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 formed; reading 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's 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's society needs reform, change; it 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's 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's 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 experience; otherwise, 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 other; their 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's 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's fear, the bestial power and the cognitive and technical abilities –" I don't know what I'm 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 work; moral 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.
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