4. “Gestalt”
modern German word mean the way a thing has been “placed,” or “put together.” Or “shape
of an entity’s complete form”.
in English but “Form” and “shape”
In psychology the word is often interpreted as “pattern” or “configuration.”
Gestalt Psychology/ Theory
Law of Simplicity
looks at the human mind and behavior as a whole.
suggests that we do not simply focus on every small component. Instead, our minds tend to
perceive objects as part of a greater whole and as elements of more complex systems.
5. Gestalt Psychology/ Theory
major role in the modern development of the study of human sensation and perception.
stimulus is perceived by humans in its “most simple form”.
The main focus of the theory is “grouping”
emphasizes on the fact that the whole of anything is greater than the sum of its parts.
Developed and proposed by:
Max Wertheimer
Kurt Koffka
Wolfgang Kohler
10. • intimate interconnection
• cannot exist independently of the whole
• cannot be understood without reference to the
whole greater than the sum of its parts
• often applied to mental states, language, and
ecology
Gestalt Psychology:
Holism
11. The factors that determine the principle of “grouping”
The four (4) Laws of Organization
Proximity Similarity Closure Simplicity
Elements are typically
grouped together based
on their immediacy
Elements similar to one
another tend to be
grouped together
Elements are typically
grouped together if they
are a part of an entity
Elements should be
organized into simplistic
figures, based on their
symmetry, smoothness
and regularity
12. The main principles of the Gestalt Theory
in Learning
Teachers should encourage their students to discover the relationship of the elements that
make up a problem
Incongruities, gaps, or disturbances are essential stimuli in the learning process
Educational instruction should be based on the Laws of Organization
14. Psychoanalysis
founded by Sigmund Freud.
emphasized the influence of the unconscious mind on behavior.
is a set of theories and therapeutic techniques used to study the
unconscious mind
primary assumption is the belief that all people possess
unconscious thoughts, feelings, desires, and memories.
16. Freud’s Branches of Psychoanalysis
Human behavior affected by irrational drives
Attempts to bring into awareness meet resistance in the form of defense mechanisms
Events in early childhood
Conflicts between conscious view of reality and unconscious (repressed) material = mental
disturbances
Liberation from the effects of the unconscious material is achieved through bringing this into
the consciousness
believed that the human mind was composed of three elements: the id, ego, and superego.
17.
18. Freud’s Three (3) elements
The Interaction of the Id, Ego
and Superego, according to
Freud, the key to a healthy
personality is a balance
between the id, the ego, and
the superego
19. Freud’s Three (3) elements
Present from birth
consists of primal urges
Unconscious
Driven by pleasure principle, which strives for immediate
gratification of all desires, wants, and needs
20. is the component of personality
charged with Dealing with reality.
Functions in conscious,
preconscious, and unconscious
mind
Freud’s Three (3)
elements
21. Internalized moral standards and ideals that we
acquire from both parents and society--our sense
of right and wrong
Making judgements
Freud’s Three (3) elements
23. Psychodynamic Therapy
Free association
Patient puts into words, without censorship,
whatever thoughts enter the head
Patient helps him or herself – solve their own
problems
Transference
Way in which someone attributes to analyst
their attitudes from important childhood
figures
24. Dream
The Interpretation of Dreams: dreams express
current wishes as well as unfulfilled childhood
desires
Dream-Works
Condensation: different ideas – single
image
Displacement: disturbing – less disturbing
Representation: thoughts – images
Symbolization: object- sexual life
Psychodynamic Therapy
26. Jung’s: Psychotherapy
in which the analyst and patient work together to increase the patient’s consciousness
Treat depression and anxiety
Assists psychological growth
Realignment of conscious and unconscious aspects of the personality
Jung’s: Aspects of Psyche
Psyche
Analytic work moves beyond ego and seeks to establish a relationship between ego
and self
Ego - consciousness
Self - whole psyche
27.
28. Persona Shadow Anima & Animus Self
Social identity that we
identify with the ego
We are much more
than the social roles we
may play and can move
beyond them
Unconscious aspects of
our personality that
have been lost, rejected
or never integrated.
If identified - less likely
to blame others for our
problems
conscious - promote and
support new aspects of
thinking, feeling and
expression
Unconscious - can sabotage
efforts for growth and
fulfilment
represents the
unified
unconsciousness and
consciousness of an
individual
individuation
Jung’s: Four (4) Major Jungian
archetypes
29. Coming to terms with the unconscious
Appreciating the experience (journey) of exploring the
unconscious
Working towards self-realization through dreams
Develop a way to evaluate things symbolically
Goal of Jungian Psychoanalysis
Anima and Animus
Two fundamental archetypes in the unconscious
Inner feminine side of a man – Anima
Inner masculine side of a woman – Animus
30. Psychoanalysis in Education
argues that, in order to be existentially authentic, teaching and learning must
involve the teacher and student in all their psychodynamic complexity as
emotional and ethical beings
Child’s resistance to learning
unfavorable
environmental
conditions
unsympathetic
and critical
teachers and
parents
lack of preparations
and emotional
blocking causing of
lack of preparations
and emotional
blocking
due to inharmonious
parent-child or intra-
parental relationships
31. Resources
List the resources you used for your research:
https://www.verywellmind.com/what-is-gestalt-psychology-2795808
https://elearningindustry.com/gestalt-theory
https://www.simplypsychology.org/psychoanalysis.html
https://www.verywellmind.com/psychology-schools-of-thought-2795247
Thank You!
