Gestalt as an Emergence of Knowledge at Schools

Abstract

What is emphasised in this analysis is that the awareness of Gestalt by school principals and teachers can be utilised for implementing knowledge management strategies. Since one of the challenges to implement knowledge management is lack of transparency and how to transform synergy into innovation as well, it is assumed that Gestalt-oriented approach will help this lack of transparency diminish, and that synergy can turn into innovation. This work also tries to get an organized representation of how teachers and managers can consciously apply Gestalt qualities at schools in conjunction with knowledge management. First, a broad definition of Gestalt theory in the fields of psychology (in accordance with Christian Von Ehrenfelsin and Weithermar) will be given. Then a very brief philosophical depiction of Gestalt (by Heidegger) will be considered. After depicting the qualities of Gestalt, its supposed values and conceptions will be brought into a couple of frameworks (represented in figures 1 & 2) among teachers, managers, family and society. Finally, at the end of this analysis, it is suggested that knowledge can be gained by Gestalt qualities and there can possibly no difference between knowledge creation and emergence of Gestalt at schools.

Dual Nature of Students’ Knowledge Formation in the Pandemic Period: Pedagogical and Psychological Aspects

“…Recently, proponents of contemporary gestalt trends have formulated knowledge formation as learners' perception of integral blocks of information that causes a qualitative altering in mental patterns and results in the essential restructuring in the academic process format. It engages not only the dissimilation of new knowledge, but also learners' ability of performing multiple cognitive modes, changing one gestalt into another, that implements an internal multi-variance of reflecting and perceiving the objective reality (Niati, 2017).…”