Handbook of Intuition Research
Show Less

Handbook of Intuition Research

Edited by Marta Sinclair

This groundbreaking interdisciplinary Handbook showcases the latest intuition research, providing an integrated framework that reconciles opposing views on what intuition is and how it works. The internationally renowned group of contributors explores different facets of the intuiting process and its outcome, the role of consciousness and affect in intuition, and alternate ways of capturing it. They tackle the function of intuition in expertise, strategy, entrepreneurship, and ethics and outline intuitive decision-making in the legal profession, medicine, film and wine industry, and teaching. The Handbook pushes the boundaries of our current understanding by exploring the possibility of non-local intuition based on the principles of quantum holography and investigating new techniques for developing intuitive skills.
Buy Book in Print
Show Summary Details
You do not have access to this content

Chapter 15: Intuition in Teaching

Paola Iannello, Alessandro Antonietti and Cornelia Betsch


Paola Iannello, Alessandro Antonietti and Cornelia Betsch Teaching is conceived traditionally as a process in which teachers proceed step by step so as to make explicit the contents and procedures that students are asked to learn. In turn, students are expected to master such contents and procedures in an explicit way with the help of teachers’ actions. That is, students should be able to analyse what they have learned and identify the procedures necessary to process the contents properly. If we define intuition as a mental act that occurs quickly in the student’s mind, yields direct evidence and does not require (or requires only limited) awareness of the way s/he reasoned or the need to have the reasons leading to a given conclusion clear in mind (Hogarth, 2001; Khatri & Ng, 2000; Parikh, 1994; Stanovich & West, 2002), one might be inclined to believe that intuition plays a subordinate role in the teaching process. In fact, teachers should not lead learners to grasp concepts or apply procedures in an intuitive manner – that is, in an immediate and automatic way – because this is not the goal of instruction under the assumption that true knowledge can be articulated and supported by arguments. Moreover, intuition even seems to be a misleading teaching approach. The naive conceptions held by students before becoming involved in the teaching process are usually grounded on intuitions they have about reality. Such conceptions are often wrong and need to be restructured through conceptual changes; and some authors argue that this process...

You are not authenticated to view the full text of this chapter or article.

Elgaronline requires a subscription or purchase to access the full text of books or journals. Please login through your library system or with your personal username and password on the homepage.

Non-subscribers can freely search the site, view abstracts/ extracts and download selected front matter and introductory chapters for personal use.

Your library may not have purchased all subject areas. If you are authenticated and think you should have access to this title, please contact your librarian.

Further information

or login to access all content.