Aspects of Intuitive Learning

Return to Intuitive Learning Table of Contents
  • Education – to draw forth the learner’s natural giftedness and talents in a loving environment where learning risks are encouraged and protected by a supportive group of peer learners.
  • The stage is the center of the school where learners demonstrate their learning with pride while their example motivates other learners.  Modeling the behavior of their peers.
  • There should be monthly performances before the entire school, parent-body, and community.
  • Teachers are in constant professional development and are asked to observe many other classrooms.
  • Teachers are the ultimate performers in the school and should regularly perform before the students.
  • Choirs, plays, recorder songs, dances, poems, circle exercises and choral speaking should fill the school daily.
  • Parents should “see” their children learning through performances, demonstrations, and displays.
  • Teachers should memorize the lessons they teach, demonstrating their learning to the students each day. This may then be a model of learning for the learners.
  • Teachers form longer relationships with their students by looping.
  • Students model the teacher’s learning. Teachers are the “lead learners” in the class.
  • Teachers should be able to do what they ask the students to do – recorder playing, singing, dancing, drama, etc.
  • All learning is a remembering of our experience with “archetypes.”
  • All education is a dialogue with the natural laws that govern archetypes that give rise to the living nature of thinking.
  • Mental images take place in the brain but meaning arises from reflection in the heart and confirmation in the will.
  • The threefold human is comprised of body (willing), soul (feeling), and spirit (thinking).
  • Intuitive Learning creates the environment for the three fundamental forces of education (thinking, feeling, willing) to be balanced in the experience of learning as the lead-learner (teacher) facilitates the creation of deep knowledge and transferable learning.
  • Vocalizing the processes of thinking leads to metacognition – thinking about thinking.
  • Learning is the mechanism of monitoring the awakening of the three fundamental forces of education (standing, speaking, thinking) as new capacities are built.  Thinking about your own learning process develops metacognition.
  • Archetypes create and connect living ideas through natural laws.

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