The concept of Gestalt Thinking derives from Gestalt Therapy. At its essence, Gestalt Thinking suggests a view of the whole that is so unified as to no longer suggest its parts.

Gestalt Thinkers frequently have a difficult time learning parts of a subject. The individual pieces have no cohesion, until they can be seen as part of a greater whole. When this understanding coalesces, the Gestalter has gained an intuitive grasp of the subject and can apply it fully, but can not explain back the steps that may lead to a decision or an action.

It just is.

Preliminary work with this Thinking Type suggests that Gestalt Thinkers are slow readers compared with Relational Thinkers with equivalent performances on other measures. They develop imagery when reading that encompasses and exceeds that put forth by the author directly. Frequently, the Gestalt reader will return to the just finished paragraph to ensure that the material has been covered - whether for pleasure or study.

The Gestalt thinking student is usually included among the sharper students in a group, but, inside, the Gestalter knows that s/he is spending 2 or 3 times as much time and energy as the other students for the same results. Therefore, s/he concludes that s/he is not as 'smart' as they are, but is faking it.

Standard linear teaching and studying approaches are, of course, frustrating to a Gestalter. The little bits and pieces that are so parsimoniously doled out, leave the Gestalter grasping for meaning and substance.

Work with them to create a cohesive whole, forming stories from the separate facts, personalizing the information. The more connections that the Gestalter forms, the happier s/he will be and the greater the chance of an epiphany.