Engines of Education (Part 3) Intuition and Reason

Intuition and Reason 

How often do you use your intuition? I bet you can't count the amount of times in a day. Intuition is honed, strengthened, with every new experience we have. The more we learn, the more we re-frame our image of the world. How often do you use reason in a day? I would estimate just as many times as you use your intuition. Intuition allows you to make sense of things immediately, without conscious reasoning. Reasoning on the other hand, takes a little logical, sensible thinking. When we use both, which most of us do- we gather information, add the data to our archives and daily collections, then decide to use it, or toss it into the proverbial trash bin. As adults we have learned to balance these two quite nicely, but children need practice. What better place to provide an opportunity for students to do this than a classroom? A student-driven, student-centered, student-collaborative classroom.

Intuition is only trustworthy when we build personal experience making judgments in a predictable, purposeful environment. It is a skill refined and enhanced, the more we use it. So we need to ask ourselves, do we let students use their intuition enough? Do we build robust relationships between patterns and recognition? Do we let them construct a vocabulary they find meaningful? How we make connections uses our intuition. If we provide all the facts and design the arena flawlessly for our students- their intuition becomes dulled by listening, rather than amplified by independent choice. We need to find the balance between silence, pause and lecture- we need a bit of quiet reflection for their intuition to blossom. We need to give them the fundamentals and then let them construct the model. Try fail, risk fail, second or third try success. Intuition stems from failure.

Fundamentals are the glue that hold the tiles of change, mindset and growth together. Without the foundation our knowledge mosaic would crumble. But with the learning grout in place, hardened from intuition and self-awareness, secured with practice, patience and reinforcement- the mosaic becomes petrified, fossilized and sturdy. Not fixed- just adaptable to the many updates and challenges that lie in our learning acquisition. This becomes the base for future tiles, future connections, an expansion of sorts. The stories and concepts become continuous learning. Each a memento that bridges doubt and insecurity because they are placed in the landscape of personal growth, they add dimension and depth, and this creates edges. 

These edges are not fixed- they are neutral. The foundation is sturdy, but the edges expand from the addition of new insights, new possibilities- more choices. Our vision of the world, understanding of personal space are bridged here, in this personal mosaic. This vibrant landscape where every piece is altered a little because of where they decide to place it. These pieces form new masterpieces as students rearrange them. The grout solidifies their framework, but it is pliable, when they want it to be. When they can step back to see the big picture, the full view, they become more confident and open-minded. But we as educators, often stay too close to the center, to where most pieces seem to fit, we ourselves, lose sight of the new concept, because we so want it to fit into the spot we have designated for it. For it to be revealed we must step back and be willing to see the flaws in the mural of our thinking and students need the opportunity to see the flaw in theirs. This is intuition and reason combined.

Even with the thickest of cement- our thinking stays flexible, malleable, at least a little bit. We control the narrative, because we choose what is important to us. Boring concepts taught with mundane strategies will not be important or meaningful to us or our students. They may memorize and figure out a plan to make it fit- but it will be a temporary patch. To make it a tile, a piece of the mosaic, they need to have relevance and sustainability. A way to connect to the concept that makes sense- when things make sense we own them because we feel elated and excited about learning something useful and new. When things stay in the new category though, do not make the bigger connections, they lose their usefulness. Hopping back and forth to find new ways to connect, new ways to challenge is key. Being uncomfortable is the reminder our intuition and reason need a refresh.

We must not hang these new concepts in a dingy warehouse or bustling museum for all to judge. This new knowledge, once we take possession of it, adds to our masterpiece. It is a breathing, living entity and we must maintain it. When it is healthy, our outlook is expansive and adaptable. We must keep adding tiles, sliding them into new configurations- this is how each new portrait emerges, this is how our mosaic remains static. Mosaics stand firm because they are built to last and that is powerful. Providing curiosity and ingenuity makes the paint more vibrant. But the tiles must be accessible. Students must be able to find the gaps and choose the piece that fits best for them in it. These are given willingly and frequently by educators, parents and peers. These tiles are gifts, but often they are chosen because they are interesting. The glue, where to place the tile is personal. Ultimately, we must find the areas to grout, on our own.

Intuition versus reason is ours to determine. Its never the idea, it’s the execution. As educators we rarely take on the one-eyed gambles. We seek the sure thing. But we must take chances and risks. We use our intuition and experience and formulate new strategies- this is how we think. But many of us want to make sure they are well-tested first. We need to allow our students to get the same benefit. The experience and mindset to use their own intuition to acquire and assimilate knowledge. If we don’t do this- new ideas and concepts will never truly stick and never truly inspire them to try new things and experience failure. Intuition provides confidence, especially when it has proven itself to us in the past. When curiosity has driven them to discover and they had fun, they remember it. A classroom is a giant playground of knowledge- let them use their intuition, make choices and they may end up making castles in the sand box or screaming with doubt as they make it down the slide, but they will be learning.

As educators we reflect- we write our own headlines at the end of the day. We create our personal newspaper full of real-time updates and historical footnotes. We need to have editorials as well. We need to break down the silo and speed up communication, this adds articles, bylines. We can’t allow knowledge acquisition to be clandestine- we need to speak up in ways that gains credibility instead of losing it. We need to listen, be journalists and investigative reporters- get out of the newsroom and out from behind the desk. Intuition and experience serves us as adults well- but if we don’t let students hone theirs, they will be readers of the Classroom Daily Journal rather than the writers and investigators that contribute to its fluency.