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Insight Learning - Kumaresan
Insight Learning - Kumaresan
Insight Learning - Kumaresan
I. Introduction
Max Wertheimer is the father of Gestalt Theory. Later on, Wertheimer’s theory was further refined
and developed by Kurt Koffka and Wolfgang Kohler. C.V.Good defines gestalt-configration, total
structure, form or shape, a term designating an undivided articulate as a whole that cannot be made
by the more addition of independent elements, the nature of each element depending on its
relationship to the whole. The term ‘gestalt’ means a whole, a total composition. According to this
theory, an individual learns an object as a whole, a single entity, not in parts or bits. In other words,
an individual’s understanding of an object comprehends the whole object, not merely parts or bits of
the object. This theory can be summed up in the succinct statement: ‘The whole is greater than the
sum of its parts.’
V. Characteristics of Insight
The above mentioned experiments make it quite obvious that learning by insight has certain
characteristics of its own. They are briefly as follows;
1. Insight is sudden.
2. Insight alters perception.
3. Old objects appear in new patterns and organization by virtue of insight.
4. Insight is relative to the intellectual level. The higher species of animals including human beings
have more insight than the members of lower species.
5. In insight, understanding is more useful than dexterity of hands.
6. Previous experience is of assistance in insight. An organized perception is an essential factor in
learning.
7. Maturity also affects insight as evidenced by the smoother working of insight in older age than in
adolescence.
8. If the pieces essential for the solution of the puzzle are present together when perceived, insight
comes about earlier.
9. Learning by insight is associative learning. Insight appears suddenly after the manipulation of
thoughts or objects for a small, through significant length of time.
10. The insight gained in particular circumstances is of assistance in other circumstances.
VIII. Criticism
Some of the main objections against the gestalt theory are the following;
1. Gestalt is a composite of Psychology and Philosophy of Education.
2. Every kind of learning for example; reading, writing, speaking etc., cannot be satisfactorily
explained by the laws of Gestalt.
3. Some scholars opine that the insight inherent in gestalt cannot be ascribed to children and
animals because they lack power of thought. However it is often observed in daily life that even
very young infants display insight in many of their activities.
4. Trial and error is an essential element in gestalt at one stage or the other.
References
1. Advanced Educational Psychology by SURESH BHATNAGAR and ANAMIKA SAXENA (page
nos. 168-174).
2. Educational Psychology by S. K. MANGAL (page nos. 148-152)
3. Psychology of Teaching and Learning by A. B. BHATNAGAR MEENAKSHI BHTNAGAR
ANURAG BHATNAGAR (page nos. 166-175)