Gestalt psychology focuses on how the brain organizes and makes sense of visual elements based on principles like proximity, similarity, closure, and figure-ground perception. The founders of Gestalt psychology were Max Wertheimer, Wolfgang Kohler, and Kurt Koffka in Germany in the early 20th century. They emphasized that the whole is greater than the sum of its parts, and that perception involves seeing patterns and relationships rather than just individual elements. Gestalt principles can be applied to instructional design to maximize learning by organizing content in ways that are easy for the brain to process visually.
This videos describes the key points of Gestalt school. The points mentioned in slides are core points. These points are important for paper point of view.
Link is given below
https://youtu.be/PDQeKtSrNq4
Inshallah after watching these complete slides you will understand Gestalt school of thought in psychology, Its thinkers, its laws, its experiments and much more... if you watch full video please follow this link
https://www.youtube.com/watch?v=IN3TjyDp3To
This videos describes the key points of Gestalt school. The points mentioned in slides are core points. These points are important for paper point of view.
Link is given below
https://youtu.be/PDQeKtSrNq4
Inshallah after watching these complete slides you will understand Gestalt school of thought in psychology, Its thinkers, its laws, its experiments and much more... if you watch full video please follow this link
https://www.youtube.com/watch?v=IN3TjyDp3To
Structuralism was the first school of psychology and focused on breaking down mental processes into the most basic components. Researchers tried to understand the basic elements of consciousness using a method known as introspection. Wilhelm Wundt, founder of the first psychology lab, is often associated with this school of thought despite the fact that it was his student Edward B. Titchener who first coined the term to describe this school of thought.
Functionalism formed as a reaction to the structuralism and was heavily influenced by the work of William James and the evolutionary theory of Charles Darwin. Functionalists sought to explain the mental processes in a more systematic and accurate manner. Rather than focusing on the elements of consciousness, functionalists focused on the purpose of consciousness and behavior. Functionalism also emphasized individual differences, which had a profound impact on education.
A presentation about William James' psychological school of thought known as Functionalism. These slides explain functionalism in a very easy language. They are pleasant to look at and fun to present while sticking to the concept.
Its a reflective presentation on Insightful Learning Theory. The basic principles/features of gestalt school of psychology is highlighted through the explanation of the theory of insightful learning. It reveals the implication for classrooms. Perception of the whole situation, perceptual reorganization and aahaa experience are clearly mentioned by explaining the experiments with Sultan
It discuss about WOLFGANG KOHLER’S insight of learning. It explains on what is Insight of learning, Kohler's insight with experiment on Chimpanse. Then 3 Educational Implications on Theory of Learning by Insight, general features of it.
Structuralism was the first school of psychology and focused on breaking down mental processes into the most basic components. Researchers tried to understand the basic elements of consciousness using a method known as introspection. Wilhelm Wundt, founder of the first psychology lab, is often associated with this school of thought despite the fact that it was his student Edward B. Titchener who first coined the term to describe this school of thought.
Functionalism formed as a reaction to the structuralism and was heavily influenced by the work of William James and the evolutionary theory of Charles Darwin. Functionalists sought to explain the mental processes in a more systematic and accurate manner. Rather than focusing on the elements of consciousness, functionalists focused on the purpose of consciousness and behavior. Functionalism also emphasized individual differences, which had a profound impact on education.
A presentation about William James' psychological school of thought known as Functionalism. These slides explain functionalism in a very easy language. They are pleasant to look at and fun to present while sticking to the concept.
Its a reflective presentation on Insightful Learning Theory. The basic principles/features of gestalt school of psychology is highlighted through the explanation of the theory of insightful learning. It reveals the implication for classrooms. Perception of the whole situation, perceptual reorganization and aahaa experience are clearly mentioned by explaining the experiments with Sultan
It discuss about WOLFGANG KOHLER’S insight of learning. It explains on what is Insight of learning, Kohler's insight with experiment on Chimpanse. Then 3 Educational Implications on Theory of Learning by Insight, general features of it.
Thinking, reasoning, decision making, and problem solving: All in one Present...Hathib KK
Thinking, reasoning, decision making, and problem solving: All in one Presentation- Steps in problem solving- Inductive reasoning-deductive reasoning-linear reasoning-
Problem Solving PowerPoint PPT Content Modern SampleAndrew Schwartz
139 slides include: teaching problem solving skills, evaluating how you solve problems, understanding the process: how to solve problems, 8 active listening techniques, primary issues for problem solvers, group or individual brainstorming, the problem solving framework, vertical and lateral thinking, adaptors and innovators as problem solvers, collaborative problem solving, leadership and creative work environments, four models of problem solving, SWOT, the 6 C's of decision making, how to's and more.
Cognitive approaches to second
language learning
Yaseen Taha
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u Schools of thought
u cognitive approaches
u Behaviourism
u Learning strategies
u Processing approaches
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What are the Schools of thought?
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Schools of thought
Structural
linguistics and
behavioral
psychology
1900s, 1940s,
1950s
Generative
linguistics and
cognitive
psychology
1970s, 1980s
Constructivism
1980s, 1990s,
2000s
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What does cognitive theory mean?
u A theory of learning processes that focuses on how people
think, understand, and know. It does not specifies
precisely what is learned, what content will be easiest (or
most difficult) to learn, or what learners will select to
learn at different stages of development or levels of
mastery of a complex skill. It came about as a reaction to
behaviorism.
u A cognitive theory of learning sees second language
acquisition as a conscious and reasoned thinking process,
involving the deliberate use of learning strategies.
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Important cognitive theorists
u Allan Paivio, Robert Gagne, Howard Gardener, Benjamin Bloom.
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Behaviourism
u a highly influential academic school of psychology. It assumes
that a learner is essentially passive, responding to environment
stimuli. Believes that a learner starts out with a clean slate, and
behavior is shaped by positive and negative reinforcement.
Reinforcement, positive or negative increases the possibility of an
event happening again. Punishment, both positive and negative,
decreases the possibility of an event happening again.
u It implies that the learner responds to environmental stimuli
without his/her mental state being factor in the learners' behavior.
Individual learns to behave through conditioning.
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Comparison between BEHAVIORIST theory and COGNITIVIST
theory
u Behaviorism is a learning theory
u As a formation of habit,
conditioning
u Practice is necessary, constant
repetition
u Learner is passive
u Behaviorists: teach, plan, present
language item, make Students
repeat
u Errors are forbidden
u Ignored thought and emotions
u Cognitivism is a learning theory, based
on how people think not a theory that
specifies precisely what is learned what
content will be easiest to learn, or what
learners will select to
learn at different stages of development
u Learning results from internal activity
(mental processes)
u Practice is necessary, but rote learning
and meaningless repetition is out.
u Learners process, store, and retrieve
information
u Cognitivists: creates opportunities for
learni
ReadySetPresent (Decision Making PowerPoint Presentation Content): 100+ PowerPoint presentation content slides. Successful and effective strategic decision making is a guarantee to increase productivity in every workplace. Decision Making PowerPoint Presentation Content slides include topics such as: the 6 C’s of decision making, inherent personal and system traps, 10+ slides on decision trees, 10+ slides on decision making methods and tips, 4 slides on the GOR approach to decision making, 8 slides on common pitfalls in decision making, 4 slides on effective strategies in making decisions, 35+ slides on the 8 major decision making traps and how to effectively minimize each, 7 slides on different decision making perspectives, 25 slides on the 3 different types of analysis (grid analysis – paired comparison analysis, and cost/benefit analysis), 4 slides on utilizing planning and overarching questions, 4 modes of decision making and 6 factors in decision making and more!
At the age of 14, Frankl wrote a school paper, We and the World P.docxikirkton
At the age of 14, Frankl wrote a school paper, “We and the World Process”. In this he expressed the idea that there must exist a universal balancing principle. At age 15, he attended night classes in the people’s college even though he was still in high school. He took courses in applied Psychology and experimental Psychology. This course work motivated Frankl to write to Sigmund Freud. After Freud replied, a correspondence developed. During this time Freud accepted Frankl’s article Internationale Zeitschrift fur Psychoanalyse, for publication. However, by the time this article was published, Frankl had come under the influence of Alfred Adler and Individual Psychology.
At the age of 17, Frankl gave a lecture at the people’s college, for a philosophy seminar. His topic was The Meaning of Life. From this lecture he developed two main points for his future theories. The first was that life does not answer our questions about the meaning of life but rather puts those questions to us, leaving it for us to find the answers by deciding what we find meaningful. The second point was that the ultimate meaning of life is beyond the grasp of our intellect, but is something we only can live by, without ever being able to define it cognitively.
After the First World War, there were years of great soul-searching in Austria. Existential questions were on everyone’s mind and they all dealt with the meaning of life. It was at this time that Adler established a school of psychology that searched for concepts that would allow individual freedom. This attracted Frankl and the man who had once followed Freud’s theories began to form new concepts. He became a Social Democrat and in 1925 published Internatinale Zeitschrift fuer Individualpsychologie. Frankl became well known and well liked in this group. He soon began to develop ideas that were outside the traditional framework of Adler’s system of thinking. However, even until his death, Frankl felt an attachment to Adler’s Individual Psychology. The main difference in Logotherapy and Individual Psychology are views concerning the meaning of life.
In the 1930’s, Frankl developed new concepts and coined new terms. The term Logotherapy was first used in 1926 when Frankl presented a lecture at the Academic Society for Medical Psychology. He later used the term Existenzanalyse, (existential analysis) but this was later found to be confused with Binswanger’s Daseinsanalyse and Frankl went back to the term Logotherapy.
With the rise of Hitler, Frankl was taken to a concentration camp. Although he was stripped of everything, during this time he managed to write his book Aerztliche Seelsorge, later published in English as The Doctor and the Soul. This book contained the essence of Frankl’s thoughts and theories. Frankl considered this experience a validation of the concepts on which Logotherapy is based. The three tenets of Logotherapy were tested in the camps.
After being released from the concentration camps, Frank ...
WEEK 6 FORUM ASSIGNMENTGender Differences in Personality.docxdannies7qbuggie
WEEK 6 FORUM ASSIGNMENT
Gender Differences in Personality
This week, your forum assignment is about male and female differences in personality. What male and female differences in personality have you observed and where do you think they come from (e.g., are they learned, inborn, etc.)?
NOTE
: If you believe more than one personality theory explains male/female differences, give concrete examples. Link the theory you choose solidly to the personality differences you describe to provide evidence of your thorough comprehension of your selected theory by your accurate application of it rather than just picking a theory by name and listing characteristics believed by the general public to differ between genders. You must describe how the theory you choose explains specific differences. MINIMUM 300 WORDS.
READING
Personality Theory
Created
July 7, 2017
by
userMark Kelland
Karen Horney stands alone as the only women recognized as worthy of her own chapter in many personality textbooks, and the significance of her work certainly merits that honor. She did not, however, focus her entire career on the psychology of women. Horney came to believe that culture was more important than gender in determining differences between men and women. After refuting some of Freud’s theories on women, Horney shifted her focus to the development of basic anxiety in children, and the lifelong interpersonal relationship styles and intrapsychic conflicts that determine our personality and our personal adjustment.
Personally, Horney was a complex woman. Jack Rubins, who knew Horney during the last few years of her life, interviewed many people who knew her and came away with conflicting views:
She was described variously as both frail and powerful, both open and reticent, both warm and reserved, both close and detached, both a leader and needing to be led, both timid and awesome, both simple and profound. From these characterizations, the impression emerges that she was not only a complex personality but changeable and constantly changing. She was able to encompass and unify, though with struggle, many diverse attitudes and traits… (pg. 13; Rubins, 1972)
Erich Fromm, who was a lay-analyst with a Ph.D. (not an M.D. like most early psychoanalysts), focused even more than Horney on social influences, particularly one’s relationship with society itself. He not only knew and worked with Horney personally, but the two were intimately involved for a number of years, and Fromm analyzed Horney’s daughter Marianne. Both Horney and Fromm can be seen as extending Adler’s emphasis on social interest and cooperation (or the lack thereof), and their belief that individuals pursue safety and security to overcome their anxiety is similar to Adler’s concept of striving for superiority.
Brief Biography of Karen Horney
Karen Clementine Theodore Danielssen was born on September 16th, 1885, in Hamburg, Germany. Her fathe.
Assignment InstructionsTHIS IS FOR WEEK 6!!The Learning.docxhoward4little59962
Assignment Instructions
\THIS IS FOR WEEK 6!!
The Learning Reflection Journal is a compilation of weekly
learning reflections you'll independently write about across Weeks 2, 3, 5, 6
and 7. During each of the assigned weeks, you will write two paragraphs, each 300 words in length (i.e., 600 words total). The first paragraph will describe a topic that you found particularly interesting during that week and what made it interesting, and the second paragraph will describe something that you have observed occurring in the real world that exemplified that topic. Only one topic may be recorded in the journal for each assigned week and your observed real word occurrence must be clearly related to it.
READING
Personality Theory
Created
July 7, 2017
by
userMark Kelland
Karen Horney stands alone as the only women recognized as worthy of her own chapter in many personality textbooks, and the significance of her work certainly merits that honor. She did not, however, focus her entire career on the psychology of women. Horney came to believe that culture was more important than gender in determining differences between men and women. After refuting some of Freud’s theories on women, Horney shifted her focus to the development of basic anxiety in children, and the lifelong interpersonal relationship styles and intrapsychic conflicts that determine our personality and our personal adjustment.
Personally, Horney was a complex woman. Jack Rubins, who knew Horney during the last few years of her life, interviewed many people who knew her and came away with conflicting views:
She was described variously as both frail and powerful, both open and reticent, both warm and reserved, both close and detached, both a leader and needing to be led, both timid and awesome, both simple and profound. From these characterizations, the impression emerges that she was not only a complex personality but changeable and constantly changing. She was able to encompass and unify, though with struggle, many diverse attitudes and traits… (pg. 13; Rubins, 1972)
Erich Fromm, who was a lay-analyst with a Ph.D. (not an M.D. like most early psychoanalysts), focused even more than Horney on social influences, particularly one’s relationship with society itself. He not only knew and worked with Horney personally, but the two were intimately involved for a number of years, and Fromm analyzed Horney’s daughter Marianne. Both Horney and Fromm can be seen as extending Adler’s emphasis on social interest and cooperation (or the lack thereof), and their belief that individuals pursue safety and security to overcome their anxiety is similar to Adler’s concept of striving for superiority.
Brief Biography of Karen Horney
Karen Clementine Theodore Danielssen was born on September 16th, 1885, in Hamburg, Germany. Her father was Norwegian by birth, but had become a German national. A successful sailor, he had become the captain o.
Assignment InstructionsTHIS IS FOR WEEK 6!!The Learning.docxsimba35
Assignment Instructions
\THIS IS FOR WEEK 6!!
The Learning Reflection Journal is a compilation of weekly
learning reflections you'll independently write about across Weeks 2, 3, 5, 6
and 7. During each of the assigned weeks, you will write two paragraphs, each 300 words in length (i.e., 600 words total). The first paragraph will describe a topic that you found particularly interesting during that week and what made it interesting, and the second paragraph will describe something that you have observed occurring in the real world that exemplified that topic. Only one topic may be recorded in the journal for each assigned week and your observed real word occurrence must be clearly related to it.
READING
Personality Theory
Created
July 7, 2017
by
userMark Kelland
Karen Horney stands alone as the only women recognized as worthy of her own chapter in many personality textbooks, and the significance of her work certainly merits that honor. She did not, however, focus her entire career on the psychology of women. Horney came to believe that culture was more important than gender in determining differences between men and women. After refuting some of Freud’s theories on women, Horney shifted her focus to the development of basic anxiety in children, and the lifelong interpersonal relationship styles and intrapsychic conflicts that determine our personality and our personal adjustment.
Personally, Horney was a complex woman. Jack Rubins, who knew Horney during the last few years of her life, interviewed many people who knew her and came away with conflicting views:
She was described variously as both frail and powerful, both open and reticent, both warm and reserved, both close and detached, both a leader and needing to be led, both timid and awesome, both simple and profound. From these characterizations, the impression emerges that she was not only a complex personality but changeable and constantly changing. She was able to encompass and unify, though with struggle, many diverse attitudes and traits… (pg. 13; Rubins, 1972)
Erich Fromm, who was a lay-analyst with a Ph.D. (not an M.D. like most early psychoanalysts), focused even more than Horney on social influences, particularly one’s relationship with society itself. He not only knew and worked with Horney personally, but the two were intimately involved for a number of years, and Fromm analyzed Horney’s daughter Marianne. Both Horney and Fromm can be seen as extending Adler’s emphasis on social interest and cooperation (or the lack thereof), and their belief that individuals pursue safety and security to overcome their anxiety is similar to Adler’s concept of striving for superiority.
Brief Biography of Karen Horney
Karen Clementine Theodore Danielssen was born on September 16th, 1885, in Hamburg, Germany. Her father was Norwegian by birth, but had become a German national. A successful sailor, he had become the captain o ...
1. Christian S. Gle Prof. Catherine DG. Santos
BEEd 2nd year – section A
GESTALT PSYCHOLOGY (Revised Handouts)
Objectives:
At the end of the lesson, the student will be able to:
Define Gestalt psychology
Know the different founders of Gestalt psychology
Describe the different gestalt principles
Enlist ways of applying Gestalt psychology in the teaching-learning process.
Lesson Content:
Gestalt loosely translated into English, meaning “shape” or “form”.
Gestalt psychology is based on the observation that we often experience things that are
not a part of our simple sensations.
Gestalt theory was the initial cognitive response to behaviorism. It emphasized the
importance of sensory wholes and the dynamic nature of visual perception.
FOUNDERS OF GESTALT PSYCHOLOGY
MAX WERTHEIMER
Max
He was born in Prague on April 15, 1880. His father was a Wertheimer
teacher and the director at a commercial school. Max studied
law for more than two years, but decided he preferred
philosophy. He left to study in Berlin, where he took classes
from Stumpf, then got his doctoral degree (summa cum laude)
from Külpe and the University of Würzburg in 1904.
In 1910, he went to the University of Frankfurt’s Psychological
Institute. While on vacation that same year, he became
interested in the perceptions he experienced on a train. While
stopped at the station, he bought a toy stroboscope -- a spinning
drum with slots to look through and pictures on the inside, sort
of a primitive movie machine or sophisticated flip book.
At Frankfurt, his former teacher Friedrich Schumann, now
there as well, gave him the use of a tachistoscope to study the
effect. His first subjects were two younger assistants,
Wolfgang Köhler and Kurt Koffka. They would become his
lifelong partners.
2. MAX WERTHEIMER (continued)
He published his seminal paper in 1912: "Experimental Studies
of the Perception of Movement." That year, he was offered a
lectureship at the University of Frankfurt. In 1916, he moved to
Berlin, and in 1922 was made an assistant professor there. In
1925, he came back to Frankfurt, this time as a professor.
In 1933, he moved to the United States to escape the troubles in
Germany. The next year, he began teaching at the New School
for Social Research in New York City. While there, he wrote his
best known book, Productive Thinking, which was published
posthumously by his son, Michael Wertheimer, a successful
psychologist in his own right. He died October 12, 1943 of a
coronary embolism at his home in New York.
WOLFGANG KOHLER
Wolfgang Köhler was born January 21, 1887, in Reval,
Estonia. He received his PhD in 1908 from the University of
Berlin. He then became an assistant at the Psychological
Institute in Frankfurt, where he met and worked with Max
Wertheimer.
In 1913, he took advantage of an assignment to study at the
Anthropoid Station at Tenerife in the Canary Islands, and
stayed there till 1920. In 1917, he wrote his most famous book,
Mentality of Apes. Wolfgang Kohler
In 1922, he became the chair and director of the psychology lab
at the University of Berlin, where he stayed until 1935. During
that time, in 1929, he wrote Gestalt Psychology. In 1935, he
moved to the U.S., where he taught at Swarthmore until he
retired. He died June 11, 1967 in New Hampshire.
3. KURT KOFFKA
Kurt Koffka was born March 18, 1886, in Berlin. He received his
PhD from the University of Berlin in 1909, and, just like Köhler,
became an assistant at Frankfurt.
In 1911, he moved to the University of Giessen, where he taught
till 1927. While there, he wrote Growth of the Mind: An
Introduction to Child Psychology (1921). In 1922, he wrote an
article for Psychological Bulletin which introduced the Gestalt
program to readers in the U.S.
In 1927, he left for the U.S. to teach at Smith College. He
published Principles of Gestalt Psychology in 1935. He died in
Kurt Koffka
1941.
KURT LEWIN
In 1890, he was born into a Jewish family in Mogilno, County of
Mogilno, Province of Posen,Prussia (modern Poland). He was one of four children
born into a middle-class family. His father owned a small general store and a
farm.The family moved to Berlin in 1905. In 1909, he entered the University of
Freiburg to study medicine, but transferred to University of Munichto study biology.
He became involved with the socialist movement and women's rights around this
time.[3] He served in the German army when World War I began. Due to a war wound,
he returned to the University of Berlin to complete his Ph.D., with Carl
Stumpf (1848–1936) the supervisor of his doctoral thesis.
Lewin had originally been involved with schools of behavioral psychology
before changing directions in research and undertaking work with psychologists of
the Gestalt school of psychology, including Max Wertheimer and Wolfgang Kohler.
He also joined the Psychological Institute of the University of Berlin where he
lectured and gave seminars on both philosophy and psychology. [3] Lewin often
associated with the early Frankfurt School, originated by an influential group of
largely Jewish Marxists at the Institute for Social Research in Germany. But
when Hitler came to power in Germany in 1933 the Institute members had to disband,
moving to England and then to America. In that year, he met with Eric Trist, of the
London Tavistock Clinic. Trist was impressed with his theories and went on to use
them in his studies on soldiers during the Second World War.
4. Following WWII Lewin was involved in the psychological rehabilitation of former occupants of
displaced persons camps with Dr. Jacob Fineat Harvard Medical School. When Eric Trist and A T
M Wilson wrote to Lewin proposing a journal in partnership with their newly foundedTavistock
Institute and his group at MIT, Lewin agreed. The Tavistock journal, Human Relations, was
founded with two early papers by Lewin entitled "Frontiers in Group Dynamics". Lewin taught
for a time at Duke University.[5]
Lewin died in Newtonville, Massachusetts of a heart-attack in 1947. He was buried in his home
town.
GESTALT PRINCIPLES
Principles Examples
LAW OF PROXIMITY
The closer objects are to each other, the more likely
they are to be perceived as a group.
LAW OF SIMILARITY
Objects that are similar, with like components or
attributes are more likely to be organised together.
LAW OF CLOSURE
In perception there is the tendency to complete
unfinished or partially obscured objects. Kanizsa’s
triangle (right) is one of the most recognisable
examples of this.
LAW OF GOOD CONTINUATION
Objects will be grouped as a whole if they are co-
linear, or follow a direction.
5. LAW OF GOOD PRAGNANZ
Prägnanz means, in simple terms, “good form” and
refers to organising shapes to simple forms. Figures
are seen as their simple elements instead of
complicated shapes.
LAW OF FIGURE – GROUND
Viewers will perceive an object (figure) and a
surface (ground) even in shapes are grouped
together. This law also defines use of contrast.
Each of the laws in this presentation provide a technique that can be used in instructional
and interface design to maximise visual aesthetics, and therefore maximise learning
potential for users.
Don’t forget that just as these Gestalt laws are true when defining human perception, the
opposite of each is also true. For example, in the diagram below, the figure on the right is
DIS-similar to the others and therefore stands out.
As shown previously, in verbal expression the rules relate to grammar and structure – in visual
expression the rules can be explained with Gestalt principles, or “laws”.
Traditionally, these laws of Gestalt show how visualisations can be effective when presenting
static visual elements. Design has changed, technology has improved. We now have a multitude
of multimedia components and new communication tools at our disposal – can we still apply
Gestalt laws and principles to interface design?
6. Communicating visually has now been affected by computer screens and reading from a screen
has been shown to be more difficult than traditional printed materials, therefore: DESIGN IS
EVEN MORE IMPORTANT!
Gestalt principles and the Teaching- Learning process
The six gestalt principles not only influence perception but they also impact on learning. Other
psychologists like Kurt Lewin , expounded on gestalt psychology. His theory focusing on “life
spaces adhere to gestalt psychology”. He said that individual has inner and outer forces that
affect his perceptions and also his learning. Inner forces include his own motivation, attitudes
and feelings. Outer forces may include the attitude and behavior of the teacher and classmates.
All these forces interact and impact on the person’s learning. Mario Polito, an Italian
psychologist writes about the relevance of Gestalt psychology to education.
“Gestalt theory is focused on the experience of contact that occurs in the here now. It considers
with interest 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. It
stimulates learning as experiences 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 organization and rearrangement of information according to needs, purposes and
meanings. It asserts that learning is not accumulation, but remodeling or insight. Autonomy and
freedom of the student is stimulated by the teacher. The time necessary for assimilation and for
cognitive and existential remodeling is respected. The contact experience between teachers and
students is given value: an authentic meeting based ideas and affections.’