Activating whole brain® innovation: A means of nourishing multiple intelligence in higher education

Abstract

The interconnectedness of the constructs 'whole brain ® thinking' and 'multiple intelligence' forms the epicentre of this article. We depart from the premise that when whole brain ® thinking is activated multiple intelligence can be nourished. When this becomes evident in a higher education practice it can be claimed that such a practice is innovative. Whole brain ® thinking that informs intelligence and vice versa is inevitable when it comes to facilitating learning with a view to promoting quality learning in the context of higher education. If higher education is concerned about the expectations of industry and the world of work there is no other option as to prepare students in such a way that they develo as holistic -whole brained and intelligent -employers, employees and entrepreneurs who take responsibility for maximising their full potential. Becoming a self-regulated professional and being reflexive are some of the attributes of the 21 st century which should be cultivated in all students. Research on whole brain ® thinking and multiple intelligence shows that these human attributes form an integral part of one's interaction with life -one's environment and especially people as integral part of the environment. This focus on people highlights the need for developing soft skills within every curriculum. The epistemological underpinning of our reporting of experience in practice and research of the application of the principals of the constructs is metareflective in nature. Instead of a typical traditional stance to research we do not report on the numerous sets of data obtained over a period of more than 15 years. Our approach is that of a meta-reflective narrative as most of the studies we were involved in and still are, are reflective as it is most often than not action research-driven. And action research is a reflective process. We report on evidence-based practice that includes fields of specialisation such as health sciences, engineering, academic staff development, financial sciences, teacher education and higher education. Important aspects of any higher education practice, such as curriculum development, facilitating of learning and assessment are addressed. Practice-based evidence of each, where applicable, is offered as claims of innovation.

Formation of professionalism: A courtship between academic staff and prospective clinical associates

“…For the purpose of in-depth insight into the self, we opted for using a scholarly and validated means of determining how we think differently -the different modes of thinking we prefer. For this purpose, we draw on the seminal work of Herrmann 9,13 and the extensive studies by De Boer et al 37 The theory of Whole Brain ® thinking informs our entire ontological existence: who we are; what we do; how we do it; our mindset that includes willingness to be innovative; how we think; our becoming, as Slabbert et al 26 accentuate, as lecturers and clinical associates. We, as a collective, consider ourselves to be part of a professional development trajectory that reflects each individual's signature practice and professional branding.…”

What will it take to make a successful administrative professional in the fourth industrial revolution?

“…In addition, Herrmann's Whole Brain ® theory is chosen as Herrmann is acknowledged as the father of brain dominance technology in literature (De Boer, Du Toit, & Bothma, 2015). Furthermore, his research provides a valid approach towards a theory for understanding how the brain processes information.…”

Reflecting on more than 20 years of involvement in a postgraduate higher education qualification for academics: May I dare use an auto-ethnographic lens?

“…Instead of asking research questions that would force me to do as the others did, I ask ontological and epistemological questions from an intrapersonal point of view. The construct intrapersonal as part of both my ontological and epistemological stance is derived from the work of Herrmann (1995Herrmann ( , 1996, Gardner (1993), De Boer et al (2013), De Boer, Du Toit and Bothma (2015 and Slabbert, De Kock and Hattingh (2009). Being self-smart is the construct Gardner (1993) uses, which he aligns with intrapersonal intelligence.…”