Perspectives on reflection and intuition in teacher practice: a comparison and possible integration of the cognitive constructivist and the Dreyfusian intuitive perspectives

Abstract

One of the most comprehensive and prominent perspectives in contemporary educational researcher is derived from a theory inspired by Vygotsky and Piaget, which is often referred to by the generic name of the constructivist perspective. On the basis of such a dominant position it is useful to query what view of knowledge is supported by a constructivist perspective and, not least, which important aspects of learning and knowledge it obscures or downplays. In order to shed more light on this, I present selections from the Dreyfus brothers' theory of skill acquisition and Piaget and Vygotsksy's cognitive theory of learning and development, before drawing comparisons. The comparison concentrates on Piaget and Vygotsky's emphasis on abstract-reflective aspects in the learning process in contrast to the Dreyfus brothers' focus on the concrete-intuitive aspects of exercising skills. The objective is to consider what the comparison can accommodate in terms of its possible consequences for teaching practice and pedagogy. Finally, a possible integration of a cognitive constructivist perspective and an implicit skills-based knowledge will be considered; in other words, how these can complement each other and contribute to a sharper focus on how educational skills are acquired and exercised. A possible integration is suggested with the help of the concept of reflective intuition.

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