| Agyakwa, Kofi. Intuition, Knowledge and Education. Journal of Educational Thought. December 1988; 22 (3): 161-177, 17 pages (L 11). |
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This article seeks to establish a connection between intuition, knowledge and education. The impetus is Bertrand Russell's claim that all our knowledge of truths depends upon our intuitive knowledge. The concept of intuition is clarified by presenting and analyzing four models of intuitive knowledge. |
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| Baldwin, Alfred. The Development of Intuition. in: Learning About Learning: A Conference Report. Edited by Jerome S. Bruner. Washington, D.C.: U .S. Department of Health, Education & Welfare: Office of Education, 1966: 084-092, 9 pages (LB 1051). |
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Formation of hunches, Unverbalizable beliefs and judgments, Ikonic representations. This paper examines the developmental course of intuitive skills in early childhood and searches for educational procedures that foster that development. In some sense all of a two-year-old's understanding of his environment is intuitive. It is global, synthetic, pictorial, and unverbalized. |
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| Bruner, Jerome S. Intuitive and Analytic Thinking. Chapter 4 in: The Process of Education. Cambridge, Massachusetts: Harvard University Press, 1960: 055-068, 14 pages (LB 885). |
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Much has been said in previous chapters about the importance of a student's intuitive, in contrast to his formal, understanding of subjects. Questions about the nature of intuitive thinking seem to center on two large issues: what intuitive thinking is and what affects it. The complementary nature of intuitive and analytic thinking should be recognized. It is not easy to identify intuitive ability. |
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| Bruner, Jerome S. The Conditions of Creativity. First Essay in Part I: The Shape of Experience in: On Knowing: Essays on the Left Hand. Cambridge, Massachusetts: Harvard University Press, 1962: 017-030, 14 pages (LB 885). |
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The author suspects that in each empirical field there is developed in the creative scientist a kind of "intuitive familiarity" that gives a sense of what combinations are likely to have predictive effectiveness and which are absurd. What precisely this kind of heuristic consists of is probably difficult to specify without reference to the nature of the field in question. |
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| Bruner, Jerome S., and Clinchy, Blythe. Towards a Disciplined Intuition. in: Learning About Learning: A Conference Report. Edited by Jerome S. Bruner. Washington, D.C.: U.S. Department of Health, Education & Welfare: Office of Education, 1966: 071-083, 13 pages (LB 1051). |
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Features of intuitive thinking (Activation, Confidence, Visualization, Non verbalizability, Informal structural basis, Partial use of available information), Analysis and intuition, Training of intuition (Legitimization, Constraint and intuition, Going beyond the information given, Heuristic economy). |
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| Cross, Burnett. A Passion Within Reason: The Human Side of Process. Science and Children. January 1990; 27 (4): 016-021, 6 pages (LB 1585). |
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We are trying to teach science using a flawed concept of how scientists work. Through perpetuating this flawed concept of process, we fail to expose our students to the intuitive, adventurous, and very human side of scientific discovery. How scientists do science is a far more spellbinding and human process than we have been led to believe. |
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| Hogarth, Robin M.. Decisions, Decisions, Decisions. University of Chicago Magazine. Summer 1988: 018-023, 031-033, 8 pages (LD 908). |
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Describes the Center for Decision Research at the University of Chicago Graduate School of Business. The primary thrust is psychological but many connections have been made with economics. Research projects that primarily involve experimental psychology techniques are learning, causal reasoning,judgments of risk, intertemporal choice and predicting others' preferences. |
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| MacLean, Paul D. A Mind of Three Minds: Educating the Triune Brain. Chapter 9 in Part 4 in: Education and the Brain. Edited by Jeanne S. Chall and Allan F. Mirsky. Chicago: National Society for the Study of Education: Distributed by the University of Chicago Press, 1978: 308-342, 35 pages (LB 5). |
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Introduction (Triune brain, A living brain model, Communication, Verbal and nonverbal), Reptilian like brain and the primal mind (The R-complex, Mammal like reptiles, Primal behavior, Experimental findings, Comments, Other primal behavior), Old mammalian brain (limbic) and the emotional mind (Limbic system, Three functions, Global functions), New brain and the rational mind, A meeting of minds (Basic personality, Handedness, Speech, Neocortex memory, Learning), Further evolutionary developments. |
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| Maycock, George A. Improving Intuitive Abilities for a More Wholistic Approach to Education. New Orleans, Louisiana: American Educational Research Association Annual Meeting, April 1988: 001-012, 12 pages (L 11). |
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Whether intuitive abilities can be improved through purposeful training was the object of this study. The experimental group received Silva mental training. Pre and post tests were conducted for an experimental and control group. On three measures of intuitiveness (HCP Profile, HCP-PSI, and Intuitive Potentials), the experimental group showed significantly increased scores compared to the control group. |
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| Moffett, James. Good Methods Already Known. Chapter 7 in: The Universal Schoolhouse: Spiritual Awakening through Education. San Francisco: Jossey-Bass Publishers, 1994: 160-199, 40 pages (LC 268). |
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The methods reviewed here are more conducive to retaining a sense of The Intuitive Self in education: Universal learning activities, Concentric learning arenas, Rippling, Tutoring and coaching, Apprenticing and interning, Visiting, Community service, Playing games, Therapy, Practicing the arts, Spiritual disciplines, Home schooling, Self teaching. |
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| Norris, Cynthia J., and Achilles, C. M. Intuitive Leadership: A New Dimension for Educational Leadership in. Planning and Changing. 1988; 19 (2): 108-117, 10 pages (LA 210). |
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This paper critiques the selection techniques of the existing educational process. They used the Herrmann Brain Dominance Survey results of Tennessee principals and superintendents and found them to be logical mode dominant. They compared this with the results on CEO's which show intuitive mode dominance. Due to this logical dominance, they concluded that educational reform will remain resistant to dramatic shifts in dealing with complex problems. |
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| Ostrander, Sheila; Schroeder, Lynn; and Ostrander, Nancy. The Well Tempered Hunch: Professional and Personal. Chapter 14 in: Superlearning. New York: Delacorte Press, 1979: 201-217, 17 pages (LB 306). |
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How to prime intuition, Using intuition, Making the most of dreams, Catching dreams, Using a dream collection, Problem solving in dreams, Dreaming with a friend, Precognition, Screening the future, Reading tomorrow's headlines, Lottery. |
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| ___. "Second Sight". Chapter 15 in: Ibid.: 218-238, 21 pages |
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Learning eyeless sight, Sensing bioenergies, Visualizing bioenergies, Eyes open, Practicing eyeless sight, Sticky fingers, The Foos technique, Sexing a photo, Circle, square, or eureka, Traveling clairvoyance, How to take a clairvoyant trip, Variations. |
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| ___. Bio-Rapport. Chapter 16 in: Ibid.: 239-258, 20 pages |
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The telepathic beat, Learning - what helps, Getting the feel, Correction, Clocks, Kinetic rapport, Dream rapport, Name that tune, Parents and children, A family log, Children's games, Mental semaphore and metaphor, Fe fi fo fum, Groups, Charisma. |
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| ___. Mental Yoga and Concentration Exercises. Chapter 17 in: Ibid.: 261-270, 10 pages |
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Better concentration through breathing, Interior decorating for the mind, Concentration exercise 1, Concentration exercise 2, Size, color, motion exercise, Photographic memory exercise, Energy field awareness exercise,. |
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| ___. Visualization and Autogenics Exercises. Chapter 18 in: Ibid.: 271-290, 20 pages |
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Introduction, Color encounters, Concentration practice, I am a camera, Waking dream, Health spa for the mind, Improving your self image, Communications: relationships, Communications: solving problems, getting answers. |
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| Project on Redefining the Meaning and Purpose of Baccalaureate Degrees. A Minimum Required Curriculum. Chapter 3 in: Integrity in the College Curriculum: A Report to the Academic Community. Washington, DC: Association of American Colleges, 1985: 015-026, 12 pages (LB 2383). |
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Concludes that nine areas are essential for a coherent undergraduate education: Inquiry, abstract logical thinking, critical analysis, Literacy: writing, reading, speaking, listening, Understanding numerical data, Historical consciousness, Science, Values: moral choice, Art: an appreciation and experience, International and multicultural experiences, Study in depth. |
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| Simonton, Dean Keith. Intuition and Analysis: A Predictive and Explanatory Model. Genetic Psychology Monographs. August, 1980; 102: 003-060, 58 pages (LB 1101). |
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This model of intuitive processes assumes that 1) behavior and thought can be partly viewed in terms of conditional probabilistic associations, 2) four probability thresholds prescribe the consequences of any association, 3) the overall probability distribution of associations provides a two dimensional personality typology, and 4) arousal level has important relationships with this typology and the four preferability thresholds. The personality typology has four types: Intuitive genius, Intuitive normal, Analytical normal, and Analytical genius. |
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| Southern, Stephen, and Domzalski, Suzanne. Developing Intuition: The Key to Creative Futures Research. New Orleans, Louisiana: American Educational Research Association 68th Annual Meeting, April, 1984: 001-102, 102 pages (LB 1028). |
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Research requires creativity in scientific practice rather than overemphasis on reason. Two models for creative processes are presented. Techniques for developing intuition and enhancing creativity are presented for each stage of the research process. Active problem exploration and passive self exploration approaches to overcoming habitual reasoning methods are presented. |
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| Steward, William J. Stimulating Intuitive Thinking through Problem Solving. Clearing House. December 1988; 62 (4): 175-176, 2 pages (L 11). |
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Learning experiences typically incorporate the logical, analytical thinking mode at the expense of the spontaneous, intuitive mode. However the sudden insights that characterize intuitive thinking are as important in effectuating learning as analytical thinking. |
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| Wittrock, M. C. Education and the Cognitive Processes of the Brain. Chapter 3 in Part 2 in: Education and the Brain. Edited by Jeanne S. Chall and Allan F. Mirsky. Chicago: National Society for the Study of Education: Distributed by the University of Chicago Press, 1978: 061-102, 42 pages (LB 5). |
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Recent research (Brain as model builder, Learning and encoding, Models of hemispheric processes, Development of cognitive processes, Attention, Indices of cognitive processes, Handedness, Sex differences, Cognitive styles, Learning disabilities), Educational implications (For research, For understanding learning, For instruction and teaching). |
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