fostering healthy development of children’s and young people’s identity. Hence, it is necessary to explore the conditions for the educational process (upbringing and teaching) to be effective.

Research Aim: The aim of this paper is to discuss the central tenets of Gestalt pedagogy. It delves into definitions of the education process and highlights selected principles that frame the way Gestalt schools operate. What is more, it considers an original profile of a teacher whose approach and skillset are embedded in Gestalt theory.

Evidence-based Facts:  The concept of Gestalt pedagogy is fairly well covered by German literature. However, it continues to be a relatively obscure subject in Polish pedagogical community, with little consideration being given to its theory and practice. This calls for exploration of the concept and its core elements as part of a broader and ongoing effort to expand pedagogical knowledge and build an up-to-date understanding of educational phenomena.

Summary: In order for the educational process to remain effective, it is essential to produce new knowledge in alignment with the challenges of today’s world. Given the state of contemporary educational reality, it is necessary to actively promote changes not only in the way the teaching process is organised, but also in how the concept is approached. It is also a must to abandon the traditional method of providing learners with raw knowledge (at every stage of the educational process) and a modicum of skills in favour of education as a process of self-exploration.