Cognitive Space
Cognitive space starts with the individual, and how he or she interacts with and makes sense of the world. Each person is unique, and will take in, process, evaluate and learn from external stimuli and exchanges in their own unique way. At the heart of cognitive space is the understanding and appreciation of diversity.
How people learn, and how the brain and other bodily systems function in this process is a complex, contentious and rapidly evolving science. Our understanding is informed by work around multiple intelligences (Howard Gardener), learning styles (Honey and Mumford), the learning cycle (Kolb), emotional intelligence (Goleman), cognition (Maturana), living systems (Capra), and much more besides.
The patterns of cognitive and learning processes, the uniqueness of individuals, and the understanding that learning involves the whole person in interaction with their whole environment underpin our current understanding of cognitive space. They all have fundamental importance in designing, establishing and maintaining environments for learning.
- Multiple Intellegences: The concept of multiple intelligences has been developed in recent years, particularly through the work of Howard Gardener. In place of the understanding of intelligence as a single, measurable entity, Gardener has developed the concept of a number of different intelligences, exhibited in different combinations and preferences (but not fixed) in different individuals. Where Gardener has identified eight key intellegences – logical/mathematical, verbal/linguistic, visual/spatial, kinaesthetic, musical/rhythmic, interpersonal, intrapersonal and naturalistic – formal education and learning have traditionally only valued and assessed an individual’s capabilities through the first two. Working with multiple intelligences will involve creating learning environments and learning experiences which engage, value and develop all of our intelligences.
- Learning Styles: Different individuals will favour different learning and information processing styles. Honey and Mumford have suggested four different types of learner – reflector, theorist, pragmatist and activist: different individuals will tend to preferences towards one or a combination of these styles. Additionally, individuals will have preferences for how information is received, processed and memorised — visual, auditory, and kinaesthetic. An awareness and understanding of these different preferences and styles is essential to designing effective learning environments, experiences and relationships.
- The Learning Cycle: Learning is a complex process. Kolb has identified a common learning cycle involving four separate stages— experience, reflection, generalisation, testing—with completion of the full cycle being essential to effective learning. This cycle applies equally to learning in an individual, a team or an organisation. Each stage of the cycle may benefit from a different environment—physical, emotional and social: an effective learning environment will provide the variety of places and spaces appropriate to these different stages, as well as the time and opportunities to engage in the full cycle.
We are working towards a fuller understanding of cognitive space, and its integration into effective learning environments and experiences. The understanding of the brain and cognitive processes is one of the areas of most rapid change and development in current knowledge and thinking, and as this understanding develops, so will the implications for designing and developing learning environments.
Our aim is to work with you in considering the creation of appropriate environments, best suited to people’s diverse learning needs.