Gestalttheorie in der Lehrerausbildung - Einige erziehungspsychologische Konsequenzen
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CONTRIBUTORS:
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JOURNAL:
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YEAR:
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2005
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PUB TYPE:
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Journal Article
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SUBJECT(S):
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educational psychology, Gestalt psychology, Gestalt theory, Gestaltpsychologie, teaching
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DISCIPLINE:
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Psychology
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HTTP:
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http://www.gestalttheory,net/gth/
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LANGUAGE:
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German
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PUB ID:
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103-422-244
(Last edited on
2005/12/16 03:14:02 US/Mountain)
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SPONSOR(S):
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ABSTRACT:
Students at the university of education, future teachers for children aged 6 to 16 years, are often interested in psychology only in hope for practical advice that it might give them for their expected daily work. This article deals with the possibility of making these teachers-to-be
familiar with gestalt theoretical ideas and some general pedagogical and educational consequences of gestalt psychology, in order to give them a theoretical basis for their tasks. The anthropological and epistemological positions of gestalt theory, in particular, are featured for
this special context. The main idea is that education is a self-organizational process based on, as much as possible, undisturbed personal relationships between learners and teachers, combined with a group atmosphere within the classroom that allows social affiliation (“Zugehörigkeit”)
and equivalence (“Gleichwertigkeit”). So the main task therefore, appears to be the arrangement of the best possible developmental conditions for this self-organizational process instead of just re-acting to social disturbances in school. Wolfgang Metzger’s “criteria for working with living beings” (“Kennzeichen der Arbeit am Lebendigen”), as discussed in one of his main collected works, “creative freedom” (“Schöpferische Freiheit”), is a very helpful guide for these teachers-to-be. Metzger’s criteria - which include: “non-arbitrariness of form”,
“formation through internal forces”, “non-arbitrariness of labour times”, “non-arbitrariness of working speed”, “accepting detours” and “reciprocity of what is going on” in pedagogical relationships - are related to concrete aspects of the social situation in the classroom and the often-burdensome professional situation of teachers.
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