Principles and techniques derived from Gestalt therapy are being applied in
a variety of educational settings internationally. These pioneering efforts in
applying Gestalt to education have been taking place through the Confluent
Education Program at the University of California, Santa Barbara, and have
focused on a number of broad objectives with respect to teacher personality,
teacher skills, and written curriculum. Initial investigations of the results of
these applications have noted significant increases in teachers' self-knowledge,
sense of personal control, flexibility, and attention to the "here and now." Addi
tionally, students in confluent classrooms have shown significant increases in
a number of areas, including self-esteem and self-awareness.
Get full access to this article
View all access options for this article.
References
1.
Alschuler, A.S.Developing achievement motivation in adolescents. Englewood Cliffs, N. J. : Educational Technology Publications , 1973.
2.
Brown, G.I.Awareness training and creativity based on Gestalt therapy. Journal of Contemporary Psychotherapy, 1969, 2(1), 25-32.
3.
Brown, G.I.Human teaching for human learning: An introduction to confluent education . New York. The Viking Press, 1971.
4.
Brown, G.I.Human is as confluent does. In G. I. Brown (Ed.), The live classroom. New York : The Viking Press, 1975 . (a)
5.
Brown, G.I.The live classroom: Innovation through confluent education and Gestalt . New York: The Viking Press, 1975 . (b)
6.
Brown, G.I.The training of teachers for affective roles. In K. Ryan (Ed.), Teacher education: The seventy-fourth yearbook of the National Society for the Study of Education (Part II. Chicago: The University of Chicago Press , 1975. (c)
7.
Castillo, G.Left-handed teaching. New York: Praeger, 1974.
8.
DeMille, R.Put your mother on the ceiling: Children's imagination games. New York: Walker, 1967 .
9.
Goodlad, J.The development of a conceptual system for dealing with problems of curriculum and instruction. Los Angeles: University of California, Los Angeles, 1966 .
10.
Grendstad, N.M.Gestalt principles and teacher education. Santa Barbara, Calif.: DRICE, 1973.
11.
Grendstad, N.M.Awareness in person perception in confluent education. Santa Barbara, Calif.: DRICE, 1974 .
12.
Hillman, A.W.Confluent education: A descriptive analysis of the concepts, goals and philosophy, and the relationship between them. Unpublished doctoral dissertation, University of California, Santa Barbara, 1973.
13.
Iverson, O. H. (Ed.). Basic text in pathology . Lund, Sweden: Studentlitteratur , 1974.
14.
Lederman, J.Anger and the rocking chair: Gestalt awareness with children. New York: McGraw-Hill, 1969.
15.
Miller, S., & Kriegel, M.The Ford-Esalen project in confluent education: End of year report 1972-1973 . Santa Barbara, Calif.: DRICE, 1973.
16.
Montz, R.Five ultimate goals for education: A new approach based on the implications of Gestalt therapy. Unpublished manuscript, University of California, Santa Barbara, 1969 .
17.
Montz, R.Awareness, response and responsibility: A model of the confluently educated person. Santa Barbara, Calif.: DRICE, 1972.
18.
Overly, N. V. (Ed.). The unstudied curriculum . Washington, D.C.: Association for Supervision and Curriculum Development, 1970.
19.
Perls, F.S.Ego, hunger and aggression: The beginning of Gestalt therapy. New York: Random House, 1969. (a)
20.
Perls, F.S.Gestalt therapy verbatim. Moab, Utah: Real People Press, 1969. (b)
21.
Perls, F.S.The Gestalt approach and eye witness to therapy. Palo Alto, Calif.: Science and Behavior Books, 1973.
22.
Phillips, M., & Elmore, B.Follow-up report on DRICE participants, 1974. Santa Barbara, Calif.: DRICE, 1974 .
23.
Polster, E., & Polster, M.Gestalt therapy integrated: Contours of theory and practice. New York: Random House, 1973.
24.
Reddin, L.Gestalt techniques applied in art classes. Santa Barbara, Calif.: DRICE, 1971.
25.
Shapiro, S.B.Developing models by "unpacking" confluent education. In G. I. Brown (Ed.), The live classroom. New York: The Viking Press, 1975 .
26.
Shiflett, J.M.Beyond vibration teaching: Research and developrnent in confluent education . In G. I. Brown (Ed.), The live classroom. New York: The Viking Press, 1975.
27.
Shiflett, J.M., & Brown, G.I.Confluent education: Attitudinal and behavioral consequences of confluent teacher training. University Center, Mich. : University Center Monograph Series, 1972.
28.
Trowbridge, C.Gestalt and foreign language teaching. Santa Barbara, Calif. : DRICE, 1972.
29.
Weinstein, G.The trumpet march. Unpublished manuscript, University of Massachusetts, 1972. (a)
30.
Weinstein, G.Self-science education: The trumpet. Personnel and Guidance Journal, 1972, 51 (9), 600-606. (b)
31.
Yeomans, T.Toward a confluent theory of teaching English. Unpublished doctoral dissertation , University of California, Santa Barbara, 1973.
32.
Yeomans, T.Gestalt theory and practice and the teaching of literature. In G. I. Brown (Ed.), The live classroom . New York: The Viking Press, 1975 .
