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Edited by Marta Sinclair
Chapter 19: The Benefit of Intuition in Learning Situations
Claudia Kuhnle The study of intuition has received considerable attention in the field of management as well as entrepreneurship (e.g., Dane & Pratt, 2007; Hayashi, 2001). Managers report using intuition in problem solving and decision making, which is associated with organizational effectiveness and professional development (e.g., Hayashi, 2001). Especially in situations with high uncertainty, time pressure, or need of creativity, intuition is seen as useful and valuable (e.g., Behling & Eckel, 1991; Dane & Pratt, 2007; Shirley & Langan-Fox, 1996). As a result, its integration in decisionmaking processes has been encouraged not only in management, entrepreneurship, or marketing (Kirby, 2004; Sadler-Smith & Burke, 2009; Sadler-Smith & Shefy, 2007; Shipp, et al., 1993), but also in other fields like medicine where the use of intuition as a rapid and unconscious decision process is stressed (Greenhalgh, 2002). However, in this respect education and training have been lacking (Sadler-Smith, 2008). It seems that even less is known about the impact of intuition on learning in a school or university context. Although in their daily life students face complex and often conflicting decisions, which display a number of intuition conducive characteristics, the study of the role of intuition in the learning process is still in its infancy (Kuhnle & Sinclair, 2009). Nevertheless, intuition as a fast and holistic process accompanied by a confirmatory feeling could be beneficial in this respect, for example, when making a decision between a plurality of school or leisure activities. It is postulated in this chapter that an intuitively driven decision, in contrast to a deliberatively driven...
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