1 INTRODUCTION
1.1 Presentation problem
3
nown persons, 12 months begins to say his first words and is able to interact
with the environment, communicating needs and requests and reacting to
environmental proposals. In the months following increases rapidly its un-
derstanding of the situation and of communications and in turn communicate
with a growing number of words. But these are the ‘ data ‘ Brutes who, thou-
gh multiplied several times as usa today to create lists of normal or patholo-
gical behaviors, not realize the overall appearance of the child which can be
evaluated in direct observation of his behaviour and his relationships.
A child should therefore develop motor skills and basic knowledge of the
human being, during the course of the first three years of life.
When, during these phases, the impediment that hinders the normal de-
velopment of this process, it may happen that the boy is unable to control
properly its movements. He will, therefore, more difficult to speak smoothly,
or to articulate words and, consequently, also the formation of thoughts will
be easily compromised.
Psychomotor delay in developmental age
Psychomotor retardation in developmental age is a discomfort that mani-
fests itself when the child does not follow the times and stages of develop-
ment. It may be useful to define first the ‘ psychomotor development ‘ and
then see the problems that can arise.
Child development, as well as that of any other living being, begins at the
moment of conception and first takes place in the mother’s womb and
after birth, goes in the external environment. We still know very little about
the development and intrauterine life, but what data there are suggest that
it is an important life period, although little can be evaluated, for the later
development. At the urging of biological evolution any organism develops
according to the characteristics of the species that we know contained in
genetic make-up and in relation to environmental factors that can allow
and facilitate development or not.
Unlike the other species, the little man is placed immediately in a con-
text that reflects not only the facilities but also instinctive specific cultural
aspects that affect many psychological characteristics of the child. Many
are well known factors influencing physical development (feeding, hygie-
ne, temperature, sickness, etc), less those that affect psychic develop-
ment.
Regarding motor development, according to the normal statistics a baby
is able to hold head straight toward the three months, to sit by itself in six
months, rolling and going to crawl towards the nine-ten months, to stand
up and then make the first steps towards the twelve months, improving its
then quickly motor skills.
With regard to a child’s mental development to the third month smiles ligh-
ting up at the sight of a human face, six months is interested in objects and
people, to eight months begins to react with anxiety at the sight of unk-
1 Landscape of a child
1.2 Content of thesis
4
1 Gestalt Psychology (where the German word Gestalt means form, schema, representation), also known as shape, psychology is a psychological relating current perception and experience that was born and developed in the early 20th century in Germany (in the period between the years ‘ and 10 ‘ 30 years), then his articulation in the u.s.,
where its main exponents had moved during the period of Nazi persecution.
2 Maurice Merleau-Ponty (Rochefort-sur-Mer, March 14, 1908 – May 3, 1961, Paris) was a French philosopher. and leading exponent of French 20th-century Phenomenology.
3 Rudolf Steiner (Donji Kraljevec, February 27, 1861-Dornach, March 30, 1925) was a philosopher, esotericist and Austrian educationalist. He is the founder of anthroposophy, a particular pedagogical (the Waldorf pedagogy), a type of Medicine (anthroposophical medicine or Rudolph Steiner) as well
as the founder of biodynamic agriculture, architectural style and a painting. He laid the foundations of the art of eurythmy and speech. He has also studied philosophy, sociology, anthropology and musicology.
2 Cognitive therapeutic exercise
3 Pediatric rehabilitation therapist
In the present study has been demonstrated the possibility of using the
industrial design in a theme, Christopher b. Hayes
involving various fields: medical, neurological, psychiatric, and cognitive
psychology.
Hereditary diseases or congenital mental deficiency, distort the normal
development of a child, resulting in him and in the family, discomforts,
fears and uncertainties.
Over the past twenty years are born a number of specific centers for chil-
dhood neurological diseases, centres of excellence with qualified structu-
res that uses specific tools and techniques for the rehabilitation and cogni-
tive developmental age.
In these cities, but especially in their Instrumentation
specialized for various therapies, design intervened with their creativity,
functionality and design, proving to have a universal utility for the resolu-
tion of specific cases of all kinds.
This time we decided to design a device for cognitive rehabilitation the-
rapy and fisiokinesiterapica,
inspired by the theories of Gestalt
1
form, to think about the perception of
Maurice Merleau-Ponty
2
and curative Rudolf Steiner
3
pedagogy .
The idea of applying the design to treatment has already been made with
the use of particular colours, shapes and materials chosen within hospi-
tals. In this project, however, has been made a more direct contribution,
functional and technical, study and application of design, with the aim to
support and improve the lives of people in difficulty.
1.3 Objectives
. Demonstrate the application of the theories of Gestalt thinking, by Mauri-
ce Merleau Ponty and Rudolph Steiner pedagogy in pe industrial design.
. Designing a unit for pediatric rehabilitation, capacity building adebt
cognitive, motor coordination and the patient (developmental age).
.Designing a device that lets you do interact with your doctor/
health professional and the patient.
. Demonstrate that design can be introduced to the pedagogical therapy-
neuro-rehabilitation robotics, assuring designing tools specific to the sep-
tum.
. Prove that the industrial design is based on proper ethics, not only aes-
thetic but also fun and contributing to developing the quality of life.
5
4 Objectives
2.1 Gestalt psychology
The founders of Gestalt psychology, between 1910 and 1930 are
usually considered Kurt Koffka
1
, Wolfgang Köhler
2
and Max Wer-
theimer
3
that were certainly the main promoters and these strengths
of this current scientific research in psychology. Their psychological
studies focused primarily on perceptual aspects and reasoning / pro-
blem-solving skills. The Gestalt helped develop surveys on learning,
memory, thought, on social psychology.
The main idea of the founders of Gestalt psychology, that the whole
thing is different from the sum of the individual parts, somehow oppo-
sed to structuralism, popular model from the late 1800s, and its fun-
damental principles, such as the really knows. And hence the famous
maxim: “the whole is more than the sum of individual parts.”
Gestalt theory, proved highly innovative, as they track the bases of
behavior, the way they perceive the reality, rather than for what it re-
ally is; then the first pillar for Gestalt theory was built on the study of
perceptual processes and in an immediate perception of the pheno-
menal world.
The Gestalt theoretical model regarding the thought opposed to be-
haviorist that solved the problems animals with a pattern formed by
trial and error, proposing instead a policy of explanation formed by
thought, understanding and insight.
Also in the field of social psychology, Gestalt theories came into con-
flict with those behaviourist, which provided to explain social behavior
only based on social gratification, such as praise and approval, and in-
stead proposed the theory of attribution which emphasize the feelings,
perceptions, goals, intentions, beliefs, motivations and beliefs.
Gestalt psychology it is not fair to divide the human experience in its
elementary components and should instead consider the whole as
parent phenomenon than the sum of its components: “the whole is
more than the sum of its parts” (molarismo or epistemological position
1 Kurt Koffka (Berlin, March 18, 1886-Northampton, November 22, 1941) was a German psychologist, gestalt psychology.
2 Wolfgang Köhler (Reval, January 21, 1887 – Enfield, June 11, 1967) was a German psychologist, gestalt psychology exponent.
3 Max Wertheimer (Prague, April 15, 1880 – New Rochelle, October 12, 1943) was a Czech psychologist. He was one of the greatest exponents gestalt psychology, along with Kurt Koffka and Wolfgang Köhler.
emergentism) in the same way that a company’s characteristics do not
match those of the individuals who constitute it. What we are and feel
our own behavior, are the result of a complex organization that also
guide our thought processes. The same perception is not preceded
by feeling but is an instant process-affected by past experiences just
because these are the background of the current experience-which is
derived from Gestalt, as a combination of the different components of
an experience real-timely. The ability to perceive an object so it has to
be traced to an organization headed by the nervous system and not
such a trivial image focused from the retina.
To understand the world around you tend to identify shapes according
to patterns that seem suitable-chosen for imitation learning and sha-
ring-and through similar processes are organized both the perception
that thought and feeling; This is usually quite unconsciously.
5 Gestalt logo
6
2 BIBLIOGRAPHIC REVIEW
2.1 Gestalt psychology
With special reference to Visual perceptions, main rules of organization of
data collected are:
. good shape (the perceived structure is always the easier);
. proximity (elements are grouped into distance function);
. similarity (tendency to group similar items);
. good continuity (all elements are perceived as belonging to a coherent
and continuous);
. common destiny (if these items are moving, are grouped by those with
a consistent navigation);
. Figure-ground (all parts of an area can be
interpret it as an object both as background);
. induced movement (reference scheme consisting of some structures
which allows the perception of
objects);
. meaningfulness (when the stimuli are ambiguous, the perception will
become good based on information taken from the retina)
These rules are useful for explaining various optical illusions.
“...Actually as Wertheimer, “’ the formula ‘ Gestalt fundamental could be expres-
sed in this way:
are there any adult whose behavior is determined by that of their individual ele-
ments, but where the parties-processes are themselves determined by nature in-
trinsically throughout.
It is the aspiration of gestalt theory to determine the nature of these integers “.
Or, more synthetic version, “all properties are not the result of a sum of its parts”,
while “the property of a part depends entirely on which you submitted” (Kanizsa
1
1978).
The clarification of this central point, beyond the philological helps the owner
to use the concept of gestalt in terms of scientific model instead of simple folk
proverb. And also the correct formulation, and not the slogan, which underlies the
basic prescription (and typical ecological psychology) according to which “we
have to give up dealing the facts saparatamente and consider instead groups of
facts in particular forms of their connections” (1935 Koffka) ... “
Perussia f. (1986). Gestalt theory and fenomeniche representations of complex
environmental structures. In: Schmidt from Friedberg p., ed., environmental in-
dicators. Values, meters and instruments in environmental impact study, Milano:
Angeli 453-470 (p. 4 of the essay)
Professor Perussia
2
wanted well highlight the essential concept of Gestalt thin-
king, which over the years has dulled, putting well in evidence that perception is
an instinctive Act that precedes the feeling.
Makes merit, moreover, the characteristic of single piece influenced by the en-
vironment in which he lives, trying to explain the concept of totality that has
influence on the perception of each individual.
7
6 Gestalt subjective contours
1 Gaetano Kanizsa (Trieste, August 18, 1913 – 1993) was an Italian psychologist and artist.
2 Happy Perussia (Milan, December 16, 1885-1959) was a physician, academician and Rector Italian.
1 Ludwig Binswanger (April 13, 1881 – Kreuzlingen Kreuzlingen, February 5, 1966) was a Swiss psychiatrist and psychologist.
7 Kanizsa triangle
“...It doesn’t take a lot of that goodwill to achieve at least the same finding of
Wertheimer (1925): “what is the gestalt psychology and what does it consist of?
Gestalt theory was the product of specific investigations in the field of psychology,
logic and epistemology “, and is not a mere listing of some law of Visual Organi-
zation.It must also be pointed out that the study of grammar of seeing “(Kanizsa
1980), although referring specifically to the problem of perception such as ‘ illu-
sions ‘ is used primarily as a way to highlight, and then analyze the General frac-
ture pù that exists between the ‘ physical ‘ and ‘ mind ‘ or, perhaps better between
different versions in which the mind is. The perceptual illusion plays then a fun-
ction somewhat similar to that of failure to act in psychoanalysis: at first glance a
marginal and pedantic, a random occurrence, actually spy on which you can build
very complex theoretical development ... “
Perussia f. (1986). Gestalt theory and fenomeniche representations of complex
environmental structures. In: Schmidt from Friedberg p., ed., environmental in-
dicators. Values, meters and instruments in environmental impact study, Milano:
Angeli 453-470 (PG. 5-6 of the essay)
Perussia Professor in this article instead wanted to remember the thought of Wer-
theimer, defining the Gestalt as real analysis tool.
We also indicates how the Gestalt is essential, through ‘ the illusion ‘, to identify
faults in mental subject (therapy).
8
“...Gestalt psychotherapy is a treatment to phenomenological existential in-
terpretation not address which leads to self-realization through awareness
experiments led by the therapist in the here and now of the experience whe-
re you live. The interaction between patient and therapist is essential. The
Gestalt therapist helps the patient to feel what’s happening in him and how
this happens. The patient is driven to experiment and to come into contact, in
dynamic relationship with its own emotion, with a body awareness or with a
significant event, with any reality of their internal or external world. In this
way the patient who has become conscious connoisseur himself, will be able
to explore new modes of contact, of sensations, behaviors that will experience
in a therapeutic setting. Can assimilate what it considers suitable to his desire
to be and to reject what the stranger considers how it would be. In this way the
individual will expand the boundaries of your ego by acquiring greater capa-
city for interaction with your environment. Gestalt psychotherapy, according
to Biswanger
1
, tries to help the person to have an internal consistency in one’s
own being in the world, so as to develop and discover their own freedom, his
originality, his lifestyle, and adaptive imprintig learned from their family of
origin. Hence the creative adaptation of the subject, understood as belonging
to a community and creative because the person needs to find their own way,
your own path of life according to one’s motivational and emotional thrust.
Gestalt psychotherapy is a live process which fosters awareness and patient
contact in the here and now.
2.1 Gestalt psychology
8 Gestalt leye de cierre
Modern man lives in a State of low vitality. Although not generally suffer
deeply, knows little of the true creative life. On the other hand has become
an automaton full of anguish. The world offers vast growth opportunities
and enjoyment, but him wandering aimlessly, not knowing what really want
to and so completely unable to figure out how to get it. (…) Pretends to be
engaged, but her facial expression indicates the lack of any real interest.
It’s usually impassive, bored, detached or irritated. Seems to have lost
any spontaneity, every ability to hear and to speak directly and creatively.
Is very good at talking about his troubles and utterly unable to keep their
heads. Reduced life itself to a series of verbal and intellectual exercises;
drowns in a sea of words. The process of living has replaced psychiatric
explanations and pseudopsichiatriche of life. Pass an infinite time to try
to riafferrare the past and shaping the future. (…) Sometimes it isn’t even
aware of his actions at the time. (Perls
1
, 1973) “
Article taken from http://www.samantamenichetti.it Gestalt Psychothe-
rapy
Dr. Samanta Menichetti
2
psychotherapist
The article was excerpted from the personal website of Dr. Samanta Me-
nichetti and explains how Gestalt Therapy.
Also in the second part was made an analysis on the contemporary moral,
and provided key concepts for successful existence.
1 Friedrich (Fritz) Salomon Perls (July 8, 1893 – Chicago, May 14, 1970) was a German-born American psychotherapist of Jewish origin.
2 Samanta Menichetti Università la Sapienza Rome psychologist, psychotherapist www.samantamenichetti.it
9 Gestalt Horse Rider
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2.1 Gestalt psychology
Rudolf Steiner (Donji Kraljevec, February 27, 1861-Dornach, March 30,
1925) is the founder of anthroposophy, a particular pedagogical current
(1 Waldorf pedagogy), a type of Medicine (anthroposophical medicine or
Rudolph Steiner) as well as the founder of biodynamic agriculture, archi-
tectural style and a painting. He laid the foundations of the art of eurythmy
and speech. He has also studied philosophy, sociology, anthropology and
musicology.
According to Rudolf Steiner’s pedagogy is an art and, therefore, the ma-
ster must have a “vocation” for teaching. A good teacher raises good stu-
dents, as well as a bad master generates bad. Teaching isn’t just a cold
passing information, but it is a relationship between two human beings,
where one is thirsty for knowledge and the other is voted to send all their
human and intellectual knowledge.
On this pedagogical concept Steiner applies his theories generating new
therapies anthroposophical medicines.
Born in 1924, the curative pedagogy whose purpose is to promote de-
velopment in their soul-spiritual forces prevented their explanation from
various deformities, disorders or delays caused by diseases or social en-
vironment.
The fundamental principle of curative pedagogy is directly connected to
that of anthroposophical medicine developed by Steiner in the 1920s and
you can find him in the noun ‘ anthroposophy ‘: “antrhopos” (man), sophia
(wisdom), from which it is derived that man who knows himself is at the
center of the universe, and he is able to think, feel and want.
A key aspect is the tripartition of human functional:
-Neuro-sensory System, which is at the foundation of thinking;
-Rhythmic System (mostly respiratory and cardio-circulatory system),
which is at the foundation of the hearing;
-Replacement system and the limbs (mainly energy and spare locomoti-
ve), which is at the foundation of the will.
The anthroposophic concept considers psychic qualities as permeating
the whole man and not just the nervous system. The tripartition of the psy-
chic functions and related organic ones, the result of a thirty-year spiritual
research by Rudolf Steiner, is expressed in the totality of the organism,
organic systems, organs, tissues and cells in both morphological and fun-
ctional direction and undergoes changes with the age of the individual.
Anthroposophic medicine, which has gone to expand conventional
medicine, has introduced new techniques to curative Pedagogics as art
therapy in the form of curative eurythmy, speech therapy, art, painting,
sculpting and balneotherapy, with directions provided, in collaboration
with the physicians, by professionally qualified therapists and suitable “in
the art of teaching”.
The acquisition of motor skills, stimulates the development of the senses
above: Word and thought.
Besides precision, discipline and perseverance are qualities that debor-
dano the appearance and working structure the psychism.
“... our rightful duty as educators is to remove the obstacles. Every child
of any age brings something new in the world.
And it’s our job as educators, to remove physical and psychic obstacles
from his path, removing obstacles so that his spirit can manifest itself in
your life in full freedom ... “
Rudolf Steiner 1924 “fundamental Elements for an expansion of the
medical art”
Steiner in this brief description of the concept of anthroposophic therapy
shows us one of the key aspects of curative pedagogy — that of “care of
the soul of the patient”, highlighting the importance of feelings.
2.2 Curative pedagogy of R. Steiner
10 Rudolf Steiner
1 Rudolph Steiner or Waldorf pedagogy is a teaching approach developed since 1919 on indications of Rudolf Steiner (1861-1925).
10