I have to admit that throughout most of my career my ideas about, and practice in, effective teaching have been relatively incoherent and intuitively arrived at, rather than the products of careful and analytical thought. According to Yvonne Hillier (1998) this is common even amongst the most experienced and well-trained of teachers.
At the same time, I don't subscribe to the view that deliberate reflective practice is at the opposite end of the spectrum from intuition: I firmly believe that valuable insights can be gained from both rational thinking and from inspiration, and that in principle it is valuable for professionals in any practice to be receptive to insights that come unexpectedly, unplanned, and from unlikely sources, as much as those that are the product of rational processes of deliberation and analysis. I posted a couple of months ago about the value of deliberately going off piste and 'seeing what happens', and this view connects closely with the idea that effective teaching is not necessarily a neat and tidy business (Derrick 2010).
The tension between these different modes of apprehension has often been polarised into antagonistic and supposedly irreconcilable approaches to the practice of teaching (and indeed practice in other domains): I believe rather that these modes of thought should be seen as complementary, and that teachers need to be able to negotiate a balanced track between the two to be really effective.
Highly relevant to this suggestion is Daniel Kahneman's brilliant survey (2011) of psychological research studies into the way we make decisions: It is as if, he argues, that there are two ways in which we make decisions, which he calls Systems 1 and 2.
System 1 is very quick, in fact more or less involuntary. It utilises what might be called ‘intuition’:
We have all heard….stories of expert intuition: the chess master who walks past a street game and announces “White mates in three” without stopping, or the physician who makes a complex diagnosis after a single glance at a patient. Expert intuition strikes us as magical, but it is not. Indeed, each of us performs feats of intuitive expertise many times each day.... Our everyday intuitive abilities are no less marvellous that the striking insights of an experienced firefighter or physician – only more common. The psychology of accurate intuition involves no magic….Valid intuitions develop when experts have learned to recognise familiar elements in a new situation and to act in a manner that is appropriate to it. (Kahneman p11)
System 2 thinking, on the other hand is slow, requires motivation and effort, and uses what we might call ‘rationality’. We use these different systems in different circumstances, confronted with different types of problem. We prefer to use System 1, which evolved as a survival mechanism, and with which we make very quick decisions based on the continually developing capacity for correct intuitive judgements which we have developed throughout the whole of our past lives. Of course these decisions may sometimes be wrong, but in familiar situations System 1 decision-making has evolved to be accurate most of the time, and as a result it takes a great deal of conscious effort to go against what it tells us.
System 2 is used for problems that clearly do not require an immediate solution, and/or which demand that we follow a procedural algorithm in order to solve them, such as a complicated long-multiplication sum. Kahneman argues that we only use System 2 reluctantly, when we have to, because it takes effort and energy, whereas System 1 thinking is effortless and easy. System 1 decision-making is more likely to be accurate the more familiar we are with the situation we are in; it can work astonishingly well in such familiar situations, even if the problems involved are very complex, indeed too complex to be easily solved by the use of System 2 heuristics and algorithms.
This research-based psychological typology of our decision-making capacity is strikingly reminiscent of Donald Schön’s well-known theoretical distinction between reflection-in-action and reflection-on-action (1983). The key issue for practitioner learning, therefore, given the need for expertise in tackling both well-defined ‘high ground’ problems and complex, ill-defined, ‘swampy’ problems, is how best to develop and improve ‘reflection-in-action’ or System 1. For a new idea to contribute to changed System 1 decision-making, according to Kahneman, and in different terminology, to Schön, the practitioner has to 'practice' using it, reflect on this practice consciously and probably collaboratively (System 2 activity), and repeat this many times over a long period. 'The accurate intuitions of experts are better explained by the effects of prolonged practice than by heuristics' (Kahneman 2011, p 11): there are no short cuts, no quick intellectual fixes or magic bullets, in shaping our intuitive capacities.
This System 2 work of developing System 1, essential to practitioner learning, is difficult, both to carry out and to reflect on: it takes a great deal of conscious effort because it involves a decision to engage in practice in a different way from that informed by our System 1 thinking. This demanding process is one way to imagine that practitioners might strive to enhance their intuitive capacity for ‘divergent thinking’, cited by Schön as an essential capacity for tackling ‘swampy’ problems. Such careful, effortful, disciplined and probably repetitive practice over time does lead to changes in patterning and routines in relation to our work, which gradually influence changes in our intuitive responses to it, and so to our intuitive judgements and actions. What is needed as part of practitioner learning, therefore, is to support a deliberate process of learning that mimics the way our intuitive decision-making capacities have unconsciously and continuously developed and evolved, since we used them to save ourselves from being eaten by lions on the plains of Africa millennia ago.
Derrick J (2010): ‘The messiness of real teaching and learning’, in J. Derrick, U. Howard, J. Field, P. Lavender, S. Meyer, E.N. von Rein, and T. Schuller (Eds), Remaking Adult Learning: Essays on adult education in honour of Alan Tuckett. London: Institute of Education.
Hillier Y (1998): Informal practitioner theory: eliciting the implicit. Studies in the Education of Adults, 30 (1) 35-52
Kahneman D (2011): Thinking, fast and slow. London: Allen Lane
Schon D (1983): The reflective Practitioner: how professionals think in action. Aldershot: Ashgate Publishing Ltd