Author Description

ContentsIntroduction by George Isaac BrownOne. Gestalt: theory with practiceGestalt and the transformation by Geri MetzAwareness training and creativity based on Gestalt therapy by George Isaac BrownAn introduction to Gestalt therapy by James S. SimkinGestalt as learning theory by David N. McCarthyScientific theory and Gestalt: a juxtaposition by Bert PearlmanGestalt therapy: engaging the video subself by Liles GrizzardGestalt and the first-year teacher by Melinda RogersGestalt and the substitute teacher by Victoria GrizzardGestalt theory and practice and the teaching of literature by Thomas Yeomans"Beyond" Gestalt therapy by George Isaac BrownTwo. The theory of confluent educationHuman is as confluent does by George Isaac BrownDeveloping models by "unpacking" confluent education by Stewart B. ShapiroBeyond vibration teaching: research and curriculum development in confluent education by John M. ShiflettSearch for a working model: Gestalt, psychosynthesis, and confluent education by Thomas YeomansProcess in the classroom by Steven R. BogadThree. The practice of confluent educationGestalt in the first grade: teaching alive—being alive by Sherry CartyGestalt in the second grade: merging of the inner and outer worlds by Anita CassarinoConfluent education for the emotionally handicapped by Jane Brody SpiraConfluence in mathematics: can 1 + 1 be a creative experience? by Steven R. BogadGetting at responsibility in a ninth grade English class by Sandra NewbyGestalt therapy: new wine in old skins by Beverly GalyeanChildren of the universe by Mary StephensFour. Examples of lessons, units, and course outlines in confluent educationA confluent reading lesson for grades 1-3 by Victoria GrizzardA confluent approach to teaching Beowulf by Margaret HarrisWriting and the red rubber ball (College level) by David N. McCarthyListening to the book by Jean SchleiferThe Canterbury tales for high-school students by Susan WiltseyThe play's the thing—a quarter-course outline by Aa