Gestalt pedagogy does not deal with the very term trust and its role in the pedagogical process but implicitly presupposes it in its principles of teaching and learning. In doing so, it relies on representatives of reform pedagogy, who see trust as a prerequisite for creating and maintaining both pedagogical interaction and a positive learning atmosphere that stimulates students’ readiness for learning and potential for personal growth. For this reason, it uses student-centred learning and teaching approaches in the educational process. At the forefront of such approaches is the relational component, which was particularly missed by young people during the epidemic, as confirmed by research findings. During distance learning, only a few teachers and catechists responded to this need, able to establish interpersonal relationships and offer them content to address their current challenges and instil confidence in them in these unpredictable times.
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