Dobrostan psychiczny uczniów i nauczycieli w założeniach programowych pedagogiki Gestalt
Mental Well-Being of Students and Teachers in the Curricular Assumptions of Gestalt Pedagogy

Summary/Abstract: The article takes up the topic of the mental well-being of students and teachers in the basic theoretical assumptions of Gestalt pedagogy. In the article, the author answers the question of whether Gestalt pedagogy, as an educational concept focused on stimulating self-awareness of one's own emotions, feelings, and experiences, has the potential to influence the maintenance and support of the psychological well-being of the two main subjects of the educational process. The construction of the argument was based on the method of problematization, supplemented by a literature analysis. The concept of psychological well-being by Carol Ryff became the matrix through which the assumptions of Gestalt pedagogy were analysed. Based on this, six dimensions of well-being were identified, such as self-acceptance, autonomy, environment management, personal growth, positive relationships with others, and purpose in life, which were searched for in the assumptions of Gestalt pedagogy. The analysis shows that the educational concept has the potential to positively influence the daily mental well-being of students and teachers. The fundamental principles of the Gestaltists indicate the creation of conditions conducive to the development of an environment based on freedom, responsibility for oneself, as well as focusing on building lasting, respectful, forgiving and understanding relationships between students and teachers. Furthermore, they treat each of the entities as an autonomous unit with the right to fully express itself and its emotions, which contributes to maintaining their psychological well-being.

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