In interpersonal relationships between teachers and students, catechist and catechised, as well as in teaching and catechetical teams, communicological blockages and defence mechanisms are part of ...everyday life. These subjects have different expectations of each other, which in turn triggers resistance in the person. In their concrete experience, there are different observations, reflections and formation of abstract concepts. Conflicts are not always a bad thing. For Gestalt pedagogy, conflict situations present an opportunity for personal development, deepening relationships and growth of the whole group. Gestalt pedagogy uses methods to resolve conflict situations in a way that helps the individual to become aware of and reflect on his or her own feelings, memory traces, reactions and perspective on the conflict situation. Knowledge of the mechanisms of resistance and Gestalt methods for resolving communication blocks is a useful tool for team members (especially for novice teachers and mentor teachers) to build better quality relationships. Good relationships within a team can increase success at work.
Promišljanje o čovjeku kroz pojam odgoja pod kojim se najčešće podrazumijeva razvoj osobnosti, a koji se događa kroz razvoj kognitivnoga, afektivnoga i psihomotornoga područja te osobnosti, ...formiranja stajališta, mišljenja i uvjerenja pojedinca i vrednota, kao skup općih uvjerenja, mišljenja i stavova o tome što je ispravno, dobro ili poželjno i koja se ostvaruje na različite načine, varira od osobe do osobe, mjesta i razdoblja, podložna je promjenama, a usvaja se tijekom cijelog života. Pozitivno iskustvo terapeuta geštalt terapije, koje je potaknulo integraciju spoznaja geštalt terapije na pedagoška područja, posebno u odgojne svrhe i razvoj osobnosti, predstavlja važan korak prema produbljivanju razumijevanja pedagogije, proširenju njezinih granica i prihvaćanju istraživanja psihološkog i psihoterapeutskog znanja u pedagogiji, omogućuje danas geštalt pedagogiji, kao jednoj od struja humanističke pedagogije, holistički pristup odgoju. Oslanjajuči se na prvu encikliku pape Franje, dokument važan za razumijevanje i pristup gorućim ekološkim problemima koji naglašava složene odnose siromaštva, uništenja okoliša i skrbi za budućnost, temeljeći se na biblijski nadahnutoj duhovnosti stvaranja, ukazujemo na načine na koje čovječanstvo može učinkovito odgovoriti na te složene izazove. I to prvenstveno odgojem, primjenjujući principe geštalt pedagogije, koji se temelji na kršćanskoj poruci spasenja, a koja se odnosi na čovjeka u cjelini i uključuje djela u osobnom životu i na društvenoj razini.
Thinking about man through the concept of education, which most often means the development of personality, and which occurs through the development of cognitive, affective and psychomotor areas of that personality, through the formation of attitudes, opinions and beliefs of individuals, through the values as a set of general beliefs, opinions and attitudes of what is right, good or desirable, and which is accomplished in different ways, varies from person to person, place and time, it is subject to change and adopted throughout life. The positive experience of Gestalt therapy therapists, which encouraged the integration of Gestalt therapy knowledge into pedagogical areas, especially for educational purposes and personality development, is an important step towards a deeper understanding of pedagogy, towards the expansion of its borders and accepting the research of psychological and psychotherapeutic knowledge in pedagogy. This positive experience enables today the gestalt pedagogy, as one of the currents of humanistic pedagogy, a holistic approach to education. Holding on to Pope Francis ’first encyclical, a document important for understanding and approaching the burning environmental issues that emphasizes the complex relationships of poverty, environmental destruction, and care for future, based on biblically inspired spirituality of creation, we point to the ways humanity can respond effectively to these complex challenges, primarily through education, applying the principles of Gestalt pedagogy, which are based on the Christian message of salvation, and which refers to the person as a whole and includes his/her works in personal life and at the social level.
Brojne psihičke i ostale zdravstvene poteškoće povezane su s nezdravim odnosima. To vrijedi za djecu i mlade, ali i za odrasle u više-manje svim razdobljima života. U tom kontekstu holistički odgoj i ...pedagoško savjetovanje nastoje raditi na uspostavljanju zdravog životnog prostora, što je od samog početka ujedno i vizija teologije. U teologiji su, u širem smislu, ukorijenjene zapravo sve znanstvene discipline, što znači da teologija predstavlja nekakvu alma mater znanosti kao takve. Pritom primjećujemo da povijest poznaje brojne prilično šarolike dinamike odnosa između teologije i ostalih znanosti, pogotovo znanosti koje su neposredno povezane s čovjekom. Tako se baš u dinamici odnosa između teologije i psihologije prije nekoliko desetljeća porodila kršćanska geštalt pedagogija, koja se planski izgrađuje na biblijskoj antropologiji i kršćanskoj tradiciji, a u svojim aplikacijama istodobno uvažava i koristi brojne pristupe različitih psiholoških smjerova. U središte svog istraživanja i djelovanja stavlja čovjeka, baš kao što ga u središte svog zanimanja stavljaju s jedne strane teologija, a s druge naročito humanistička psihologija. U oba slučaja radi se o čovjeku koji čezne za spasenjem i traži vizije koje će ispunjavati i osmišljavati njegov život. Snagu komplementarnosti sagledavamo u tome da teologija i geštalt pedagogija smisao čovjekova života i djelovanja ne vide u zatvaranju u samog sebe, već u otvaranju prema drugom čovjeku i Bogu. I premda geštalt pedagogija aktivira prije svega ljudske resurse u svladavanju životnih izazova, te stoga koristi brojne terapeutske elemente koje u svakom slučaju preventivno stavlja u službu cjelovitih edukativnih procesa, ona je itekako svjesna činjenice da čovjeku put do konačnog smisla života može otvoriti jedino teologija.
Numerous mental and other health problems are associated with unhealthy relationships. This is true for children and young people, but also for adults in more or less all periods of life. In this context, holistic education and pedagogical counselling seek to work on the establishment of a healthy living space, which from the very beginning is also the vision of theology. In theology, in a broader sense, practically all scientific disciplines are rooted, which means that theology represents a kind of alma mater of science as such. At the same time, we observe that history knows a number of rather varied dynamics of the relationship between theology and other sciences, especially sciences that are directly related to man. Thus, it was just in the dynamics of the relationship between theology and psychology that Christian Gestalt pedagogy was born a few decades ago, and it is systematically built on biblical anthropology and Christian tradition, and in its applications it simultaneously respects and uses numerous approaches of different psychological directions. It places man at the centre of its research and action, just as theology puts it at the centre of its interest on the one hand, and humanistic psychology in particular on the other. In both cases, it is about a man who longs for salvation and seeks visions that will fulfil and give meaning to his life. We see the power of complementarity in the fact that theology and gestalt pedagogy do not see the meaning of man's life and action in closing in on himself, but in opening to the other man and God. And although Gestalt pedagogy primarily activates human resources in overcoming life's challenges, and therefore uses numerous therapeutic elements, which in any case puts it in the service of complete educational processes, it is well aware of the fact that only theology can open the way to the ultimate meaning of life.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
Ovaj rad bavi se presjekom umjetnosti, imaginacije, emocija i etičkog obrazovanja iz perspektive inovativne sinteze kognitivne teorije emocija i Gestalt pedagogije. Jedan od elemenata ove sinteze ...kognitivna je teorija emocija kakvu podržava Martha Nussbaum. Emocije se shvaćaju kao procjene koje se odnose na percepciju svijeta oko nas. Emocije su naši stavovi, razumijevanja i evaluacije svijeta iz perspektive naših ciljeva i projekata. To se pokazalo kao odlična polazišna točka za proučavanje emocija i drugih domena unutar etike obrazovanja. U ovom radu uvodim pojam ‘iskustvene imaginacije’ i ukazujem na njezine metodologije koje smo razvili kao dio istraživanja preklapanja Gestalt pedagogije, kognitivne teorije emocija i pristupa etici iz perspektive umijeća življenja. Potom predstavljam sintezu kognitivne teorije emocija i Gestalt pedagogije, nakon čega razjašnjavam koncept iskustvene imaginacije, naglašavam njezinu ulogu u etičkom obrazovanju te zaključujem s nekolicinom osvrta na pristup umijeća življenja etici i etičkom obrazovanju.
The paper discusses the intersection between art, imagination, emotions, and ethical education from the perspective of an innovative synthesis of cognitive theory of emotion and Gestalt pedagogy. One of the elements of this synthesis is the cognitive theory of emotion as endorsed by Martha Nussbaum. Emotions are understood as evaluative judgments that are related to our perception of the world around us. Emotions are our attitudes, understandings, and assessments of the world from the perspective of our goals and projects. This proves an excellent starting point from which to address them as an essential part of ethics education. Next, art and imagination are considered as a vehicle by which to address emotions and other domains within ethics education. Here, I introduce the concept of “experiential imagining” and point to the methodologies that sustain it. I have developed this concept as part of my research on the overlap between Gestalt pedagogy, cognitive theory of emotion, and the art of life approaches to ethics. Next, I present the synthesis between cognitive theory of emotion and Gestalt pedagogy. I then illuminate the concept of experiential imagination, emphasise its role in ethics education, and conclude with some reflections on the art of life approach to ethics and ethics education.
Integrative Gestalt pedagogy is a comprehensive pedagogy that based on Gestalt theory (-philosophy, -psychology, -therapy, -pedagogy), humanistic psychology and pedagogy. In the 1980s its holistic ...approach was used by Dr Albert Höfer to reform theconcept of the Austrian religious education. Höfer succeeded in designing a completeGestalt-pedagogical model of learning and teaching, whose uniqueness can be seen in itsapproaches that encourage student’s personal growth. In accordance with Jesus’s teaching it looks at students in a loving and caring way, talking to them in their everydaysituations and opening them to religious experience and God’s working in their lives.This has been confirmed by empirical research.
Geštalt pedagogija ima svoje korijene u geštalt filozofiji, geštalt psihologiji, geštalt terapiji i humanističkoj psihologiji. Nastala je u krugu pedagoga koji su se zauzimali za prijenos koncepata i ...metoda spomenutih disciplina na pedagoško područje. Kao cjelovita pedagogija u samo središte procesa učenja stavlja, uz favorizirane kognitivne dimenzije, još i afektivnu, tjelesnu i duhovnu komponentu učenja, razvijajući ih pomoću kreativnih metoda učenja. Geštalt pedagoške pristupe uveo je u religioznu edukaciju dr. Albert Höfer, koji je zajedno sa svojim suradnicima na temelju smještaja geštalt pedagogije u kršćansku tradiciju, obnovio koncept religioznog učenja u Austriji. Svojim modelom učenja i poučavanja na nov je način odredio ulogu učitelja i učenika, a slijedom toga unio u vjeronauk iskustvena prihvaćanja samog učenja, čime je znatno obogatio sadržaje vjeronauka u svrhu poticanja učenikova osobnog razvoja te istovremenog uvođenja u cjelovitost osobne vjere te preuzimanje aktivne uloge unutar Crkve i društva.
Dr. Albertu Höferju (avstrijskemu profesorju, psihoterapevtu in duhovniku) je v 80. letih prejšnjega stoletja skupaj s sodelavci uspelo integrirati izkustveno učenje v svoj gestalt pedagoški model, s ...katerim je prenovil koncept religioznega pouka v avstrijskih šolah. Velik prispevek njegovega pedagoškega modela je predvsem v tem, da je v izkustveni krogotok učenja poleg kognitivne, afektivne in telesne ravni znal umestiti še duhovno-religiozno dimenzijo. Höferjev model ne želi učencu posredovati zgolj novega verskega znanja, temveč si prizadeva, da se učenec ob pridobljenem znanju tudi duhovno-religiozno razvija in raste. V ta namen se na premišljen in senzibilen način poslužuje izkustvenih in gestalt pedagoških metod, s katerimi učenec vzpostavlja poglobljen odnos do učne vsebine, ki ga nagovarja na eksistencialni ravni in ga posledično odpira za osebno doživljanje Transcendence.
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