The Live Classroom

Contents
Introduction by George Isaac Brown
One. Gestalt : theory with practice
Gestalt and the transformation by Geri Metz
Awareness training and creativity based on Gestalt therapy by George Isaac Brown
An introduction to Gestalt therapy by James S. Simkin
Gestalt as learning theory by David N. McCarthy
Scientific theory and Gestalt : a juxtaposition by Bert Pearlman
Gestalt therapy : engaging the video subself by Liles Grizzard
Gestalt and the first-year teacher by Melinda Rogers
Gestalt and the substitute teacher by Victoria Grizzard
Gestalt theory and practice and the teaching of literature by Thomas Yeomans
"Beyond" Gestalt therapy by George Isaac Brown
Two. The theory of confluent education
Human is as confluent does by George Isaac Brown
Developing models by "unpacking" confluent education by Stewart B. Shapiro
Beyond vibration teaching : research and curriculum development in confluent education by John M. Shiflett
Search for a working model : Gestalt, psychosynthesis, and confluent education by Thomas Yeomans
Process in the classroom by Steven R. Bogad
Three. The practice of confluent education
Gestalt in the first grade : teaching alive—being alive by Sherry Carty
Gestalt in the second grade : merging of the inner and outer worlds by Anita Cassarino
Confluent education for the emotionally handicapped by Jane Brody Spira
Confluence in mathematics : can 1 + 1 be a creative experience? by Steven R. Bogad
Getting at responsibility in a ninth grade English class by Sandra Newby
Gestalt therapy : new wine in old skins by Beverly Galyean
Children of the universe by Mary Stephens
Four. Examples of lessons, units, and course outlines in confluent education
A confluent reading lesson for grades 1-3 by Victoria Grizzard
A confluent approach to teaching Beowulf by Margaret Harris
Writing and the red rubber ball (College level) by David N. McCarthy
Listening to the book by Jean Schleifer
The Canterbury tales for high-school students by Susan Wiltsey
The play's the thing—a quarter-course outline by Aaron Hillman
A cautionary conclusion by George Isaac Brown