Educators have been influenced by the theory of multiple intelligences for a few decades now. This theory, which was developed by Howard Gardner in 1983, suggests that we all have multiple areas of intelligence – verbal, logical-mathematical, spatial, musical, interpersonal, intrapersonal, naturalistic, bodily-kinesthetic and existential. This idea has been important for many reasons – not least of all in the recognition of the ways in which all people – and all students – are intelligent.
This idea, which is used by teachers around the world in planning lessons, has an important and useful corollary known as Core Intuitions. These are the areas in which people have natural intuition. The different realms of intuition recognized in the field of cognitive science and psychology are as follows:
Intuitive Physics – we know when things will fall, accelerate, decelerate and so on.
Intuitive Biology – we understand the living world, life cycles, biological needs and can draw valid conclusions about the living world.
Intuitive Engineering – we know how to make things. Children are exceptionally good and creative at this. Putting a common object in the hands of a 3 year old will always shed new light on a potential function of said object.
Intuitive Psychology – we understand people, what they want and how to negotiate with them. It is not always easy, but there is a basic sense of our own and others psychologies with which we are able to encounter the social world.
Intuitive Spatial Sense – we can navigate and organize a space, and if we are not satisfied with the outcome, we can try again.
Intuitive Number and Probability Sense – We understand how many things there are, differences, likelihoods. Even before children are introduced to formal learning they are able to use mathematical skills with native ease.
Intuitive Economics – we know nothing is free; trade and exchange is necessary to conduct our daily lives. Children are great at making deals that, in fact, rely on basic economic principles – and to boot, we can negotiate on these points.
Intuitive Logic – we know what is what, who did what and using our intuitive psychology we can make guesses as to why. This web-like thinking forms a logical framework for thought.
Intuitive Language – As with math, language is generally learned without any formal education. Amazingly, grammar rules are also learned and since the knowledge is not conveyed through formal teaching, it is fair to believe that this is intuitive.
Now, here’s where it gets interesting. To learn increasingly complex subjects like quantum physics, psychology, economics, complex math and critically-thinking about language a person has to ‘unlearn’ their intuitive understandings. In a sense, students need to put what they know to the side, unlearn generalizations and open up to the challenges of finding solutions and answers to complexities in learning.
Essentially, students – and parents and educators – need to embrace counter-intuitive thinking to accomplish this. The environment needs to be receptive to counter-intuitive thought and one way to do this is to ask questions. Questions feed students a chance to think, and if a question is open-ended and the environment allows creative thought, then a student will likely think past what they know and come up with some very interesting answers.
Complex subjects are complex. But the logic here is that if we all have intuitive knowledge bases – and we do – then we are all able to think counter-intuitively as well. Allowing a student to do so is what enables their potential.
SchoolTutoring Academy is the premier educational services company for K-12 and college students. We offer tutoring programs for students in K-12, AP classes, and college. To learn more about how we help parents and students in Ridgecrest, CA visit: Tutoring in Ridgecrest, CA.