An inappropriate epistemological realism continues to dominate cognitive science. Realism, the idea that there is a single, univocal world which exists independently of us but which we can come to know, is tacitly accepted by almost the whole body of cognitive science. The fatal flaw in any realist approach to cognition and perception is that the…

Judgments under uncertainty are often mediated by intuitive heuristics that are not bound by the conjunction rule of probability. Representativeness and availability heuristics can make a conjunction appear more probable than one of its constituents. Alternative interpretations of this conjunction fallacy are discussed and attempts to combat it…

Instead of the traditional view of learning as acquiring cognitive knowledge or data, the author argues for a broader notion of knowledge that includes emotions, values, intuition, and creativity.

Proster Theory is a theory of learning which has been proposed by Leslie A. Hart (1975). The theory is based on the functions of the brain. Learning is seen as the formation of programs, which are simply sequences of instructions by which the brain directs the muscles, sense organs, or other portions of the neurological system. Programs which are…

Points out that learning in Western cultures is predominately concerned with left-brain, or rational, knowledge. Discusses the importance of balancing our learning systems with right-brain, or intuitive, knowledge; how outdoor and experiential learning can help foster this balance; and the role of the instructor as facilitator rather than teacher.…

Discusses critical thinking as the process of moving fluently among abstraction levels. Defines three components involved in fluency of movement: (1) knowledge, or an awareness of the existence of abstraction levels; (2) payoff, or the reason for acquiring fluency; and (3) timing, or a consciousness of abstraction levels at a given time and place.…

Argues that the paradox of mathematical knowledge--that mathematics cannot be separated from empirical experience and yet cannot be explained by empiricist epistemology--can only be resolved if the causal interactions between knower and environment are accepted. Contains 26 references. (DDR)

The psychology of personality has always attempted to define the individual in relation to normative data. However, personality theory should be attempting to define individuals from an interactive measurement model, examining the individual in terms of his own subjective impressions about what he does, with a conception of what he does not do.…

Futures research involves speculation about alternative developments based upon existing data and potential choices. Effective futures research requires creativity in scientific practice rather than an overemphasis on reason. In discussing the important role of intuition in futures research, characteristics of creative scientists are reviewed and…

The first part of the article describes the theoretical background of a library planning model based on the concept of right brain/left brain activities. The second describes the implementation of a short term planning model based on this theory. (CLB)

The world is in the middle of a major paradigm shift, as the paradigm of dominion over nature is coming to an end with the acceptance of the arts and other subjectively oriented technologies as useful in our effort to live in the universe. Little by little, awareness of this fundamental change in world view is emerging. The importance of art in…

This book discusses the meaning, importance, and uses of intuition. In the first chapter the development of the conceptual history of intuition is traced from the ancient seers, religion, art, psychology, and philosophy. In chapter 2, work which has contributed to the development of intuition as a philosophical and psychological concept is…

Compared and contrasted are the concepts intuition and logic. The ideas of conceptual thought and algorithmic thought are discussed in terms of the world as a labyrinth, intuition and time, and the structure of knowledge. (KR)

Popular beliefs and research on modes of thinking among artists and scientists promote the idea that artists are motivated primarily by emotion and intuition, while scientists are stimulated primarily by logic and reason. This dichotomy and its implications for art education are discussed and criticized. (Author/IS)

The relationship between psychology and the arts, and the role of the arts in the educational process are explored. The proposition put forth argues that the sensory system is a primary resource in cognitive life. The relationship of intuition to intellect, of how the whole and its constituent qualities relate, also is explored. The forms of…