{"id":801,"date":"2012-06-08T21:37:23","date_gmt":"2012-06-08T21:37:23","guid":{"rendered":"http:\/\/iteach.ro\/experientedidactice\/?p=801"},"modified":"2019-08-05T20:31:55","modified_gmt":"2019-08-05T17:31:55","slug":"o-noua-abordare-a-invatarii-conform-teoriei-gestalt","status":"publish","type":"post","link":"https:\/\/iteach.ro\/experientedidactice\/o-noua-abordare-a-invatarii-conform-teoriei-gestalt","title":{"rendered":"O nou\u0103 abordare a \u00eenv\u0103\u021b\u0103rii, conform teoriei Gestalt"},"content":{"rendered":"

Teoria Gestalt propune o abordare holistic\u0103 a \u00eenv\u0103\u021b\u0103rii, \u00een care sunt considerate la fel de importante con\u021binutul, procesul \u0219i contextul, adic\u0103 to\u021bi acei factori interiori sau exteriori mai pu\u021bin valoriza\u021bi \u00een mod curent.
\nDe aceea, se propun modalit\u0103\u021bi de focalizare asupra scopului, \u00eentr-o succesiune de patru secven\u021be, reflec\u021bie – rela\u021bionare – decizie – ac\u021biune, \u00eentr-o desf\u0103\u0219urare circular\u0103, ce valorific\u0103 at\u00e2t abordarea ra\u021bional\u0103, c\u00e2t \u0219i acceptarea intu\u021biei, a emo\u021biilor sau a influen\u021belor rezultate din rela\u021biile cu ceilal\u021bi.
\nTeoria Gestalt a reprezentat baza \u0219tiin\u021bific\u0103 a cursului Personal Mastery and Collective Intelligence in Adult Education<\/em>, desf\u0103\u0219urat \u00een Cipru \u00een aprilie 2012, la care am participat ca urmare a ob\u021binerii unui grant Grundtvig.<\/p>\n

Gestalt a devenit una dintre cele mai importante teorii actuale ale \u00eenv\u0103\u021b\u0103rii, a c\u0103rei enun\u021bare \u0219i aplicare practic\u0103 sunt specifice, dup\u0103 cum se poate u\u0219or ghici \u0219i dup\u0103 nume (Gestalt<\/em> \u00eenseamn\u0103 configura\u021bie, statur\u0103, aparen\u021b\u0103, form\u0103), spa\u021biului germanic. A cucerit \u00eens\u0103 foarte repede adep\u021bi \u0219i \u00een Statele Unite (unul dintre cei trei psihologi care au constituit nucleul Gestalt-ului, Wertheimer, a emigrat \u00een 1933 \u00een SUA ) \u0219i, dup\u0103 cum se vede,\u00a0 teoria Gestalt \u0219i-a f\u0103cut deja intrarea \u0219i \u00een zona european\u0103.<\/p>\n

Teoria gestaltist\u0103 reprezint\u0103 o abordare holistic\u0103, potrivit c\u0103reia se consider\u0103 c\u0103 \u00eenv\u0103\u021barea nu este o simpl\u0103 reac\u021bie de r\u0103spuns la ni\u0219te stimuli, ci un proces de integrare, \u00een care con\u0219tientul poat\u0103 s\u0103 aib\u0103 rolul de a \u00eent\u0103ri interiorizarea \u0219i eficien\u021ba, nu prin analiz\u0103, ci prin acceptarea imaginii prezentului. Este, a\u0219adar, un fel de \u00eent\u0103rire a ceea ce se realizeaz\u0103 \u201dacum\u201d \u0219i \u201daici\u201d, pentru c\u0103 doar \u00een felul acesta, elimin\u00e2nd tot ce reprezint\u0103 un balast al focaliz\u0103rii asupra prezentului, ceea ce se construie\u0219te, se g\u00e2nde\u0219te, se simte \u0219i se interiorizeaz\u0103, adic\u0103 se \u00eenva\u021b\u0103 \u00een acest prezent – va fi de durat\u0103.<\/p>\n

Dup\u0103 Ross, Smith \u0219i Roberts (The fifth discipline fieldbook: Strategies and tools for building learning organization, 1994<\/em>)\u00a0 oamenii \u00eenva\u021b\u0103 printr-un proces ciclic. Ei trec de la ac\u021biune\u00a0la reflec\u021bie, afl\u00e2ndu-se adeseori \u00eentre activitate \u0219i repaus.<\/p>\n

Pentru a produce cu adev\u0103rat o schimbare, cei care se ocup\u0103 cu educa\u021bia adul\u021bilor trebuie s\u0103 g\u0103seasc\u0103 o cale pentru a se integra \u00een acest ritm, pentru a crea nu numai timpul de g\u00e2ndire la modul general, dar \u0219i timpul de reflec\u021bie \u0219i discu\u021bii \u00een colectiv. Roata \u00eenv\u0103\u021b\u0103rii este un instrument de folosit c\u00e2nd este propus\u0103 o ini\u021biativ\u0103, un proiect sau c\u00e2nd\u00a0 se pred\u0103 unei clase de adul\u021bi. Ea cuprinde patru momente : REFLEC\u021aIA \u2013 RELA\u021aIONAREA \u2013 DECIZIA \u2013 AC\u021aIUNEA.<\/p>\n

\u2022 Reflec\u021bia: \u00eenseamn\u0103 s\u0103 devii observator al propriilor g\u00e2nduri \u0219i ac\u021biuni<\/em>.
\nAceast\u0103 etap\u0103 poate porni cu o evaluare a unei ac\u021biuni recente \u2013 \u201dC\u00e2t de bine am f\u0103cut? Ce am g\u00e2ndit \u0219i ce am sim\u021bit \u00een timpul procesului? Ce convingeri\u00a0 par s\u0103 fi influen\u021bat felul \u00een care am ac\u021bionat? V\u0103d oare scopurile \u00een mod diferit acum?\u201d
\nMulte culturi organiza\u021bionale sau sisteme educative consider\u0103 c\u0103 se poate s\u0103ri peste acest pas important, poate presupun\u00e2nd c\u0103 este o form\u0103 de a pierde timpul. Dac\u0103 cineva reflecteaz\u0103, se consider\u0103 perfect acceptabil s\u0103 fie \u00eentrerupt, pentru c\u0103 \u201dnu face nimic\u201d.<\/p>\n

\u2022 Conectarea: s\u0103 creezi idei \u0219i posibile planuri despre cum s\u0103 faci \u0219i apoi s\u0103 rearanjezi totul \u00eentr-o nou\u0103 form\u0103<\/em>.
\n\u00cen acest stadiu, cau\u021bi leg\u0103turi \u00eentre ac\u021biunile tale poten\u021biale \u0219i alte cadre (patterns) de comportare \u00een sistemul \u00een care e\u0219ti integrat. Oamenii de \u0219tiin\u021b\u0103 consider\u0103 c\u0103 aceasta este etapa \u00een care se configureaz\u0103 ipotezele despre\u00a0 felul \u00een care se vor realiza ac\u021biunile pentru atingerea scopului propus.<\/p>\n

\u2022 Decizia: alegerea c\u0103ii de ac\u021biune<\/em>. Pornind de la ipotezele generate \u00een stadiul anterior, p\u0103strezi \u0219i \u00eembun\u0103t\u0103\u021be\u0219ti abordarea potrivit\u0103. Decizia implic\u0103 \u00eentotdeauna o alegere.<\/p>\n

\u2022 Ac\u021biunea: \u00eendeplinirea sarcinii<\/em>. Chiar c\u00e2nd e\u0219ti gr\u0103bit, pentru a ajunge la ac\u021biune trebuie s\u0103 treci prin cele trei etape anterioare, de reflec\u021bie. Imediat ce sarcina este \u00eendeplinit\u0103, se revine la reflec\u021bie, pentru a stabili c\u00e2t de bine a fost aceasta \u00eendeplinit\u0103.<\/p>\n

Ca aplicare practic\u0103, teoria Gestalt se focalizeaz\u0103 asupra realiz\u0103rii unei \u00eenv\u0103\u021b\u0103ri con\u0219tiente, a implic\u0103rii active \u00een propria schimbare. Momentele de reflec\u021bie, \u00een care \u201daici\u201d \u0219i\u00a0 \u201dacum\u201d sunt jaloanele stabilirii punctului \u00een care se afl\u0103 cel care \u00ee\u0219i propune schimbarea \u2013 \u0219i \u00eenv\u0103\u021barea este un proces \u00een care se produce schimbarea \u2013 reprezint\u0103 nu o punere \u00eentr-o schem\u0103, ci o cobor\u00e2re \u00een profunzimile mai pu\u021bin valorizate ale emo\u021biilor, ale imperceptibilelor percep\u021bii care pot \u00eempiedica sau favoriza procesul.<\/p>\n

De ce sunt preocupat acum? Ce doresc s\u0103 realizez acum? Ce m\u0103 \u00eempiedic\u0103 s\u0103 dob\u00e2ndesc ceea ce doresc? \u2013 Este succesiunea de \u00eentreb\u0103ri prin care, conform practicii Gestalt, se poate ob\u021bine aceast\u0103 concentrare c\u0103tre un scop, benefic\u0103 mai ales elevilor apropia\u021bi de v\u00e2rsta adult\u0103.<\/p>\n

Aplicabil\u0103 \u00een terapie \u0219i \u00een cultura organiza\u021bional\u0103, \u00eembog\u0103\u021bit\u0103 mereu cu noi perspective (ar fi mult de spus \u0219i referitor la Teoria c\u00e2mpurilor, potrivit c\u0103reia ceea ce suntem include \u00eentregul nostru ansamblu de via\u021b\u0103 \u0219i fiecare nou\u0103 schimbare exterioar\u0103 ne schimb\u0103 \u0219i pe noi) \u2013 teoria Gestalt pare a se afla \u00eenc\u0103 \u00een faza de \u00eembog\u0103\u021bire, aduc\u00e2nd noi abord\u0103ri \u0219i oferind o deschidere care \u00eencearc\u0103 s\u0103 armonizeze ra\u021biunea cu sensibilitatea, intui\u021bia \u0219i lumea \u00eenconjur\u0103toare \u00eentr-o reflec\u021bie con\u0219tient\u0103 dar, \u00een acela\u0219i timp, l\u0103s\u00e2nd deplin\u0103 libertate accept\u0103rii faptului c\u0103 ceea ce facem poate s\u0103 ne apar\u0103 la scurt\u0103 distan\u021b\u0103 \u00een timp ca perfectibil.<\/p>\n

Este tocmai punctul de \u00eenceput al unei noi schimb\u0103ri…<\/p>\n","protected":false},"excerpt":{"rendered":"

Teoria Gestalt propune o abordare holistic\u0103 a \u00eenv\u0103\u021b\u0103rii, \u00een care sunt considerate la fel de importante con\u021binutul, procesul \u0219i contextul, adic\u0103 to\u021bi acei factori interiori sau exteriori mai pu\u021bin valoriza\u021bi \u00een mod curent. De aceea, se propun modalit\u0103\u021bi de focalizare … Cite\u0219te continuarea →<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[775],"tags":[80],"class_list":["post-801","post","type-post","status-publish","format-standard","hentry","category-psihologia-educatiei","tag-camelia-muresanu"],"_links":{"self":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/801","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/comments?post=801"}],"version-history":[{"count":6,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/801\/revisions"}],"predecessor-version":[{"id":8788,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/801\/revisions\/8788"}],"wp:attachment":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/media?parent=801"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/categories?post=801"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/tags?post=801"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}