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How does one approach the study of intuition - a complex, cross-disciplinary field , which is still developing? How can intuition be captured in situ? How can.
Table of contents
- Edited by Gerard P. Hodgkinson and William H. Starbuck
- SearchWorks Catalog
- Handbook of Intuition Research
- Eugene Sadler‐Smith and Paul Sparrow
Why people think deeply: meta-cognitive cues, task characteristics, and thinking dispositions. Ryan E. Smerek 2.
- One Holy Night.
- Bold Ventures: Case Studies of U.S. Innovations in Mathematics Education.
- Darkness and the Light: A Philosopher Reflects upon His Fortunate Career and Those Who Made It Possible.
- Losing Your Gut Feelings. Intuition in Depression.
- Featured categories.
System 0: the overlooked explanation of expert intuition Stuart E. Dreyfus 3. Toward the geocentric framework of intuition: the yin-yang balancing between the Eastern and Western perspectives on intuition Peter Ping Li 4. Conceptualizing intuition as a mental faculty: toward a 'critique of intuitive reason' and a process model of intuition Allard C.
Stress and the unconscious in intuitive judgment Sharon L. Self-report assessment of individual differences in preferences for analytic and intuitive processing: a critical review Gerard P. Investigating intuition under the perspective of expertise: experiences from two experimental studies Christian Harteis Dialogical inquiry: a qualitative method for studying intuition in the field Jean-Francois Coget Researching the microdynamics of intuitive experience Claire Petitmengin How can intuition be captured in situ?
How can researchers harness their own intuition? In this original Handbook, the expert collaborators use method-related themes to help answer these, and other questions, and explore innovative developments in intuition research. Reflection on the findings and research process took place regularly through peer debriefing sessions, in lieu of joint coding or intercoder reliability tests Evers, In the first two group discussions, it became clear that the participants perceive differences between teachers in their ability to tune into their intuitive pedagogical tact, and it was therefore decided to also discuss this theme in all groups.
After completing all focus group discussions, the recordings were transcribed.
Edited by Gerard P. Hodgkinson and William H. Starbuck
The 10 verbatim transcripts ranging from 9, to 13, words were analysed separately through an inductive approach, which is appropriate when a research topic is new Evers, Meaningful words and sentences were selected and coded with the aid of Atlas. Saturation meaning that new data do not lead to new insights seemed to be reached after group discussion eight, as no new patterns, themes or findings emerged.
Still the last two group discussions that were already scheduled were conducted, which confirmed saturation. The themes that emerged within individual groups by categorising the codes were processed into reports. Due to length restrictions, the full codebook is not presented here.
Their descriptions aligned with local as well as nonlocal forms of intuition, and they attributed positive qualities to teachers who are able to use their intuition. A prominent finding of this study is that all educational professionals who participated in the focus group discussions acknowledge intuition as important for acting instantly upon complex classroom situations. It is not really an automatic pilot, but you do recognise certain situations.
According to the educational professionals in this study, teachers are becoming less and less intuitive. They suggest that the fields of education, as well as educational research, somehow inhibit use of intuition. They note that adequate language for discussing this is lacking. The participants deal in different ways with the difficulty of finding words to express themselves with regard to intuition. It is in the small things, a glance or something like that.
All groups mentioned that the intuitive capacities of teachers differ. Our data analysis distinguished three main characterisations of teacher intuitive capacity. This study investigated educator perceptions concerning the role of intuition in pedagogical tact. Across diverse roles, educators acknowledged the intuitive dimension of pedagogical tact, and deemed it a crucial asset.
The participants interpreted the concept of intuition differently, and these differences aligned with both the local as well as nonlocal forms of intuition that have been described in the literature. Participants described differences between teacher abilities to tune into their intuition, noting that some come to it naturally, while others have difficulties getting in touch with it and still others may struggle to regulate their intuitions.
Finally, participants felt that developing teacher intuitive capacities should be prioritised and described the lack of interventions for this as problematic. Several limitations bear mention. First, it has to be noted that the results of our study are based solely on focus group opinions. Moreover, it is possible that we have missed perspectives on the role of intuition in pedagogical tact.
We invited opposing voices to join the focus group discussions and the results show that the participants in the discussions do have colleagues who are sceptical about intuition. However, it seemed that these opposing voices were not present, which may have yielded biased results.
At the same time it was not difficult to obtain voluntary participation by professionals in varying roles, which aligns with the fact that more and more scholars e. Biesta, , we consider our study as an alert that attention to this area is needed.
Handbook of Intuition Research
Future research could explicitly aim to portray and position differing views on intuition in pedagogical tact, which would require the use of representative or purposeful sampling. We purposefully chose this term to open up a broad discussion and to learn about the language of educational professionals regarding the concept of intuition. But this might have been problematic for two reasons: it might have introduced unnecessary digressions; and it might have undermined clarity of communication. For the researcher, it was rather challenging to keep focus in the group discussions, although having features of pedagogical tact as printed cards on the table helped with this.
Despite the possible confounds, we do consider that this approach allowed us to portray how educators view the role of intuition in pedagogical tact. Third, discussing intuition was challenging. The participants experienced a lack of language as they searched for words, and many of them acknowledged that it was difficult to express their thoughts. This is in line with the literature e. This showed in the focus group discussions, as the words that were used by the participants tended to remain vague e.
In addition, the participants interpreted the concept of intuition differently, though in ways that aligned with the different forms of intuition that we found in the literature. Further, the results show that participants lack the knowledge and language to help describe intuition. Still, for all three groups it might be beneficial to become more consciously aware of the role intuition plays in being able to react with pedagogical tact in complex classroom situations.
In their own words, participants recognised the differentiation between local and nonlocal intuition. We consider the distinction noteworthy, in particular because enhancing these two forms of intuition might require different approaches. Meditative exercises and mindfulness, when done frequently, can help in this regard Dane, This has broader implications, since these judgements set precedents for medical professional standards.
Unfortunately, it does not seem that teachers receive similar advice.
Eugene Sadler‐Smith and Paul Sparrow
While some experts focus on local intuition e. Anthony, It is clear that this area warrants attention. It remains challenging to grasp intuition empirically Harteis, , but this should not prevent the scientific field from developing new approaches to investigate this important area. Marzano, At the same time, the literature suggests that both rational and intuitive processes are needed e.
This study showed that educators wholeheartedly agree. They are concerned that rational processes overshadow intuitive ones in unproductive ways, and are eager to pursue a healthy balance. Doing so requires deliberate support for developing the use of intuition, which is currently not common in education. Such work would contribute to the quality of instruction and classroom climate, thereby directly serving learners. It is time to take a closer look at the use of intuition in education; we owe this to both our teachers as well as their pupils.
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If the address matches an existing account you will receive an email with instructions to retrieve your username. Part I explores different facets of the intuiting process and its outcome, the role of consciousness and affect, and alternative ways of capturing intuition. Part II deals with its function in expertise, strategy, entrepreneurship, and ethics. Part III outlines intuitive decision making in critical occupations, the legal profession, medicine, the film and wine industries, and teaching.