Gestaltism

AKA

Gestalt Psychology

Focus

Mind (perceptual–interpretive system)

Principal Metaphors

  • Knowledge is … ever-changing sum of current possibilities
  • Knowing is … effective perception (interpreting a complex, changing world in meaningful, coherent ways)
  • Learner is … a holist agent (individual)
  • Learning is … adapting perceptions and interpretations (to maintain a coherent, meaningful world)
  • Teaching is … assisting (offering appropriate orienting and interpretive help)

Originated

1920s

Synopsis

In Gestaltism, an individual’s mind is seen as a global whole that generates its own reality. Anticipating key conceptual underpinnings of Complex Systems Research by many decades, Gestaltism embraced notions of self-organization and emergence in descriptions of the mind as arising in the interactions of but transcending its parts. Gestaltism thus rejected Behaviorisms and other theories that rely on Newtonian mechanics to describe and/or explain cognition.

Commentary

There’s a bit of common wisdom in the sciences that goes something like this: There are three stages of arguments against important new ideas, from “not true,” to “perhaps true, but not important,” to “true, important, but not new.” Such seems the trajectory of Gestaltism through the 20th century. First it was seen as too conceptual, even flaky, in a research world dominated by Behaviorisms. Then, as Coherence Discourses began to get some airplay, it was seen as relevant, but offered no grand insights. It wasn’t until Complex Systems Research rose to prominence across the sciences that the profound – even visionary – insights of Gestaltism were recognized … but by then they were eclipsed by similar insights out of Cognitive Science and other domains. Within education, a prominent associated discourse is:
  • Holism (Holistic Education) (Jan Smuts; 1920s) – Derived from the Greek word for “all” or “entire,” Holism is associated with the principle that systems should be seen and interpreted as wholes, rather than collections of parts. Within education, Holism has two principle meanings – firstly, as a near synonym to Gestaltism and, secondly, as an indication of the conviction that the individual’s body, soul, and spirit are aspects of an inseparable unity.

Authors and/or Prominent Influences

Berlin School of Experimental Psychology

Status as a Theory of Learning

Gestaltism is a theory of learning.

Status as a Theory of Teaching

Gestaltism is not a theory of teaching, although for decades it was frequently mentioned among educational researchers and in teacher educational programs as an alternative for the reductive advice out of Behaviorisms.

Status as a Scientific Theory

While the core ideas of Gestaltism currently have strong support, thanks to other perspectives and theories, the actual theory was originally articulated and defended more as a philosophy than a science. It rested principally on a body of arguments and indirect evidence until fairly recently, and more contemporary discourses offer more grounded and coherent accounts of cognition.

Subdiscourses:

  • Holistic Education (Holism) - Holistic Education (Jan Christiaan Smuts, early 1900s) – Both a philosophy and a movement, Holistic Education is concerned with the integrated development of all aspects of the learner (frequently expressed in terms of “mind, body, and spirit,” but sometimes emphasizing social/interpersonal relationships and cultural/democratic sensibilities).

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Please cite this article as:
Davis, B., & Francis, K. (2020). “Gestaltism” in Discourses on Learning in Education. https://learningdiscourses.com.


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