Twenty-fifth International Conference on Learning

Abstract

Reason and intuition are often portrayed as opposing learning methods. Reason deals with the extrinsically plausible, problem solving through the deliberative application of logic and evidence. Intuition deals with the intrinsically plausible by providing spontaneous insight into the solution of a problem. Reason is portrayed as rule base and analytic while intuition is more associative and heuristic. Both are valid methods of learning that should not be viewed as being in opposition. Intuition should be viewed as supplying the matter of learning while reasoning provides the form and rubric of learning. Reasons generally are supported by other reasons but such a process cannot go on to infinity. There must be axioms of thought that come from intuition. Intuition is also necessary for the mind to recognize the successful completion of a learning experience. An example of this would be when a student, as Plato discussed in the Meno, suddenly realizes or “sees” the truth. Using the notion from idealist philosophy of the concrete universal, this paper proposes a theoretical way of uniting intuition and reason in the learning process. Intuition is both the starting point and end of the learning experience with reasoning leading from the beginning to the end.