INTUITION AND ADULT LEARNERS: A QUALITATIVE STUDY

This study investigated the experience and extent of intuitive thinking in adult learners. Mental intuition was defined as part of the thinking process which involves sudden or spontaneous inner awareness; it may result in understanding, new discoveries, or new relationships.; The extensive literature review showed consideration of intuition by philosophers (Spinoza, Bergson, Suzuki) and psychologists (gestaltists, Jungians, Reik and Berne). An analysis of the current research into the thinking process by cognitive psychologists (e.g., Perkins), cognitive philosophers (e.g., Ennis), and creative problem solvers (e.g., Osborn) was presented. The framework of this study was the theory of intuition in education developed by Noddings and Shore (1984).; The qualitative methods of Patton (1980) and Miles and Huberman (1984) were used to analyze the data in 75 questionnaires, six interviews, and five intuition diaries. The data were primarily collected in community college introductory English classes.; An important finding was that adults were able to recognize and report intuitions. Intuitions in learning were triggered by classroom-related activities or mental activities such as daydreaming. Intuitions occurred equally in new and familiar materials; the primary sensory involvement was an image in the mind. Affective elements included receptivity, certainty, joy, a low mood before, and relief.; All but one participant used intuition in schoolwork. Most used it in certain subjects more than others but their reasons were external elements (used it in open-ended, challenging, or personally involving classes) or internal elements (used it when they got involved or felt safe) rather than subject matter differences.; The data supported certain components of Noddings and Shore's theory (receptivity, commitment, holistic understanding, subjective uncertainty) but threw doubt on other components (sensory involvement, objective uncertainty).; Five major themes emerged: (1) the affective element was central in the intuitive experience; (2) adult learners experienced intuitions with both certainty and a holistic understanding; (3) classroom-related activities were critical both before and after the intuitive experience; (4) adult learners reported a range of intuitions, from a few times a week to continual use; (5) a combination of external and internal factors aided intuition.