đ āĻĒā§āϰāĻĨāĻŽ āĻĻāĻŋāĻā§ āϏāĻŽāĻā§āϰāϤāĻžāĻŦāĻžāĻĻā§āϰāĻž āĻ āύā§āϤāĻĻā§āώā§āĻāĻŋāĻā§ āĻšāĻ āĻžā§ â āĻĒā§āϰāϤā§āϝāĻā§āώāĻŖ â āĻŦāϞ⧠āĻŦāϰā§āĻŖāύāĻž āĻāϰā§āĻā§āύ āĨ¤ āĻĒāϰ⧠āĻŦāĻžāϰā§āύāĻžāϰā§āĻĄ āĻšāĻŋāϞāĻāĻžāϰā§āĻĄ āĻŽāύā§āϤāĻŦā§āϝ āĻāϰā§āύ āϝ⧠, āĻ āύā§āϤāĻĻā§āώā§āĻāĻŋ āĻšāĻ āĻžā§ āĻā§āύ⧠āĻĒā§āϰāϤā§āϝāĻā§āώāĻŖ āύāϝāĻŧ āĨ¤ āĻāĻĻā§āĻĻā§āĻļā§āϝāĻŽā§āĻā§ āĻĒā§āϰāϤāĻŋāĻā§āϰāĻŋāϝāĻŧāĻžāϰ āĻŽāĻžāϧā§āϝāĻŽā§āĻ āĻāϰ āĻŦāĻŋāĻāĻžāĻļ āĨ¤ āĻāĻ āĻĒā§āϰāϏāĻā§āĻā§ āĻŦāĻžāϰā§āύāĻžāϰā§āĻĄā§āϰ āĻāĻā§āϤāĻŋâ â The perception of functional unity often thought to be sudden but actually the result of continuous growth and development â , āĻ āϰā§āĻĨāĻžā§ āĻ āϧāĻŋāĻāĻžāĻāĻļ āĻā§āώā§āϤā§āϰ⧠āĻāĻ āϧāϰāύā§āϰ āĻĒā§āϰāϤā§āϝāĻā§āώāĻŖāĻā§ āĻšāĻ āĻžā§ āĻŦāϞ⧠āĻŽāύ⧠āĻšāϝāĻŧ āĨ¤ āĻāĻŋāύā§āϤ⧠āĻĒā§āϰāĻā§āϤāĻĒāĻā§āώ⧠āĻāϰ āĻāĻžāϰāĻŖ āĻšāϞ āĻŦā§āĻĻā§āϧāĻŋ āĻ āĻŦāĻŋāĻāĻžāĻļ āĨ¤ āĻ āύā§āϤāϰā§āĻĻā§āώā§āĻāĻŋ āĻĻā§âāϰāĻāĻŽā§āϰ āĻšāϤ⧠āĻĒāĻžāϰ⧠āϏāĻŽā§āĻŽā§āĻ āĻ āĻĒāĻļā§āĻāĻžā§ ( Foresight and Hind sight ) āϏāĻŽā§āĻŽā§āĻ āĻ āύā§āϤāĻĻā§āώā§āĻāĻŋ āĻšāϞ āϏāĻ āĻŋāĻ āϏāĻāĻāĻ āύāĻāĻŋ āĻāĻā§ āĻĨā§āĻā§ āĻāĻŋāύā§āϤāĻž āĻāϰāĻž āĨ¤ āĻĒāĻļā§āĻāĻžā§ āĻ āύā§āϤāĻĻā§āώā§āĻāĻŋ āĻšāϞ āĻā§āϞ āϏāĻāĻāĻ āύāĻāĻŋ āĻĒā§āύāϰāĻžāĻŦā§āϤā§āϤāĻŋ āύāĻž āĻāϰāĻž āĨ¤
āĻ āύā§āϤāĻĻā§āώā§āĻāĻŋāϰ āĻāĻžāϰā§āϝāĻāĻžāϰāĻŋāϤāĻž āύāĻŋāϰā§āĻāϰ āĻāϰ⧠āĻĒā§āϰāĻžāĻŖā§āϰ āĻāϤāĻāĻā§āϞāĻŋ āĻŦā§āĻļāĻŋāώā§āĻā§āϝā§āϰ āĻāĻĒāϰ āĨ¤ āϝā§āĻŽāύâ
( i ) āĻŽāĻžāύāϏāĻŋāĻ āĻā§āώāĻŽāϤāĻž āĻŦāĻž āĻŦā§āĻĻā§āϧāĻŋ āĨ¤
( ii ) āĻĒā§āϰā§āĻŦ āĻ āĻāĻŋāĻā§āĻāϤāĻž āĨ¤
( iii ) āĻļāĻŋāĻā§āώāĻŖā§āϰ āĻāĻĻā§āĻĻā§āĻļā§āϝ āϏāĻŽā§āĻĒāϰā§āĻā§ āϏāĻ āĻŋāĻ āϧāĻžāϰāĻŖāĻž āĨ¤
( vi ) āĻļāĻŋāĻā§āώāĻžāϰā§āĻĨā§āϰ āϏāĻā§āϰāĻŋāϝāĻŧ āĻ āĻāĻļāĻā§āϰāĻšāĻŖ āĨ¤
đ āĻļāĻŋāĻā§āώāĻžāĻā§āώā§āϤā§āϰ⧠āĻā§āϏā§āĻāĻžāύā§āĻ āϤāϤā§āϤā§āĻŦā§āϰ āĻĒā§āϰāϝāĻŧāĻžā§āĻ ( Application of Gestalt Theory in Education ) :
đ§ž āĻŦāĻŋāĻĻā§āϝāĻžāϞāϝāĻŧā§āϰ āĻĒā§āϰāĻāϞāĻŋāϤ āĻļāĻŋāĻāύ āĻĒāĻĻā§āϧāϤāĻŋāϰ āϏāĻāϏā§āĻāĻžāϰāϏāĻžāϧāύ āĻ āĻāύā§āύāϝāĻŧāύā§āϰ āĻā§āώā§āϤā§āϰ⧠āĻā§āϏā§āĻāĻžāϞā§āĻ āĻŽāϤāĻŦāĻžāĻĻā§āϰ āϤāϤā§āϤā§āĻŦāĻā§āϞāĻŋāĻā§ āĻŦā§āϝāĻŦāĻšāĻžāϰ āĻāϰāĻž āϝāĻžāϝāĻŧ āĨ¤