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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

Section 1

Gestalt-Dialektik´s Pedagogical Philosophy

1.1 The Ends and Means of Gestalt-Dialektik Concerning Education

From a social, historical, psychological, philosophical perspective, "Gestalt-Dialektik" may be defined for all practical and philosophical purposes as the transformation of the psychic development and human consciousness into a higher level of awareness, especially in regards to cultural understanding, reasoning, ethical and moral behavior in any human being. Insofar as child development is concerned, the focus of Gestalt-Dialektik may be approached from a pedagogical philosophy that includes at least three major factors:

  1. Individualized Education
  2. Cultural Understanding and Reasoning
  3. Spiritual Development*

These three factors should be viewed as the three general goals of Gestalt-Dialektik and as the end results of a transcendental pedagogical philosophy and not as the means per se. Furthermore, they are postulated as the corner stones of character and personality development, without which no transcendental education is possible.

However, the means to achieve such "transcendental end results" may be found in a theory of human development based on transformational processes that are dialectical in nature. In this sense, a human being may be transformed via the internalization of certain culturally bound sign systems. This is the essence of Vygotsky´s dialectical approach (1978, 1999). In other words, the sign systems that humans have developed in order to conduct themselves in a given culturally bound enterprise are the very means of cultural development once they become an integral part of both, the individual and the social consciousness as a whole. Humans, in this sense, construct their own paradigms of social and individual development and as such become the very founders of their monuments.

Under this dialectic perspective in accordance to Gestalt-Dialektik it is the spoken word under which all other sign systems may be reflected. That is to say, the "spoke word" becomes the "measuring device" of the entire phenomenological and dialectical approach to teaching and learning. Furthermore, poetry and music, which are the two most natural allies of the spoken word, become the two most significant vehicles in order to carry out the human enterprise of teaching and guiding a child in his overall education.

It is the spoken word via music and poetry in combination with the three aforementioned factors that allow for the best education to take place. In other words, a) individualized education, b) cultural understanding and reasoning, plus c) spiritual development (ethical and moral education) are best reflected in a pedagogical philosophy in which the spoken word becomes the spirit and the essence of the activities taken place under the guidance of the classroom teacher or tutor. In this case, the dialectical process is in and of itself as transcendental as the very objectives to be achieved. It is important that the children reach higher academic standards, but equally important are the means by which the children achieve them. The ends may or may not justify the means (that depends on a lot of factors that cannot be discussed in this introductory phase of Gestalt-Dialektik), but one thing is sure: as far as the pedagogical approach is concerned, the means, in this case the power of the spoken word and the internalization of cultural sign systems as a whole, do justify the ends.

Note: Please open PDF file "Gestalt-Dialektik by Gustavo Vieyra," dated Sept. 1, 2006 in order to proceed.

* Issues related but not limited to ethics, morality, education, character and personality of a child, etc.



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