Communication according to the principles of gestalt pedagogy as a key educational element in the last three years of elementary school

Osnovna šola je vzgojno-izobraževalni zavod, ki že v svojem imenu pojasnjuje svoje poslanstvo. Predstavlja osnovno izobraževanje, namenjeno učencu, otroku. Vendar nima samo izobraževalne vloge, temveč je »skrbnica« vzgoje, edukacije in predaje znanj, izkušenj, spretnosti na učence, kar zagotavlja država z Zakonom o osnovni šoli (ZOsn), ki ureja osnovnošolsko izobraževanje, izvajajo pa ga javne in zasebne osnovne šole (lahko se opravlja tudi kot izobraževanje na domu). V 2. členu druge alineje omenjenega pravilnika so navedeni cilji osnovnošolskega izobraževanja, ki poudarjajo »spodbujanje skladnega telesnega, spoznavnega, čustvenega, moralnega, duhovnega in socialnega razvoja posameznika z upoštevanjem razvojnih zakonitosti«. Sedma alineja pa govori o cilju za »vzgajanje za obče kulturne in civilizacijske vrednote, ki izvirajo iz evropske tradicije«. Opirajoč se na omenjeni člen zakona, ki zavezuje vse šole, smo torej dolžni poskrbeti za celoviti razvoj učencev na vseh temeljnih področjih njegovega razvoja. Poleg izobraževalnih (kognitivnih) ciljev je enako pozornost treba nameniti tudi konativnemu in afektivnemu področju. Vzgojni del je bil kljub jasnim predpisom posameznih zakonov in kljub pravilniku okrnjen, najverjetneje zaradi nekaterih priporočil in poročil o tem, da vzgojni moment v osnovno šolo ne spada. V okviru Eurydice (2003) so izdelali študijo izobraževalnih sistemov, kjer so poskusili definirati koncept ključnih kompetenc, kjer so oblikovali dve skupini kompetencbralno in matematično pismenost in skupino kompetenc, t.i. generične spretnosti, znane tudi kot predmetno neodvisne oziroma transverzalne kompetence, kot so komuniciranje, reševanje problemov, logično mišljenje, vodenje, kreativnost, motivacija, timsko delo in sposobnost učenja (Kociper 2012, 713). Ta dejstva pa nakazujejo, da se ob usvajanju ključnih kompetenc razvija predvsem otrokova osebnost. V šoli se spletajo vezi med starši, učitelji, učenci, metodami dela, šolsko klimo in kulturo, pričakovanji lokalne in širše skupnosti, ki pa od njenih pomembnih deležnikov pričakujejo, da je otrok v šoli deležen skrbne, načrtovane vzgoje in izobraževanja. Tako kot se je šola spreminjala in razvijala skozi leta svojega obstoja, so se spreminjali tudi okolje in potrebe učencev, staršev, učiteljev in metod poučevanja. Učitelj je moral preseči svojo osnovno nalogo, zato da bi se učenec skladno razvijal ter osebnostno napredoval na vseh področjih svojega razvoja. Šola in učitelji so postavljeni pred nove izzive in preizkušnje, s tem pa se bremena povečujejo tudi za učence. Šola v današnji dobi potrebuje spremembe in reformo, po kateri kličejo tako učenci kot učitelji, še najbolj starši, pa tudi stroka. Vsak od teh deležnikov pa ima svoja pričakovanja in usmeritve, v katero smer naj se redefinicija šolstva usmeri. Šolska klima je psihološko stanje šole, ki nakazuje, kakšni so medosebni odnosi znotraj posamezne šole, še posebej med učitelji samimi in med učitelji in vodstvom. V skladu s šolsko kulturo in klimo ter njunimi značilnostmi pa se stanje prenaša tudi na učence. Učiteljevo dojemanje svojega poslanstva in pedagoškega dela vpliva na transferje, ki potekajo na polju čutenja, doživljanja in usvajanja učne snovi za učence. Učitelji morajo po svoji funkciji izvrševati več vlog hkrati (Grandić 1990), zato je za njihovo osebnostno rast potrebna posebna skrb in podpora kolektiva, vodstva in drugih podpornih edukacijskih institucij. Vsaka šola ima svoj dokument vzgojnega načrta, v katerem podrobneje opredeli svoja poglavja o vrednotah šole, načelih vzgojnih dejavnosti, vzgojnem delovanju, vzgojnih dejavnostih, svetovanju in sporazumnem reševanju medsebojnih problemov in sporov ter pravil šolskega reda. Ob pregledu naključno izbranih vzgojnih načrtov posameznih šol pa smo opazili, da so vrednote samo naštete, ni pa opisano, na kakšen način so bile izbrane (šole oblikujejo vrednote glede na potrebe okolja) oziroma kako jih bo šola razvijala. V raziskavi o vrednotah je največ šol izbralo moralne vrednote (Šinkovec 2013Medveš 2011Justin 2011). Nekatere šole so se priključile projektu Etika in vrednote v šoli pod okriljem Inštituta za etiko Jože Trontelj Slovenske akademije znanosti in umetnosti, ki je v triletnem cikličnem projektu oblikoval smernice za vzgojo za vrednote. Šole bi morale poleg razvijanja etičnega razmišljanja (teorijo, stališča) razvijati tudi etično čutenje, za ponotranjenje vrednot pa je potrebna osebna izkušnja in lastno doživljanje vrednot v medosebnih odnosih (Šinkovec 2013). Geštalt pedagogika je tudi krščanska pedagogika, ki temelji na krščanskih vrednotah, svetopisemskem izročilu, vrednotah in osebni izkušnji posameznika. Če je posameznik veren, ga vera lahko vodi do presežnega, do tega, da uvidi perspektivo doživljanja presežnega. V nasprotnem primeru si človek pojave in svoja doživljanja razlaga s pomočjo razuma, o čemer govori geštalt pedagogika po modelu Alberta Höferja (Nežič Glavica 2017). Dolgotrajnejše in motivacijsko usmerjeno učenje poteka kontinuirano in procesno z geštaltistično komunikacijo, ki pogojuje odnos med učiteljem in učencem, ki drug drugega učita. Njuna komunikacija je vzgojna, senzibilna, asertivna in podpira ter združuje empatično, čustveno in odnosno komunikacijo, ki jo izražamo verbalno in neverbalno. Za geštaltistično komunikacijo je značilno dialoško poučevanje in učenje, ki pomeni vzpostavljanje zaupnega in sprejemajočega odnosa, ki je osnova za oblikovanje odnosa in omogoča poglobljeni odnos do učne vsebine, učenca nagovarja k samoodgovornosti in samorefleksiji lastnih dejanj. Komunikacija po principih geštalt pedagogike predvideva učitelja, ki učenca spremlja, mu s pomočjo kreativnih medijev – metod geštalt pedagogike odpira notranji svet, da se zave in izrazi nepredelane geštalte, ki izhajajo iz njegove biografske izkušnje in doživetij – ti močno vplivajo, oblikujejo ali ovirajo njegovo osebnostno rast. Zaradi tega se posameznik (učenec, lahko tudi učitelj) ob vsakem impulzu, ki ga spomni na preteklo negativno (nepredelano, bolečo) izkušnjo, vrne globoko v telesni spomin ranega otroštva in odreagira tako, kot je reagiral v trenutku, ko posameznih impulzov in občutij ni zmogel ali ni znal verbalno izraziti, trenutne situacije pa ni mogel sprejeti niti spremeniti. »Gre preprosto za trenutek, ko nepredelane negativne čustvene informacije preplavijo amigdalo in takrat – v nekakšni prepletenosti med strahom dojenčka, bestialno močjo ter kognitivnimi in tehničnimi sposobnostmi – »ne vem, kaj delam« (Gerjolj 2006, 194). Komunikacija po principih geštalt pedagogike predstavlja ključni vzgojni element, še posebej v zadnjem triletju osnovne šole, ker učenca obravnava celostno in pri tem upošteva njegovo mišljenje, čutenje in delovanje, načelo integracije pa upošteva enotnost telesa, duše in duha. Geštalt pedagogika prebuja delovanje obeh možganskih polovic oziroma balansira med obema hemisferama in tako deluje na kognitivno-intelektualni in afektivni ravni. Principi geštaltistične komunikacije podpirajo in spodbujajo intuitivno odzivanje, ustvarjalnost posameznika in učenje skozi lastno izkušnjo ter se osredinjajo na učenca, na sedanjo situacijo tukaj in zdaj ter poudarjajo, da nerešeni geštalti otežujejo dobro učenje. Učenec osebnostno napreduje, če se celostno razvija na vseh področjih svojih zmožnosti, pri čemer ne moremo zanemariti nobene njegove prirojene dimenzije ali zmogljivosti. Moralna, duhovna in religiozna inteligentnost so biološke in psihološke danosti posameznika, ki nanj delujejo globinsko in tvorijo podstat za osebnostno rast in napredek. Brez načrtne vzgoje za vrednote – etične orientiranosti družba nima možnosti niti za obstoj niti za napredek. V šoli vsak šolski predmet poleg izobraževalnih ciljev vsebuje tudi vsebine za razvoj mišljenja in za oblikovanje osebnosti in značaja, zato so moralna, duhovna in tudi religiozna vzgoja izredna priložnost za učenčev osebnostni razvoj. Geštalt pedagogika predvideva nov izziv za pedagoško delo, moralna in duhovna vzgoja pa so osebno relevantne za vse deležnike v šoli – učence, starše in učitelje, ki si vsi želijo, da se več časa nameni poučevanju tem o moralnosti, vzgoji za vrednote, duhovnosti in tudi religioznosti, saj te tri dimenzije razvijajo in podpirajo osebnostno rast mladostnika. Učenci, še posebej v zadnjem triletju osnovne šole, se želijo pogovarjati o temeljnih življenjskih vprašanjih, navezanih na moralne in duhovne teme, ki odpirajo najgloblja človekova hrepenenja, iskanja in dvome ter mu ponujajo odgovore na vprašanja, ki jih pri zatekanju v racionalizacijo ne najde. Duhovna inteligentnost oziroma duhovnost človeku omogoča izstop iz posamezne situacije in preusmerjanje lastnih ravnanj v drugo smer ter ga razbremenjuje občutka nemoči. Moralnost, duhovnost, religioznost in z njimi povezane vrednote posameznega otroka opolnomočijo in ga opogumljajo, ko je za svoja ravnanja izčrpal že vse razumske ali čustvene razlage in dvome, še posebej v medosebnih odnosih z odraslimi in sovrstniki.Elementary school is an educational institution that explains its mission in its own name. It represents basic education devoted to the pupil, the child. However, the elementary school does not have a purely educational role, but is a "guardian" of education, training and surrender of knowledge, experience, skills to pupils provided by the State with the Elementary School Act (ZOsn), which regulates the primary education provided by the public and private elementary schools (can also be performed as homeschooling). In 2nd- The second indent of the said regulation lists the objectives of elementary education, highlighting the " individual by taking into account development of legality«hereinafter referred to as the seventh indent, which speaks of the objective of "training for the harvesting of cultural and civilisation values originating from the European tradition". Relying on the aforementioned article of the law, which commits all schools, we therefore are obliged to arrange for the harmonious and holistic development of pupils in all the core areas of its development. In addition to the educational (cognitive) objectives, equal attention should also be paid to the conative and affective objectives. Despite the clear regulations of individual laws and regulations, the educational part was truncated, most likely due to some recommendations and reports that the educational moment in elementary school does not fall. In the framework of Eurydice (2003), a study of education systems was developed, where they tried to define the concept of key competences, where two groups of competences were formedreading and mathematical literacy and a group of competences, so-called Generic skills, also known as Object-dependent or transversal competencies such as communication, problem solving, logical thinking, leadership, creativity, motivation, teamwork and learning ability (Kociper 2012). However, these facts suggest that the acquisition of key competences primarily develops the child\u27s personality. The school is interwoven in ties between parents, teachers, pupils, teachig methods, school climate and culture, expectations of local and wider communities, which, however, expect the child to receive caring and planned education. As the school has changed and evolved throughout the years of its existence, the environment and needs of pupils, parents and teachers have changed, too. A teacher has had to transcend its primary role in the media transmission of skills, to overcome its basic task, so that the learner can evolve in a coherent and personal advancement in all areas of its development. Schools and teachers are placed ahead of new challenges and trials, and this also increases the burden for pupils. The school in today\u27s society needs reform, changeit is called of both students, as teachers, even the most parents, as well as the profession. Each of the latter has its own expectations and orientations in which direction this redefinition of education should be directed. The school climate is a psychological state of the school, which indicates the interpersonal relationships within each school, especially among teachers and students and leaders. In accordance with the school culture and climate and its characteristics, the situation is also transmitted to pupils. The teacher\u27s own perception of his mission and pedagogical work affects transfers that take place in the field of sensuation, experience and the acquisition of learning substances for students. Teachers are required to carry out several roles at the same time, so the teacher\u27s personal growth requires special care and support from the collective, management and other support institutions. Each school has its own document of a curriculum in which it identifies, in more detail, its chapters on the values of the school, the principles of educational activities, education, educational activities, counselling and communication to address problems and conflicts, and on the rules of the school order. When reviewing the randomly selected educational plans of individual schools, we noticed that the values were only listed, but not described in what way they were selected or how the school will evolve. Some schools have joined the ethics and values project in the school, under the auspices of the Institute of Ethics of Jože Trontelj, which has created a system of education for values in a three-year cyclical project. Gestalt Pedagogy is a Christian pedagogy based on Christian values, biblical rendition, values and personal experience of the individual. In so far as the individual is religious, the faith leads him to the excess, to see the perspective of the excess experienceotherwise, the man of the phenomena and his experiences is interpreted by reason of the Gestalt pedagogy of the Albert Höfer model (Nežič Glavica 2017). Long-term and motivational-oriented learning takes place in a process with gestaltistic communication, which makes a relationship between a teacher and a learner who teaches each othertheir communication is educational, sensibile, asertive and supportive, combining empathy, emotional and unfairly communication, which we express verbal or nonverbal. For gesttaltistic communication, it is characterized by dialogue teaching and learning, which means creating a confidential and embracing relationship, which is the basis for the design of the relationship. Communication according to the principles of Gestalt pedagogy provides the teacher who monitors the learner, who, through creative media-methods of Gestalt pedagogy, opens up a scholar\u27s inner world, which realizes and expressions unprocessed gestalts resulting from his biographical experience – these are strongly influenced, formed or hindered by its personal growth. Because of the latter, the individual (pupils, also a teacher) reacts by taking any impulse that reminds him of a past (unprocessed, painful) experience, returns deeply into the body memory when he reacts as he reacted at the moment when individual impulses and feelings were not able to be verbally expressed. »It is simply a moment when unrecovered negative emotional information overwhelms Amigdalo and then – in some interlude between the child\u27s fear, the bestial power and the cognitive and technical abilities –" I don\u27t know what I\u27m doing "(Gerjolj 2009, 19). Communication according to the principles of Gestalt pedagogy is a key educative element, especially in the last three years of elementary school, because the learner treats it comprehensively, taking into account its thinking, sensuation and functioning, and the integration principle takes into account the unity of body, soul and spirit. Gestalt Pedgagogy awakens the operation of both brain hemisphers or balancheeses between the two Hemisphers and thus acts on a cognitive and affective level. Principles of gestaltistic communication support and promote intuitive response, individual creativity and learning through their own experience and are centered on the learner, the present situation here and now, and underline that unresolved gestalt complicates effective learning. The pupil can develops a personal progression if it develops comprehensively in all areas of its capabilities, and we cannot neglect any of its inborn dimensions or capabilities. Moral, spiritual and religious intelligence are the biological and psychological realities of the individual, which operate in depth and form sub-stat for personal development and progress. Without the planned education for values-the ethical compass, the company has no chance of either to exist or to progress. In school, every school subject in addition to educational objectives also contains content to develop thinking, form personality and character, so moral, spiritual and religious education are of paramount importance to the overall development of the learner. Gestalt Pedagogy presents a new challenge for pedagogical workmoral and spiritual education is personally relevant to all in the school-students, parents and teachers who all want to spend more time teaching themes on morality, nurturing for values, spirituality and even religious, as these three dimensions develop the personal growth of the adolescent. Pupils, especially in the last three years of elementary schools, want to talk about fundamental living issues that relate to the moral and spiritual themes that open up the deepest of human yearning, searches and doubts, and offer answers to the questions when resorting to rationalisation, it cannot be found. Spiritual intelligence or spirituality allows a person to withdraw from a given situation that allows the individual to redirect its own practices in the other direction and relieve a person of the sense of inpower. Morality, spirituality, religious and related values, empower and encourage learners, when all reasonable or emotional explanations and doubts are exhausted in the course of their conduct, in particular in the interpersonal language of the day, especially in relations with adults and peers