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Abstract - Abstrakt
Mission Statement

Introduction to G-D
Der dialektische Ansatz
("The Dialectical Approach" in German)


Factual Knowledge


Quadraturbedingung der Cheopspyramide
(in German)

Gustavo Vieyra
Teacher (LAUSD)
75th St. Elem. School
142 W. 75th Str.
L.A. CA 90003
Dresden, Germany ©Vieyra: November 23, 2006

Abstract of Gestalt-Dialektik

By Gustavo Vieyra

Gestalt-Dialektik is a poetic-musical pedagogy based on the tenets of gestalt psychology, (the Berlin school of thought), Maria Montessori, Vygotsky, a pedagogical integration of the family and other holistic principles. This new approach has shown excellent results in California with Spanish-speaking minority children and with German children in Kassel, Germany in terms of its initial reading and writing pedagogy.

It is claimed here that with its basic initial math, reading and writing methods, children with a normal oral language development may learn to read and write at significant levels in Spanish, German and English. For that purpose, a poetic-music continuum is also hereby proposed so that all children (especially those with underdeveloped oral language skills or those with outstanding cognitive and linguistic maturity levels, the so-called gifted children), may benefit from this pedagogy not just in their literacy skills, but also in learning a second or third native language, starting as early as possible in the life of a child.

The objective of the poetic-music continuum is to transpose poetry and music into the center of all curricular processes. Gestalt-Dialektik is therefore not just a holistic pedagogy (gestalt psychology, Maria Montessori, Adler, Vygotky, etc.), but also a poetic-music continuum, beginning with very simple, but clear and transparent forms of "Gestaltqualitäten" (units of learning), via which the children, through poetic, rhythmical and melodic pathways, internalise and put into practice everything they learn.

Abstrakt der Gestalt-Dialektik

Von Gustavo Vieyra

Gestalt-Dialektik ist eine auf die Gestaltpsychologie basierende poetisch-musikalische Pädagogik in bezug auf die Berliner Schule, Maria Montessori, L.S. Vygotskij, Alfred Adler, eine pädagogische Integration der Familie und andere holistischen Prinzipien. Dieser neue Ansatz hat ausgezeichnete Ergebnisse in Kalifornien mit Spanisch-sprechenden ausländischen Kindern und mit deutschen Kindern in Kassel (Deutschland) demonstriert, und zwar in bezug auf die Pädagogik des Erstlesens und -schreibens.

Es wird behauptet, dass mit den grundlegenden Erstlese-, Schreib- und Rechenmethoden Kinder mit einer normalen Sprachentwicklung auf Spanisch, Deutsch und Englisch lesen und schreiben lernen können, und dies mit beachtlichem Erfolg und überdurchschnittlichen Ergebnissen. Um solche Ziele zu erreichen, wird ein poetisch-musikalisches Kontinuum angeboten damit alle Kinder (besonders diejenigen mit sprachlichen Problemen oder diejenigen mit überragenden kognitiven und linguistischen Fähigkeiten, also die hochbegabten Kinder) nicht nur lesen und schreiben, sondern auch eine zweite oder dritte Muttersprache erlernen können, anfangend so früh wie möglich im Leben eines Kindes.

Das Ziel des poetisch-musikalischen Kontinuums besteht darin, die Poetik und die Musik in den Mittelpunkt aller curricularen Prozesse zu setzen. Die Gestalt-Dialektik ist damit nicht nur eine holistische Pädagogik (Gestaltpsychologie, Maria Montessori, Adler, Vygotskij, usw.), sondern auch ein poetisch-musikalisches Kontinuum, anfangend mit sehr einfachen, aber klaren und transparenten "Gestaltqualitäten" (Lerneinheiten), in denen die Kinder auf dichterischen, rhythmischen und melodischen Wegen alles internalisieren und in der Praxis beweisen können.

Mission Statement

The specific purpose of Gestalt-Dialektik is to set up the necessary infrastructure at all levels of society in order to promote the transformational process of the human spirit and consciousness from a lower dialectical level* (as measured by a specific set of cultural values) into the next higher one within the context of child and human development. In other words, via the establishment of philosophical and pedagogical centers worldwide and a special music-poetic continuum for every targeted language a specific dialectical pedagogy, __which integrates different schools of thought__, will be set in place in order to guide and promote all human beings, beginning as early as possible in the life of a child so that they, as they grow into adulthood, may reach the highest dialectical levels possible in all factors concerning human existence, especially in regards to multilingual-musical education, multicultural understanding and reasoning as well as ethical, moral, character and personality development of the highest spiritual order possible. Therefore, it is hoped for example that all preschool children in our philosophical and pedagogical centers may in due time become the true multicultural-multilingual universal citizens that our increasingly materialistic and degenerating world may need in order to promote peace, justice, human dignity, and happiness in the third millennium vis-à-vis a set of cultural values according to our Judeo/Christian traditions.

(* In order to understand what is meant by "dialectical levels," please read the document, "A Dialectical Interpretation of Factual Knowledge in Vygotskyan Terms vs.Bloom´s Taxonomy as Interpreted by the Teaching Staff at 75th Street Elementary School (LAUSD)," dated August 21, 2006. In essence, the concept of "dialectical levels" as interpreted by Gestalt-Dialektik is not based on any Marxist philosophy (i.e., "dialectical materialism"), but rather on the psychological and socio-cultural principles as postulated by L.S. Vygotsky (1978, 1999, 2002)


Katz, D. (1944). Gestaltpsychologie ["Gestalt psychology"]. Basel: Benno Schwabe & Co Verlag.
Köhler, W. (1971). Die Aufgabe der Gestaltpsychologie ["The mission of gestalt psychology"]. Berlin: Walter de Gruyter.
Lundin, R. W. (1989). Alfred Adler´s basic concepts and implications. Muncie, Indiana (USA): Accelerated Development Inc.
Montessori, M. (1997). Das kreative Kind ["The creative child"]. Freiburg: Verlag Herder Freiburg im Breisgau. (ISBN 3-451-16277-6)
Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, Massachusetts (USA): Harvard University Press. (ISBN 0-674-57629-2)
Vygotsky, L. S. (1999). Thought and Language. Cambridge, Massachusetts: Harvard University Press.
Vygotskij, L. S. (2002). Denken und Sprechen (Though and Language). Weinheim und Basel: Beltz Verlag GmbH


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