Gender in schools and accomodating differences
Some of us best perceive what is real; others clearly see possibilities with their imaginations.
Some people see parts of a whole, separating ideas from their context, while others see the whole, not unlike the difference between seeing the forest or the trees.
First we take in the occurrence; then we think about it; react to it; and ultimately act upon it.
These basic functions imply four categories of style differences. Style is concerned with cognition: People perceive and gain knowledge differently.?
Style is concerned with behavior: People act differently.
These categories help organize the diverse aspects of style, but they are not meant to be rigid.
Style is concerned with conceptualization: People form ideas and think differently.?
One way to do this is to consider several basic ways in which we all interact with a situation, a person, information, or ideas.These perceptual differences affect what and how something is received.My best intentions and extensive efforts to convince another to see exactly as I see will not eliminate these personal differences.The complexity and subtlety of human behavior makes any organization of individual differences accurate in one instance but arbitrary in the next.To understand styles and their implications for education, it is best to view these categories in conjunction with all the characteristics that are integrated in the total personality of each human being. Perception, the initial stage of cognition, involves receiving, obtaining, taking possession of, and discerning information, ideas, and concepts.
A gifted artist can describe the gestalt of a painting, but some viewers will be struck by, and confined to, a single image in the work.