Sunday, September 11, 2016

Intuitive, Critical and Analytical Thinking in the Elementary Classroom - Part 2

My last post was about critical thinking. After doing much research on intuitive, critical and analytical thinking I decided that it makes sense to combine intuitive and analytical thinking for this post. A person can do one without the other, but to be as proficient and successful as possible we need to utilize both. There has even been a term that has been coined to combine both, which is "design thinking." In an article called, “The Design of Business,” the author states that “design thinkers observe the world, imagine alternatives, and bring them into being.” Critical and analytical thinking actually complement each other. 

Analytical thinking is used to break down a complex idea into a series of steps. This is done to create an overall conclusion. For example, a person would ask why something is the way it is and then come to a so called scientific conclusion. Whereas intuitive thinking is not based on time, it’s dynamic, looks at the big picture, and is subjective. A metaphor for understanding what intuitive thinking is would be like when you see with your eyes and observe the whole environment at once. If you think about it, you might notice a brief moment before you start judging and identifying people and things.

In that moment is where you are “seeing the big picture.” Whereas, utilizing analytical thinking would be where you begin to focus in on something specific. Or, you might ask why something is the way it is and then take steps to figure it out. Being in a Montessori Environment definitely nurtures and supports the development of these ways of thinking. A book entitled, “Thinking in English: A New Perspective on Teaching ESL,” in part, talks about the success of the Montessori Method and that many other types of teachers, parents and children testify to Montessori’s Methods. It states that, “We give recognition to the innate intelligence of the student and acknowledge that students can and do teach themselves many things that are necessary for survival through intuitive learning.” 

This is in reference to the freedom given in this environment for the child to explore with material. When we give the children the freedom to explore with their hands, their minds are satisfied by the action of movement. They are given the space to think about what they are working with and adapt when a road block or question arises to do as Montessori said the child wants, “help to do it by myself.” This is also a key to fostering independence and practical life skills. 

These are all important components of a Montessori Education, when really, these should be common place components of education in general. Furthermore, my understanding is that she did not want her findings to be coined as a method. Since our traditional education methods are continuing to go in the opposite way, meaning away from supporting a human’s natural tendencies, you can see the effect it is having on our present college level generation. It is terrifying to think what statistics will look like when our present elementary aged children are in college.

In a Montessori classroom setting the child is free to explore. They are free to make mistakes and learn from them to understand why. Concentration and socialization is encouraged, not interrupted or stifled. Guides and heads of Montessori schools should think of ways they already foster different types of thinking, so it is a more conscious effort. In fact, I have a request for any guide, parent or head of school. Would you comment on examples of how any of these types of thinking are or can be fostered in a Montessori classroom? I would like to compile a list and share it with other online groups that could possibly benefit.

Additionally, we should be thinking of how to more directly encourage activities, such as team-building exercises. They are great ways to foster several wonderful qualities and types of thinking. While a Montessori school experience can naturally foster team building through its group work, I think in this day and age we need more diverse experiences. There is more than one way to learn how to divide or multiply in the classroom among other academic activities. Our schools should come up with a couple of outdoor or indoor team-building activities. For instance, especially at the beginning of the year, I find it helpful to take the Upper elementary on a camping trip designed for team building or a day trip centered around team-building and communication at a local camp.

As always, I look forward to your comments and your insight into examples of how any of these types of thinking are or can be fostered in a Montessori classroom. I really think bringing more educators the awareness of consciously fostering different types of thinking could be of great value for all. Understanding what faculties we are using helps us to become more aware of ourselves. As it is believed Socrates said, “Know Thyself.” Some would argue that is one of the most important things we can do and pass on for our children to take the journey to do themselves.