APA 6th Edition Nežič Glavica, I. (2018). Geštalt pedagogija kao „dodana vrijednost” religiozne edukacije. Crkva u svijetu, 53 (2), 243-265. Preuzeto s https://hrcak.srce.hr/203952
MLA 8th Edition Nežič Glavica, Iva. "Geštalt pedagogija kao „dodana vrijednost” religiozne edukacije." Crkva u svijetu, vol. 53, br. 2, 2018, str. 243-265. https://hrcak.srce.hr/203952. Citirano 18.05.2021.
Chicago 17th Edition Nežič Glavica, Iva. "Geštalt pedagogija kao „dodana vrijednost” religiozne edukacije." Crkva u svijetu 53, br. 2 (2018): 243-265. https://hrcak.srce.hr/203952
Harvard Nežič Glavica, I. (2018). 'Geštalt pedagogija kao „dodana vrijednost” religiozne edukacije', Crkva u svijetu, 53(2), str. 243-265. Preuzeto s: https://hrcak.srce.hr/203952 (Datum pristupa: 18.05.2021.)
Vancouver Nežič Glavica I. Geštalt pedagogija kao „dodana vrijednost” religiozne edukacije. Crkva u svijetu [Internet]. 2018 [pristupljeno 18.05.2021.];53(2):243-265. Dostupno na: https://hrcak.srce.hr/203952
IEEE I. Nežič Glavica, "Geštalt pedagogija kao „dodana vrijednost” religiozne edukacije", Crkva u svijetu, vol.53, br. 2, str. 243-265, 2018. [Online]. Dostupno na: https://hrcak.srce.hr/203952. [Citirano: 18.05.2021.]
Sažetak Gestalt pedagogy appeared in the 1970s and is based upon gestalt philosophy, gestalt psychology and gestalt therapy. It developed within a circle of pedagogues (Cohn, Petzold, Brown) who wanted to transmit the findings of the above-mentioned disciplines – and also the attitude to life, the concepts and the methods connected with them – to the field of education. Due to a different, until then not appreciated concept of the essence of knowledge, learning and teaching, gestalt pedagogy was met by varied responses: some pedagogues accepted it with approval and were enthusiastic about it, while others were more skeptical or even rejected it because of its innovativeness.
Dr Albert Höfer, a priest and psychotherapist, is one of those pedagogues who saw many benefits of gestalt pedagogy. In the 1980s he and his colleagues based their holistic concept of religious education in Austria on the principles of gestalt pedagogy. Höfer’s way of teaching and studying religious contents has its origins and basis in the findings of gestalt pedagogy, humanist psychology and reform pedagogy. It is closely connected with the positive thinking of the Second Vatican Council and with the social climate of the 1960s and 70s, for example in the theology of redemption and psychological exegesis of the Bible. When teaching religious and non-religious contents, Höfer takes the experiential dimension of learning as his basis and applies it to the principles of Christian gestalt pedagogy. With such an approach he managed to develop a holistic model of religious education, which – with its creative approach – encourages a holistic development of learners and at the same time awakens and deepens their religious dimension.