by Guy Claxton
good at solving analytic and technological problems 6
inner culture 5–6
learning 215, 217
neglect of the unconscious 6–7
outer culture 6
Cumming, Geoff 121
Curie, Madame Marie 221
curiosity 19, 69
custody battles 185–6
d-mode
abandoning 34, 35
adopted at the ‘default mode’ of the Western mind 4
as an evolutionary and cultural parvenu 21
and analytical/insight problems 90–91
and art 8–9, 95
and attention 164
and the business world 210–11, 214
and cognition 16, 21, 49, 206
and common sense 31
consciousness in 116
defined 2
and education 174, 217, 218
escaping the negative effects of 92–3
and Euclidean geometry 40
given exclusive credence 7
grip on late twentieth-century culture 203
and the incubation phase 149
and intuition 8, 53–5, 57, 86, 149
likes explanations and plans that are ‘reasonable’ and justifiable, rather than intuitive 8
maintains a sense of thinking as being controlled and deliberate 10
and map-reading 46–7
more interested in finding answers than in examining the questions 7
neither likes nor values confusion 8
operates at the rates at which language can be received, produced and processed 10
operates with a sense of urgency and impatience 9
overshadows learning by osmosis 27
as precise 9–10
and the preparation phase 94, 149
as the primary instrument of technopoly 7
as the primary mode of evaluation 93
as purposeful and effortful rather than playful 9
relies on language that appears to be literal and explicit 10
response when disconcerted 32
as the right tool 35–6, 88, 93, 94
and the Rubik cube 29–30
and scientific creativity 94
seeks and prefers clarity 8
sees thought as the essential problem-solving tool 7
sees understanding as the essential basis for action 7
speaking to it in its own language 226
treats perception as unproblematic 7
used when the problem is easily conceptualised 3
values explanation over observation 7–8
and wisdom 191, 195
works with concepts and generalizations 10
works well when tackling problems which can be treated as an assemblage of nameable parts 10–12
as the wrong tool 76, 88
Dalai Lama 4, 168
Darley, J.M. 109
Darwin, Charles 56
daydreaming 152
de Bono, Edward 210
de la Mare, Walter 78
deafness, functional 123, 124, 125
‘Decade of the Brain’ (1990s) 133
decision-making 86
déjà vu 109
deliberation 96
dendrites 134
Dennett, Daniel 157
depression 184–5
Descartes, René 7, 13, 157, 205, 207, 213, 222, 224
detection 165–9
development
of the ability to ruminate 44–5
‘stage theory’ of 21
Dhonden, Yeshi 168–9
Dickinson, Emily 133, 221
Dilke, Charles 174
Dionysius the Areopagite 196
‘Discourse on Thinking’ (Heidegger) 176
divination 114
doctors 167–9
Donnelly, Harriet 209, 210
dopamine 146
dreams
dream game 34
‘interpreting’ 82
remembering 63
Dryden,John 94
Dweck, Carol 216, 217, 218
‘East Coker’ (Eliot) 176
Ecclesiasticus 188
echo-sounding equipment 140–44, 142
Eckhart, Meister (Eckhart von Hochheim) 3, 196, 197
Edelman, Gerald 95
education
and d-mode 174, 217, 218
and intuition 21, 218, 219
privileges one form of conscious, intellectual intelligence 21, 26
promotion of ‘book learning’ and formal education 41–2
resourcefulness 218, 221
‘study skills’ programmes 221–2
see also content curriculum; learning curriculum
EEGs see encephalographs
ego 173
Einstein, Albert 4, 56, 57, 70
elaboration 149, 150
Eliot, George (Mary Ann Evans) 48, 49
Eliot, T.S. 176, 222
Emerson, Ralph 78, 81, 195, 196
Emotional Intelligence (Goleman) 185
emotions 155
empathy 193
encephalographs (EEGs) 148, 160
enlightenment 199
entertainment ‘industry’ 186–7
epicentres (in the brain) 144, 145, 146
errors of omission 72
Essay Concerning Human Understanding (Locke) 205–6
Euclidean geometry 39, 40–41, 43
evaluation 93
evolution 17, 19, 44, 56, 95
‘Experimental and Theoretical Approaches to Consciousness’ (CIBA symposium, 1993) 127
explanation
d-mode values over observation 7–8
dislocation between expertise and 31
intuitive 8
‘reasonable’ and justifiable 8
factory task (Berry and Broadbent) 22–3, 30, 32–3
factory task (Coulson version) 34–5
false memory syndrome 110
Families and How to Survive Them (Skynner and Cleese) 192
fantasy 82, 149, 219
Kekulé and 57, 93
felt sense 170, 171, 172
‘Festival of Science’ (British Association for the Advancement of Science) 133
Fischbein, Efraim 79
Fitzgerald, Scott 113
five senses 113, 134
‘Flint and Fire’ (Canfield) 70–71
Flournoy, Theodore 113, 114
focusing on inner states 165, 169–72, 193
Fortune magazine 209
Fostering Innovation (British Psychological Society) 212, 213
Franklin, Benjamin 85–6
‘free association’ game 119, 120
free will 160–61
Freud, Sigmund 13, 78, 129–30, 131, 167, 224
Freund, T. 76
Frostig 144
functional fixedness 44
Gaboriau, Émile 166
galvanic skin response (GSR) 125
Gardner, Howard 16, 175
Gelassenheit (‘letting be’) 197
Gelernter, David 155–6
Gendlin, Eugene 169–71, 171, 172
general relativity theory 56
Gentry magazine 209
geometry 39, 40–41, 43, 53
Gerard, R.W. 67, 95
Gerstein, George 145
gestation
cannot be controlled or hurried 68
child-bearing 68–9, 78
Getzels 83
Ginzburg, Carlo 165
Giotto 40–41
glial cells 134
‘Global Conversation about Learning’ conference (Washington, 1994) 201
GMAT (Graduate Management Admission Test) 208–9, 210
‘godhead’ 3, 196, 197, 200
Goleman, Daniel 16, 185
Gordon, William 77
Graduate Management Admission Test (GMAT) 208–9, 210
Graduate, The (film) 195
Greenfield, Susan 144, 145, 146
Gregory, Richard 160–61
Grinvald 144
GSR see galvanic skin response
‘guessing’ 118, 121, 127
Gullixson, Mary 209, 210
hallucinations 124, 180
Hamilton, Sir Willam 224
Hebb, Donald 137
Heidegger, Martin 3, 176, 197, 207–8
Henry, Victor 114
Hesse, Hermann 174, 221
‘hidden observer’ effect 125–6
Hilgard, Ernest 125
Hillman, James 82
histamine 146
Hoffman, Dustin 195
Holland 150–51
Homer 203
House at Pooh Corner, The (Milne) 48
Housman, A.E. 69–70, 94, 96, 177–8
Hughes, Ted 80–81, 186
Hui-Neng 199, 200
Humphrey, Nicholas 127–8
Hunt for Red October, The (film) 141
Huxley, Aldous 46
hypnosis 124
hypnotic age regression 124
hypnotic analgesia 124–5
Id,the 224
ideas
gradual formation and development of 58–9
and intuition 49
and the mental womb 69
necessary to generate and evaluate 93
problems of speculation in the workplace 77–8
thinking and 206
and the undermind 95
illogical tasks 34, 35
illumination 94, 149
illusory shapes (Kanizsa) 180, 181
imagery 10, 59, 226
imagination 220
creating a diversity of new forms 95
as a learning tool 219
and perception 81
subliminal 114
vivid 82
imaginative seeds
allowing oneself to be impregnated 69
artists’ sensitivity to poignant trifles 70
need to make contact with a ‘body of knowledge’ of the right kind 71
scientists stimulated by an unexplained detail or incongruity 70
sensitivity to growth of 80
see also ideas; intuition
In over our Heads: the Mental Demands of Modern Life (Kegan) 194
incubation period 60, 61, 62, 94, 149, 151
information
accessing information in the undermind 117–18
and the brain 134
and the business world 209–10
and consciousness 117, 211
discovering new patterns or meanings within 49
dissonant 77
distraction from crucial 109
insistence on high-quality 72
making judgements/decisions using inadequate 72–5
wild guessers 73, 74
‘marginal’ 211
as not always an asset 33
and the preparation phase 94, 149
thinking and 206
unconsciously drives perceptions and reactions 38
see also knowledge
Information Super-Highway 14
information technology 206, 207
inner states, focusing on 165, 169–72, 193
innovation 212, 213
insight 49, 60, 63, 86, 93, 105
insight problems 88, 89, 90–91, 236
inspiration 59, 71, 96, 149, 223
intellect see d-mode
intelligence
computers and 206
and curiosity 19
emotional 16
helps animals to survive 16–17
and learning 17–19
‘multiple intelligences’ 16
practical see know how
resurgence of interest in the concept 16
sensorimotor 21
unconscious 20–21, 44, 223
and verbalisation 91
intelligence test 148
intention 129
intolerance 195
intuition 47, 49, 220
consciousness and 211
creating conditions conducive to 78, 84, 211–14
creating a diversity of new forms 95
d-mode and 8, 53–5, 57, 86, 149
defined 50
disparaged 50
Earth example 52–3
fast 51, 53, 55
the language of 57
and learning by osmosis 67
mistaken 35–6, 55
optimum conditions for 75
and patience 49, 57–8
as provisional 50
refuses to be managed 95–6
schools and 21, 218, 219
in science 56–8, 219
in shadowy, intricate or ill defined situations 56, 72, 96
slow 55–6
and thinking 86, 148, 214
and the undermind 50, 53
see also ideas; imaginative seeds
Intuitive Manager, The (Rowan) 210
IQ (intelligence quotient) 20, 209
Jacoby, Larry 109, 110
James, Henry 70
James, William 102
jar puzzle see Luchins
Jastrow, Joseph 105, 106, 113
Jaynes, Julian 203
Jesus Christ 191
‘Judas eye’ analogy 117
judgement 188, 190, 191, 193, 194
Jung, Carl Gustav 224
justification, d-mode’s concern with 8
Kabat-Zinn, Jon 183, 185
Kafka, Franz 175–6
Kahneman, Daniel 55
Kanizsa, G. 180, 181
Karmiloff-Smith, Annette 45
Keats, John 172, 174, 178
Kegan, Robert 194
Kekulé von Stradonitz, Friedrich 57, 93
Kierkegaard, Sŏren 193–4
Kihlstrom, John 128, 159
Kipling, Rudyard 78
know how
‘bundling’ of 43
and confidence in ability 30
‘formatted’ differently to knowledge 39, 41
good for different kinds of purposes 39
implicit 20–27
and IQ 20
and knowledge 19, 36, 39, 41
and learning 203
and measures of ‘conscious intelligence’ 20
as not articulated 43–4
and the polar planimeter 40
relationship with conscious comprehension 30
and slow knowing 214–15
tied to particular domains 42–3, 46
knowing 171–6, 178, 223
and perception 164–5
procedural 98
slow 3, 4, 6–7, 11–14, 176, 203, 212–15, 218–19, 222, 226
subjective 97
knowledge
conceptual 33–4
explicit 30, 31
implicit 30, 31, 36
and know how 19, 36, 39, 41
practical 42
subliminal 62
taught as if certain 219
taught as open to question and revision 220
the undermind acquires 37
working 33–4
see also information
‘Knowledge, knerves and know how’ (Masters) 38
Koch, Christof 158
Koestler, Arthur 224
Korzybski, Alfred 47
Kreutzer, Conradin 207
Kruglansky, A.W. 76
‘Kubla Khan’ (Coleridge) 59–60, 95
kufa 172
Kunst-Wilson 118
‘labour-saving’ devices 5
Labouvie-Vief, Gisela 190
Ladakh 5
Laing, R.D. 182
Langer, Ellen 126, 181, 182, 220
Langer, Suzanne 3
language 10
and complexity 11–12, 25, 30
of d-mode 46
imposes a particular timeframe on cognition 10
incomprehensible sentences 11–12, 25, 30
learning 45
liberation by 46
and ‘reality’ 46
and rigidity 46
and the world of experience 153–4
th
e world seen through 10–11
lateral masking 121
lateral thinking 212
Lawrence, D.H. 83
Laws of Form (Spencer Brown) 58
learning
d-mode and 8, 42
discovery 220–21
and earning 201
emerging in a gradual, holistic way 8
explicit 38–9
good 221
growth of learning power through experience 222
imagination as a learning tool 219
intuitive 38–9
language 45
‘learning beyond success’ 45–6
resilience 216–17, 218
as a risky business 203
slow 8–9
as a survival strategy 17–18
and uncertainty 6, 17–18
worldwide concern with 202
learning by osmosis 20–27, 49
d-mode and 21, 34, 35
and discovery learning 220
and intuition 67
limitations of 42–3
nature of 26–7
need for 20
and neural networks 143
and slow intuition 56
learning curriculum 215–22
learning society 201, 202, 215, 222
Leibniz, Gottfried 3, 100
Letters to a Young Pott (Rilke) 176
Levi-Montalcini, Rita 56–7
Lewicki, Pawel 23, 25, 26, 36–8
Lewicki experiments 23–5, 24, 30, 46
lexical decision task 62
Libet, Benjamin 158, 160
Life and How to Survive It (Skynner and Cleese) 192
Locke, John 205
logic 12, 93, 95
logical tasks 34, 35
long-term potentiation (LTP) 137
Lorenz, Konrad 57–8, 151
Lowe, John Livingston 59, 114
Lowell, Amy 60, 67, 96
LTP set long-term potentiation
Luchin, Abraham 51
Luchins, Edith 51
Luchins jar puzzle 51, 52, 71, 76, 131
Luria, A.R. 153
MacNeice, Louis 178
‘Magic Eye’ images 174
Man Who Mistook his Wife for a Hat, The (Sacks) 179
Mandela, Nelson 189–90
Maori marae 4
map-reading 46–7
Marcel, Tony 120, 121, 122, 127
Maritain, Jacques 175, 205
Martindale, Colin 148, 149
Masling, Joseph 116, 117
Masters, R.S. 38–9
Meacham, John 195
medicine 167–9
meditation 4, 186, 198, 213, 214
Meditations (Descartes) 205, 224
memory 9–10
amnesiacs and 119, 123
childhood 82, 124
degraded 19
and déjà vu 109
face recognition 92
false memory syndrome 110
and incomprehensible sentences 11
memory tests 118
retention of ideas 94
and Rubik’s cube 30
thinking and 86
and the TOT state 61, 62
Merchant of Venice, The (Shakespeare) 204
Meredith, George 116
metaphor 10, 175, 179
