Multidisciplinary Quotes

Think outside the square. Think for yourself don't just follow the herd. Think multidisciplinary! Problems by definition, cross many academic disciplines.

Multidisciplinary clinics began to fade. Over a thousand such clinics existed nationwide in 1998; only eighty-five were around seven years later.

If you skillfully follow the multidisciplinary path, you will never wish to come back. It would be like cutting off your hands.

Artificial Intelligence is highly Interdisciplinary. Therefore, let’s approach it in a Multidisciplinary & Holistic way

Multidisciplinary is just us applying a fractured mentality onto something that’s actually whole.

The fourth helpful notion is that the best and most practical wisdom is elementary academic wisdom. But there is one extremely important qualification: You must think in a multidisciplinary manner.

In the act of watching the television news, audiences cross the globe, one moment viewing a scene in a wide aerial shot, the next moment seeing an emotional close up of a victim’s face. By extending the physical senses to impossible dimensions, media provide audiences a near metaphysical adventure.

Of the remaining four departmental comments, one thought the criteria might have an unwelcome impact on their existing pedagogy, one recommended the addition of reading, one challenged “writing in the discipline” as difficult to achieve in their multi-disciplinary department, and one referred to the need for course development.

It’s time to recognize that a broad, multidisciplinary, multi-institutional, multinational initiative, guided by a broader, more integrated and unified perspective, should be playing a central role in guiding our scientific agenda in addressing this issue and informing policy. We need a broad and more integrated scientific framework that encompasses a quantitative, predictive, mechanistic theory for understanding the relationship between human-engineered systems, both social and physical, and the “natural” environment—a framework I call a grand unified theory of sustainability. It’s time to initiate a massive international Manhattan-style project or Apollo-style program dedicated to addressing global sustainability in an integrated, systemic sense.1

Nevertheless, Oppenheimer strongly believed it was essential that the Institute remain a home to both science and the humanities. In his speeches about the Institute, Oppenheimer continually emphasized that science needed the humanities to better understand its own character and consequences. Only a few of the senior resident mathematicians agreed with him, but their support was critical. Johnny von Neumann was almost as interested in ancient Roman history as he was in his own field. Others shared Oppenheimer’s interest in poetry. He hoped that he could make the Institute a haven for scientists, social scientists and humanists interested in a multidisciplinary understanding of the whole human condition. It was an irresistible opportunity, a chance to bring together the two worlds, science and the humanities, that had engaged him equally as a young man.

The quality of our thinking is largely influenced by the mental models in our heads. While we want accurate models, we also want a wide variety of models to uncover what’s really happening. The key here is variety. Most of us study something specific and don’t get exposure to the big ideas of other disciplines. We don’t develop the multidisciplinary mindset that we need to accurately see a problem. And because we don’t have the right models to understand the situation, we overuse the models we do have and use them even when they don’t belong. You’ve likely experienced this first hand. An engineer will often think in terms of systems by default. A psychologist will think in terms of incentives. A business person might think in terms of opportunity cost and risk-reward. Through their disciplines, each of these people sees part of the situation, the part of the world that makes sense to them. None of them, however, see the entire situation unless they are thinking in a multidisciplinary way. In short, they have blind spots. Big blind spots. And they’re not aware of their blind spots. [...] Relying on only a few models is like having a 400-horsepower brain that’s only generating 50 horsepower of output. To increase your mental efficiency and reach your 400-horsepower potential, you need to use a latticework of mental models. Exactly the same sort of pattern that graces backyards everywhere, a lattice is a series of points that connect to and reinforce each other. The Great Models can be understood in the same way—models influence and interact with each other to create a structure that can be used to evaluate and understand ideas. [...] Without a latticework of the Great Models our decisions become harder, slower, and less creative. But by using a mental models approach, we can complement our specializations by being curious about how the rest of the world works. A quick glance at the Nobel Prize winners list show that many of them, obviously extreme specialists in something, had multidisciplinary interests that supported their achievements. [...] The more high-quality mental models you have in your mental toolbox, the more likely you will have the ones needed to understand the problem. And understanding is everything. The better you understand, the better the potential actions you can take. The better the potential actions, the fewer problems you’ll encounter down the road. Better models make better decisions.

Like priests with their backs to the world and their faces to the altar, the postmodern protectors of shame need to turn around, face the people, and exchange their sackcloth of shame for robes of celebration. The dangers of assertion, of generality and theory, meet their match in, and only in, a tireless devotion to self-criticism and the search for correction. Truth,

Psychotherapy is the cornerstone of a multidisciplinary treatment plan for dissociative disorders and other trauma-related disorders and must be incorporated into the interventional strategy; whether the mode of psychotherapy is supportive or psychodynamic in nature, or some combination of various approaches, the treatment must be based on the quality and acuity of the patient’s symptoms.

Successful business development takes a multi-disciplinary approach in that it involves financial, advertising and legal skills. It is not enough to reduce activities to a simple template that can be applied to all situations faced by real-world enterprises.

The ideal data scientist is a multi-disciplinary person, persistent in pursuing the solution,

Applying multidisciplinary management practices is an evolutionary step for driving the next level of business maturity and harmonizing the global society.

Why, after all, was all that effort necessary if pain patients could be given pills with little risk of addiction? Patients, too, were hard to motivate when the treatment required behavior changes, such as more exercise. Pills were an easier solution. Multidisciplinary clinics began to fade. Over a thousand such clinics existed nationwide in 1998; only eighty-five were around seven years later.

Geography is the multidisciplinary summary of life

But Unspinning the Spin is a more comprehensive and multidisciplinary guide to words and phrases—their meanings, sources, backgrounds, suggested uses, and alternatives—than has been published so far. It’s a guide for journalists and editors in this and other countries, for bloggers creating their own media and for government officials creating policy, for students and teachers at all levels, for activists, workers in communication fields, and for any reader who loves the English language.

A multidisciplinary synthesis is difficult enough if the disciplines are singing different songs, but if they are in different auditoriums . . .

Castle Surveys Limited are one of the fastest growing multi-disciplinary surveying practices in the UK. We provide specialist surveying services to architects, planning consultants, utility companies, government agencies, engineers, ecologists and various other construction related professionals.

Third, we must implement a multidisciplinary education that places the arts on an equal footing with the sciences. Arts and sciences constantly interact in very fruitful ways that are often overlooked.

Develop spatial skills by modeling your school, house, or neighborhood. Learn engineering and design skills by making structural models of Buckminster Fuller’s tetrahedron-based geodesic domes, Snelson’s tensegrity sculptures, and other architectural forms. Teacher Brenda Jackson particularly recommends the modeling of bridges for its multidisciplinary aspects: “In [a] bridge design project,” she says, “a variety of disciplines is involved. Drawing the proposed design, coping with the practical problem of tension, and using calculations and manual skill in making the model, are all parts of the problem. Testing the bridge to destruction, although somewhat noisy, involves learning in a practical way, and the results are often so spectacular that they are unlikely to be quickly forgotten.

Economics has been a very favorable place to be if you're in academia. Economics was always more multidisciplinary than the rest of soft science. It just reached out and grabbed things as it needed to.

First, the concept of "all needed skills" lets us recognize that we don't have to raise everyone's skill in celestial mechanics to that of Laplace and also ask everyone to achieve a similar skill level in all other knowledge. Instead, it turns out that the truly big ideas in each discipline, learned only in essence, carry most of the freight. And they are not so numerous, nor are their interactions so complex, that a large and multidisciplinary understanding is impossible for many, given large amounts of talent and time.

Welcome to Goutos London, where personalised Plastic & Cosmetic surgery meets excellence. Renowned surgeon Mr. Ioannis Goutos offers a wide range of treatments, specialising in scar management. With a holistic approach and a multidisciplinary team, we strive to help you achieve your personal goals. Discover our leading treatments and services today.

The fourth helpful notion is that the best and most practical wisdom is elementary academic wisdom. But there is one extremely important qualification: You must think in a multidisciplinary manner. You must routinely use all the easy-to-learn concepts from the freshman course in every basic subject.

Believers in the supernatural claim to have special wisdom about the world. But real wisdom means knowing truth from falsehood, knowing the difference between evidence and wishful thinking.

Teachers’ role as facilitators and mediators is like scaffolding for a new building. It is a process of creating minds through providing new tools based on multidisciplinary learning research, and continuous dialogue about new artifacts, human beings and environments. It is empowering people through learning.

McLuhan implied that media characteristics create certain modes of perception in members of a society. For example, the logical, left-to-right linear constraints of print media cause people to perceive their world in a logical, linear way (McLuhan, 1964; McLuhan & Fiore, 1967).

It's clear by now that the problem of language evolution is completely intractable when you approach it from the perspective of a single discipline. For all the salient questions to be answered, the multidisciplinary nature of the field will have to become even more so. So far, it has taken years for individuals in different departments to start talking, to develop research questions that make sense for more than one narrow line of inquiry, and to start to understand one another's points of view. The field of language evolution needs students who can synthesize information from neuroscience, psychology, computer modeling, genetics, and linguistics. The more this happens, the richer and wider the field will become, instead of devolving around one or two theoretical issues.

Don’t suffer in pain – a solution exists. Accepting chronic pain as a part of your life is a sign of defeat. The first strategy that you try may be ineffective. It’s also possible for the second strategy to fail. Keep on looking for options until you discover The One. Most of the chronic pain cases are treatable. Don’t assume your chronic pain is idiopathic. An experienced physician will often be capable of pinpointing the cause of pain. Knowing what’s causing your aches will make it much easier to choose the best treatment. Try a multidisciplinary approach. Don’t rely solely on medications. The best results are obtained when you bring lifestyle choices and medicinal techniques together.

Elementary schools get it right in the first place—they’re multidisciplinary and use fuzzy logic, and you’re making and doing things. So are doctoral studies. You enter as a question mark and leave as a question mark.

Those are dream words for educators who want kids to have multiple pathways and a multidisciplinary approach to learning and to life. They also reflect the sort of person that your typical American blue-chip company would be dying to hire. "After one year, Vilma has become a leader, someone who can reflect, articulate and self-assess,

[T]his revolutionary, multi-disciplinary approach that includes books, art, music and film: all as individual facets of a single polished gemstone of revelation. Some truths -- as Nobel Lauret (and science fiction writer) Doris Lessing reminds us -- can best be expressed in fiction... From the Afterword by Peter Levenda

Kennon Smith in their delineating of critical issues in education through the studio. Central to their investigation is a connection with other fields of design and bringing common essential characteristics to the field of instructional design. Design and narrative meet in two chapters. In the first, Katherine Cennamo relates her experiences in pairing two design forms in a multidisciplinary design studio. Not all design work is alike and different cultures exist in different disciplines. At the same time, there are lessons to be learned through this innovative studio environment. Subsequently, Wayne Nelson and David Palumbo present the crossover of an interactive design firm to engagement with instructional design. Blending processes and ideas from product design and user-experience design informs their work, beginning from their entertainment-oriented experience and moving toward an educational product. How people design—whether they are instructional designers, architects, or end users—is a valuable base for practice and education. Chapters by Lisa Yamagata-Lynch and Craig Howard examine the design process using different methods of inquiry, but both help us in our quest for understanding. While Yamagata-Lynch uses Cultural Historical Activity Theory to examine design from an end-user point of view, Howard builds on an extensive use of the case study method to examine our own practices of instructional design. As we have seen in these chapters, instructional design is a diverse field and, while the specific subject matter is important, it is but one component of education. Wayne Nelson outlines the possible scope of research and practice and finds ways to integrate the field beyond traditional educational research. The qualitative and subjective aspects of instructional design must also be addressed. The specific elements of message design, judgment, and ethics are presented in chapters by M.J. Bishop, Nilufer Korkmaz and Elizabeth Boling, and Stephanie Moore. Each is critical in a holistic understanding of the field of instructional design, touching on such questions as how we convey meaning and information, our judgment of quality in our work, and our responsibilities as designers. We began the symposium with the idea of the value of design thinking, and Gordon Rowland, in his chapter, presents a method for improving the use of design in learning and thinking. Design is “a unique and essential form of inquiry,” and Rowland’s method can advance the use of design as a full-fledged educational component. Examining design and education encourages us to address larger, more systemic issues. Marcia Ashbaugh and Anthony Piña examine leadership thinking and how it could infuse and direct instructional design. How to improve the practice of design inquiry extends to the full field of education and to leadership in higher education. Paul Zenke’s chapter examines the role of university leadership as designers. Challenges abound in the modern age for higher education, and the application of design thinking and transformation is sorely needed. Our story, the chapters of this book, began with detailed views of the work of instructional design

We all know of individuals, modern Ben Franklins, who have 1) achieved a massive multidisciplinary synthesis with less time in formal education than is now available to our numerous brilliant young, and 2) thus become better performers in their own disciplines, not worse, despite diversion of learning time to matter outside the normal coverage of their own disciplines.

Instead, you must do your multidisciplinary thinking in accord with Ben Franklin’s prescription in Poor Richard:52 “If you want it done, go. If not, send.

Quickly eliminate the big universe of what not to do; follow up with a fluent, multidisciplinary attack on what remains; then act decisively when, and only when, the right circumstances appear.

We’ve been treating foot, ankle and knee problems since 1997, with a focus on high quality custom-made orthotics and a holistic, multi-disciplinary approach to patient care. Over time, this has been refined and additional services are now offered, including podiatry, minor surgery, injection therapy, ultrasound and dry needling. We stress continued development, including sourcing the latest research, techniques, materials and technology and integrating them as appropriate.

If we hope for something good and fail to get it, then we are likely to be disappointed. But if we do not hope for something good and then get it, we will be no less pleased for not having hoped.

The alien abduction field is a new one, and it deserves a broad and systematic multi-disciplinary inquiry. It is my hope that, if nothing else, this book will encourage at least some of the skeptics who have criticized my methods and hypotheses to immerse themselves in the primary data of this field, namely the experiences of those who have undergone the abduction encounters, and draw their own conclusions about what is taking place here and what it might mean for the human future.

RDC Safety Limited is a multi-disciplinary consultancy, with bases in Shrewsbury and Chelmsford servicing our growing nationwide client base which spans all industry sectors. We offer Principal Designer Services, Appointed CDM advisors, Health and Safety training including First Aid for Mental Health, Develop risk assessments and management systems.

It was also the case, as Shockley would later point out, that by the middle of the twentieth century the process of innovation in electronics had progressed to the point that a vast amount of multidisciplinary expertise was needed to bring any given project to fruition.

NTB Survey Ltd encompasses multi discipline solutions to meet clients ranging and varying surveying needs. With extensive knowledge, skills and expertise, NTB Survey is a leading multi-disciplinary land surveying practice, providing a wide range of rapid and reliable services throughout the UK.

Any subject whose history ranges from pump handles on London's Broad Street, tide tables, naval gunfire and models of social segregation is bound to have rich parentage. It took 'a village' to beget computational epidemiology: as a true multi-disciplinary subject, it evolved at the crossroads of mathematics, computation, statistics and medicine, with some contributions from systems biology, virology, microbiology, game theory, geography and perhaps even the social sciences.

anybody can have a journey, its all about learning from it that matters

improved intrapersonal and interpersonal intelligence help individuals to develop better peer relationships and engage in collaborative work with better engagement or more productively. Clearly the existence of different forms of multiple intelligence highlight the functions of different parts of the brain as well as integrative operations of some of these functions (Siegal, 2011; Siegel, 2015); for example, linguistic and logical processing involves the left hemisphere, while the spatial and musical functioning mainly uses the right hemisphere (Silverman, 2002).

more recent research, evidence shows that these competency areas pertaining to the domains of social and emotional learning (SEL) have, in fact, become of paramount importance in an individual’s learning and development, leading to his/her own well-being as well as the development of sustainable societies. Further, these competencies are identified to be essential for effective leadership (Taylor, 2018) and are shown to enhance and ‘brighten up’ the development of cognitive domain capabilities.

Another type of categorisation some psychologists have come up with is to differentiate the learning styles of individuals as auditory-sequential learning and visual-spatial learning (Silverman, 2002; Webb et al., 2005).

the left hemisphere of the brain is more specialised in processing linguistic and sequential information, while the right hemisphere is better in dealing with visual and spatial information. In other words, learners with the preference of auditory-sequential style predominantly use the left hemisphere, while the learners with the visual-spatial preference mostly use the right hemisphere.

two-thirds of the population possess primarily auditory-sequential characteristics, while the other one-third has predominantly visual-spatial characteristics.

These systems based primarily on direct instruction promote conformity (Kaufman & Gregoire, 2016), based on the assumption that every learner is cognitively, emotionally, and emotionally identical and/or has identical mindsets.

(Maslow, 1993). He stressed the point that for human beings to self-actualise, it is essential that we have good social conditions – that is, a society that promotes and values creativity and human development.

Maslow put forth that goals of education are human goals – that is, humanistic development or self-actualisation/self-transcendence of individuals. To achieve this, he stated that we need to guide our learners through intrinsic motivation for learning that helps them to self-identify themselves or their personalities. This is the realm of developing self-awareness in which learners identify their purpose (ideally a higher purpose than ordinarily finding some sort of employment) so that they are driven to it through intrinsic motivation, a phenomenon in the domain of emotion.

findings that visual-spatial learners, or creative/gifted learners, as they are highly likely to be categorised, are more likely to develop negative images of themselves as well as of society at large, when their requirements/values/ideals and preferences are not met for a prolonged period of time.

possible that, due to their heightened sensitivity, creative/gifted individuals demonstrate frustrated behaviours at times. Kazimierz Dabrowski, in his book Psychoneuroses Is Not an Illness (1972), even refers to individuals of these traits as ‘psychoneurotics’ and identified the underlying process of psychoneuroses as a path to a higher level of human development.

the discipline of education cannot be on its own for proper implementations; essentially, it needs to be integrated with other related disciplines. For example, what is the purpose of education if it does not allow learners to develop humanistically as creative beings with wisdom?

Intrapersonal intelligence may indicate one’s ability to see inwardly and develop self-awareness (Goleman, 2005; Goleman, 2013; Ludvik et al., 2016a; Tan, 2013; Davis, 2014;

Empathy is an emotion that is prominent in highly evolved individuals and involves the functions of many parts of the brain, as identified by Kazimierz Dabrowski (Battaglia, 2002). Intrapersonal intelligence has a special value in authentic education, as it helps individuals to become self-aware and thus to self-identify themselves based on their individual characteristics. Self-awareness based self-identification can then lead to better interpersonal relationships, as individuals will be able to perceive other members of the society in a more realistic way (Hanson, n.d.), similar to becoming aware of/identifying oneself deeply.

authentic education, as we referred to here in a deeper context, essentially has a multidisciplinary perspective of learning and development that goes beyond the cognitive domain and incorporates the important aspects of social and emotional domains (‘CASEL Is Transforming’, 2019; ‘What Is SEL?’, 2019; Jagers, Rivas-Drake, & Borowski, 2018; ‘From a Nation at Risk’, n.d.; Rockett, 2018).

Kolb’s experiential learning cycle is a widely used explanation on how effective learning takes place (Kolb, 1983; Zull, 2002). Kolb’s cycle has four stages – namely, the concrete experience stage, reflective observation stage, abstract conceptualisation stage, and active experimentation stage. All four stages play important roles in accomplishing successful and effective learning. Kolb’s theory explains how different parts of the brain function together to affect effective learning; concrete experience is sensed through the sensory cortex; reflective observation is performed using the back integrative cortex; abstract conceptualisation is done using the frontal integrative cortex; and active experimentation is performed using motor cortex (Zull, 2002).

Using the characterisation of left and right hemispheric functions of the brain (Silverman, 2002), we can infer that concrete experience and active experimentation tasks mainly use the left hemisphere of our brain, while reflective observation and abstract conceptualisation activities use the right hemisphere; former functions may require detailed descriptions and a sense of time, while the latter probably needs to understand the big picture in the process of integrating and may not need to be concerned about the time or sequencing. In other words, we can infer that those who prefer auditory-sequential learning may prefer the concrete experience and active experimentation stages of the Kolb cycle, while visual-spatial learners may prefer the reflective observation and abstract conceptualisation stages.

we need to use appropriate instructions and activities to encourage all our learners to utilise not only both hemispheres of the brain but also different parts of the cerebral cortex, as highlighted above.

Failure to implement a proper and well-thought-out deep learning framework, essentially giving attention to social-emotional aspects, may prompt learners to follow a strategic learning path in which they are purely guided by assessment and merely obtaining high grades; if the assessments fail to capture a deep learning focus, it is difficult to guide learners to deep learning, as they naturally get guided by assessment criteria (Biggs, 2003; Ramsden, 2003).

Auditory-sequential learners are able to engage in learning despite emotional setbacks, while the learning of visual-spatial learners is heavily dependent on emotional stability.

relation to mathematical abilities, visual-spatial learners are better in mathematical reasoning, while auditory-sequential learners are good in arithmetic.

visual-spatial learners have a tendency to be categorised as gifted and creative individuals who usually show a very high level of emotional and other sensitivities.

Developing creative human beings means that we encourage learners to view from multidimensional perspectives (Edelman, 2017); we need them to be open-minded (Snow, 2018; Goleman, 2018; Kaufman & Gregoire, 2016) and develop a diverse set of neural networks of knowledge, connecting them appropriately to construct a vast knowledge base.

visual-spatial learning styles, do not do their best in timed tests and/or multiple-choice question tests, especially if not appropriately constructed (Silverman, 2002). These students are usually better abstract thinkers, and the said type of assessment would, in many cases, not test their abilities appropriately (mostly they are set purely as memory recall test or at least students’ approach them in that way especially because of the time constraints).

by engaging in a process of journaling in which individual write/comment on the experiences either as diary entries of via social media platforms. Research shows that such practices enhances learning, development, and overall well-being (Phelan, 2018).

traditional ‘sage on the stage’ educational practices mainly allowed auditory-sequential learners to benefit mostly in a relative sense in terms of extrinsic measures of achievement, but not necessarily in deep learning or in inner transformations leading to self-actualisation/self-transcendence (Maslow, 1968; Maslow,

When learners follow a strategic approach to learning, they probably engage intellectually on learning in a narrow sense while obtaining higher grades, but it does not yield the best learning outcomes based on sound pedagogical principles; the learners may struggle to see the relationships between different bodies of knowledge as a consequence of not investing some quality time on reflecting and conceptualising, apply their knowledge in different contexts, and may not retain the knowledge long after sitting the examinations.

Education/pedagogy researchers also encourage a paradigm shift from teacher-centred to student-centred, or learner-centred, practices of teaching-learning (Ramsden,

The concrete experience stage of Kolb’s experiential learning cycle plays a predominant role in didactic approach, as learners are expected to hurriedly absorb information into their heads through sensory cortex, mostly by auditory means. There will be less time, if at all, expended on reflective observation and abstract conceptualisation stages. All the learners are expected to commit the information divulged to memory in an identical manner promoting conformity ahead of creativity (Kaufman & Gregoire, 2016); there will be no encouragement for unique, personalised knowledge creation internally in the head of the learner. Further, the teacher demonstrates an authoritative role, resembling knowing everything (as an omnipotent god) and attempting to fill the empty heads of students with something disregarding the notions of social-emotional learning altogether. Didactic teaching-learning environments have a negative impact more specifically on visual-spatial or creative/gifted learners, firstly because they usually resist authoritarianism, possibly due to their higher sensitivity levels, and secondly because they tend to grasp knowledge slowly in a deeper sense via reflective observation and abstract conceptualisation phases; visual-spatial learners will be more relaxed and emotionally stable in a nonauthoritative environment with an appropriate pace of presentation that would help them to think/reflect/conceptualise in pictures and objects than pure auditory means.

In other words, the learner plays a more active role in learning in an emotionally and socially supported environment, creating knowledge, while the teacher’s role is somewhat passive, guiding learners in the knowledge creation process. In pedagogy, this scenario is referred to as a dialectic teaching-learning process. As we can see, the dialectic approach has a deeper and critical focus to learning, while the didactic approach is more likely to produce a surface approach to learning. In the dialectic approach, the delivery is so paced and toned that the learners are in a more emotionally and socially comfortable position to engage in reflective observation and abstract conceptualisation stages of the Kolb’s cycle. We can also see student-centred learning from another important point of view: it is possible that individual students get more attention from the teacher to possibly get individual feedback and individual issues addressed for more purposeful learning and development. Also, the teacher gets to know students individually based on the discussions they engage in, thus getting to know their personality traits, as widely referred to by psychologists, so that appropriate personalised feedback can be provided. This learner-centred approach accommodates for a more authentic learning experience for each student, and at the same time, it caters for a more authentic evaluation of individual students.

They align new learning with their existing knowledge base and create personally new knowledge altogether.

the theory of constructivism has authentic roots to education embedded in it.

The abstract conceptualisation stage of the Kolb’s experiential learning cycle plays a predominant role in constructivist theory of learning; in this stage, the learner maps his or her newly gained knowledge to his or her existing knowledge base to identify new connections, creating new knowledge.

research evidence shows a clear no to that question. Recent studies in the areas of emotional intelligence (EI) that build fundamentally on the notion of emotional self-awareness show that EQ (emotional quotient) has a much higher significance than IQ, once a threshold IQ level is reached (Goleman, 2017; Bradberry, 2017; Chamorro-Premuzic, 2014).

the development of emotional-intelligence-based social and emotional skills are directly linked to attentional-improvement/mindfulness/meditative practices, in which many schools and academic institutes around the world are beginning to show a keen interest.

In relation to these learning styles, psychologists have also identified other associated psychological, neurological, and personality characteristics. The students with preferences for the auditory-sequential learning style are more inclined to have extrovert personalities, while the students who prefer the visual-spatial learning style are inclined to possess introvert personalities. Extrovert personalities are more outgoing, engage in discussions, and respond easily, even with relatively unknown people, and they enjoy social activities with a large number of participants. On the contrary, introverts prefer attending to things on their own with less interaction with others, especially with relatively unknown people, and dislike social activities with large attendance. Auditory-sequential learners are good in analysis and pay more attention to specific detail; they approach solving a complex problem by dividing it into smaller parts. On the other hand, visual-spatial learners are good synthesisers, who can relate different perspectives to form an answer and are better at seeing the big picture or are holistic. As we would expect, auditory-sequential learners deal better with the concept of time and are better organised, while visual-spatial learners are relatively less competent with the concept of time. Auditory-sequential learners think in words and are better in rote memorisation; visual-spatial learners think in pictures and need to relate contextual meanings with pictures and, as a result, struggle with rote memorisation. That is, auditory-sequential learners have better auditory short-term memory, while visual-spatial learners have better visual long-term memory. Further, since they think in pictures, visual-spatial learners take a relatively longer time to process and relate information to contexts; once they do that, this contextual information is retained longer in memory.

These personalities are more likely to demonstrate psychological imbalances/sensitivities or deviate from perceived average behaviour.

Education/pedagogy researchers have identified and revealed that learning can take place in the form of deep learning, surface learning, or what is referred to as strategic learning (Biggs, 2003; Entwistle, 1998).

As recent research evidence suggests, mindfulness/attention training practices enable learners to receive a plethora of information on the matter at hand via sensory organs (most importantly in a nonjudgemental way) until clarity is enhanced (Rechtschaffen & Rechtschaffen, 2015; Hanson, 2019; Spoon, 2018; Langer, 2015; Kabat-Zinn, 2005).

Intellectual humility acknowledges limitations of one’s knowledge or the existing possibility of improving one’s knowledge in a rapidly changing world (Bremer, 2015).

Without the quality of humility, one will not be motivated to learn, or more correctly, re-learn, and as a result will develop vanity and arrogance.

Intellectual courage highlights one’s willingness to mindfully challenge beliefs or existing practices (a.k.a. openness) without taking them on face value or superficially; intellectual empathy addresses the quality of one’s ability to see from others’ points of view or from opposing viewpoints/perspective taking; intellectual integrity makes one to hold oneself to the same as standard as he or she does to others and may be considered as an ethical foundation; intellectual perseverance is the ability to work through complexity and frustration towards one’s passion usually lead by values or higher purposes (Wallis, 2018; Zakrzewski, 2018; Hanson, 2019); confidence in reason addresses one’s faith in reason and its worthiness; intellectual autonomy is one’s ability to be an independent thinker with integrity.

mindfulness practices and the ability to maintain emotional stability through self-awareness as discussed in the notion of emotional intelligence are essential for an individual to become a critical thinker.

Comprehension and analysis tasks are found at the relatively lower end of Bloom’s taxonomy spectrum (discussed in detail later in the chapter), while synthesis and evaluation are found at the higher end.

From the point of view of brain structure, it is important to note that the tasks of synthesis and evaluation essentially need to get the right hemisphere involved. That is, when higher-order learning is targeted, we have to necessarily stimulate right hemisphere through appropriate instructions and activities that go beyond mere procedural/routine/sequential operations. In addition, essentially the frontal integrative cortex of the cerebral cortex needs to be stimulated to a higher degree for promoting higher-order learning; this is the region we use for more integrative tasks of abstract conceptualisation, as presented earlier.

research evidence shows repeatedly, learners in such disadvantaged situations/conditions could benefit from attention training/mindfulness practices so that they can continue engaging in higher-order learning activities.

that the limbic cortex, amygdala, and pleasure centres are commonly known emotion-related parts of the brain.

the different functionalities of brain components, we can infer that deep learning, higher-order learning, or critical thinking cannot take place when instructions and the mode feed purely to the left hemisphere of our brain, as

the fact that there are more connections from the amygdala to the neocortex than in the opposite direction implies that emotions tend to overpower cognition, rather than the reverse (Zull, 2002).

there is research evidence that the right hemisphere plays a vital role in the operation of the emotions (Silverman, 2002). Time

In other words, high emotional sensitivity can be seen as a catalyst/motivator for learning that produces better decision-makers or visionaries. Research studies show that even temperamental preferences can be changed through learning, especially emotional or traumatic relearning (Goleman, 2005).

Mindfulness/attention-training practices enable learners to feed a large amount of information from external as well as internal source to our parallel-processing brain so that better decisions can be generated by giving consideration to many perspectives.

Within an authentic education framework, learners’ individual psychological and neurological characteristics (akin to social-emotional learning aspects) are given consideration and accepted/honoured as they are, promoting inclusive practices. For example, emotional and other high sensitivities commonly found in gifted and creative personnel are not treated as constraints, maladjustments, or something antisocial; rather, they are considered as enriching a neurodiverse society to operate in a more balanced manner. All learners, including those with high developmental potential, get conducive environments to reach higher levels of development, similar to the self-actualised/self-transcended state. An authentic education system sends learners through a lasting deep learning and/or critical thinking experience, which human brains are capable of under conducive teaching-learning environments; human brains are treated as parallel processors that are capable of dealing with multiple inputs and solving complex problems, unlike machines or computers that are good at executing routine steps in reaching specific answers at very high speeds. In effect, in an authentic learning environment, most parts of a human brain (a.k.a. whole brain) including the right hemisphere, are stimulated using appropriate instructions and activities; this contrasts from mainly addressing the left hemisphere in a traditional environment.

mindfulness/attention training practices are identified as the key to enabling the development of emotional intelligence competencies leading to learning and development to higher levels of self-actualisation/self-transcendence.