scholarly journals Cultural–Historical Gestalt Theory and Beyond: “The Russians Are Coming!”

2021 ◽  
Vol 43 (3) ◽  
pp. 269-278
Author(s):  
Anton Yasnitsky
Keyword(s):  
Gestalt Theory

Fin

2017 ◽  
Author(s):  
Cleo Hanaway-Oakley
Keyword(s):  
Gertrude Stein ◽  
Silent Film ◽  
Film Criticism ◽  
Gestalt Theory ◽  
Finnegans Wake ◽  
Dorothy Richardson ◽  
Sound Film ◽  
Final Work

This concluding chapter briefly turns to Joyce’s final work, Finnegans Wake (1939). Joyce’s cacophonous ‘book of the dark’, with its many references to cinema, forms the centre of a discussion of the emergence of sound film. The importance of touch in both silent and sound film is restated through reference to the film criticism of Bryher, Dorothy Richardson, and Gertrude Stein, and Chaplin’s City Lights (1931), a late silent film focusing on Chaplin’s relationship with a blind flower-seller. The complex interrelationship between sound and image in both film and Finnegans Wake is contemplated through gestalt theory and multi-perspectival ‘figure–ground images’. The chapter concludes by returning to Ulysses, to consider the never-produced Reisman–Zukofsky screenplay and the ways in which the film would, and would not, have affirmed a phenomenological reading of Joyce’s text.

Tactile Vision and Enworlded Being

2017 ◽  
Author(s):  
Cleo Hanaway-Oakley
Keyword(s):  
The Self ◽  
The Other ◽  
Fin De Siecle ◽  
Gestalt Theory ◽  
Fin De Siècle ◽  
Phenomenal Field ◽  
The Relationship

Stephen’s musings on the pre-cinematic ‘stereoscope’ are discussed in relation to Bloom’s contemplation of parallax and his mention of the ‘Mutoscope’. The three-dimensionality, tangibility, and tactility of stereoscopic perception is analysed alongside Bloom’s and Gerty’s encounter in ‘Nausicaa’ and the Merleau-Pontian concepts of ‘flesh’ and ‘intercorporeity’. The bodily effects of projected cinema—achieved through virtual film worlds, virtual film bodies, and the intercorporeity of film and spectator—are discussed through reference to panorama, phantom ride, and crash films. The dizzying effects of some of these films are compared to the vertiginous nature of the ‘Wandering Rocks’ episode of Ulysses; these cinematic and literary vestibular disturbances are elucidated through gestalt theory and the phenomenological concepts of ‘intention’, ‘attention’, and the ‘phenomenal field’. Finally, the relationship between the self and the other is considered, through a discussion of cinematic mirroring in Ulysses and in Mitchell and Kenyon’s fin de siècle Living Dublin films.

Merleau-Ponty’s Immanent Critique of Gestalt Theory

Human Studies ◽  
2017 ◽  
Vol 40 (2) ◽  
pp. 191-215 ◽  
Author(s):  
Benjamin Sheredos
Keyword(s):  
Gestalt Theory ◽  
Immanent Critique

Reflections on the Status and Direction of Psychology: An External Historical Perspective

2013 ◽  
Vol 44 (2) ◽  
pp. 244-261 ◽  
Author(s):  
Amedeo Giorgi
Keyword(s):  
Historical Perspective ◽  
Phenomenological Approach ◽  
Natural Sciences ◽  
Gestalt Theory ◽  
The Everyday ◽  
The Status ◽  
History Of ◽  
A Minor ◽  
Aron Gurwitsch

Abstract Whenever one reads internal histories of psychology what is covered is the establishment of a lab by Wundt in 1879 as the initiating act and then the breakaway movements of the 20th Century are discussed: Behaviorism, Gestalt Theory, Psychoanalysis, and most recently the Cognitive revival. However, Aron Gurwitsch described a perspective noted by Cassirer and first developed by Malebranche, which dates the founding of psychology at the same time as that of physics in the 17th Century. This external perspective shows the dependency of psychology upon the concepts, methods and procedures of physics and the natural sciences in general up until the present time. Gurwitsch argues that this approach has blocked the growth of psychology and has assured its status as a minor science. He argued that the everyday Lifeworld achievements of subjectivity are the true subject matter of psychology and that a phenomenological approach to subjectivity could give psychology the authenticity it has been forever seeking but never finding as a naturalistic science. Some clarifying thoughts concerning this phenomenologically grounded psychology are offered, especially the role of desire. The assumption of an external perspective toward the history of psychology fostered the insights about psychology’s scientific role.

A Gestalt Approach to Insight-Oriented Treatment

1980 ◽  
Vol 61 (7) ◽  
pp. 407-415
Author(s):  
Pauline L. Scanlon
Keyword(s):  
Borderline Personality Disorder ◽  
Personality Disorder ◽  
Borderline Personality ◽  
Gestalt Theory

The ways in which this kind of approach can be integrated into a psychodynamic model are demonstrated by a focus on Gestalt theory and differential use of Gestalt techniques. Considerations of diagnostic impressions such as psychotic, borderline, personality disorder, and neurotic are discussed with case illustrations.

scholarly journals Group Guidance Based on Gestalt Theory to Develop Creativity in Learning

2019 ◽  
Vol 6 (2) ◽  
pp. 149-156
Author(s):  
Rizki Diana Putri
Keyword(s):  
Learning Process ◽  
Research Method ◽  
Interpersonal Problems ◽  
Complete Picture ◽  
Gestalt Theory ◽  
Literature Study ◽  
Reflection Process ◽  
Group Guidance

Creativity in learning is a character that is the power of individuals to be able to complete their competence in learning. In learning, creativity makes students sensitive or aware of problems, shortages, understanding in knowledge, by gathering existing information, limiting information, or connecting (looking for) nothing, finding answers, making hypotheses, changing, and testing them.  It is accepted and finally communicates the results. The purpose of this study is to get a complete picture of the learning process and group guidance using Gestalt in developing learning creativity. The research method uses literature studies. In operational terms, creativity in learning requires students to be able to reflect the abilities that are responsible for the burden, burden, and the learning process. The understanding resulting from the reflection process becomes a reference in the formulation of the problem. The results of the literature study show that group guidance with Gestalt theory can help students develop their creativity in learning. Give advice about assistance when interacting and interpersonal problems, as well as creativity assistance, implemented to support/bring up productive solutions in efforts to improve Gestalt. Gestalt-based group tutoring to develop learning creativity gathers students to find opinions about the challenges of learning, to finally find the discovery of actions that are appropriate for yourself. Group techniques that can be used are lap exercises, fantasy exercises, and homework

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