learning-styles
learning-styles
learning-styles
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3<br />
Judicial people ‘like activities such as writing<br />
critiques, giving opinions, judging people and their<br />
work, and evaluating programs’ (1999, 21). They like to<br />
evaluate rules and procedures; they prefer ‘problems in<br />
which they can analyse and evaluate things and ideas’<br />
(1999, 39).<br />
Sternberg makes three general points about this style.<br />
‘every organisation needs judicial people as well as<br />
legislative and executive ones’ (1999, 40).<br />
‘the same person can and typically will perform all<br />
three of these functions in greater or lesser degree.<br />
But people often feel more comfortable in one role<br />
or another’ (1999, 40).<br />
‘Any number of people who might be legislative in<br />
school might be executive in their choice of clothing<br />
or vice-versa. We thus need to understand <strong>styles</strong><br />
in the contexts in which they are expressed’ (1999, 43).<br />
The significance of context is explicitly acknowledged,<br />
but not explored in any detail.<br />
4<br />
Monarchic people are single-minded and driven<br />
by whatever they are single-minded about, and do not<br />
let anything get in the way of them solving a problem.<br />
They tend to be ‘motivated by a single goal or need<br />
at a time’ (1999, 46).<br />
5<br />
Hierarchic people recognise the need to set<br />
priorities, accept complexity and ‘tend to fit well into<br />
organisations because they recognise the need for<br />
priorities’ (1999, 23). ‘They tend to be systematic and<br />
organised in their solutions to problems and in their<br />
decision making’ (1999, 51).<br />
6<br />
Oligarchic people ‘tend to be motivated by several,<br />
often competing goals of equal perceived importance’<br />
(1999, 23). ‘The oligarchic person is a cross between<br />
a monarchic person and a hierarchic one’ (1999, 54).<br />
7<br />
Anarchic people seem to be motivated by ‘a potpourri<br />
of needs and goals that can be difficult for them,<br />
as well as for others, to sort out’ (1999, 23). ‘They are<br />
at risk for anti-social behaviour … they are the students<br />
who challenge teachers, not necessarily on principled<br />
grounds, but rather for the sake of challenging the<br />
teachers or any other authority figures’ (1999, 58).<br />
They can challenge the system and have a potential<br />
for creativity.<br />
Sternberg argues appropriately that these ‘<strong>styles</strong><br />
are not in and of themselves good or bad’ (1999, 51),<br />
but it is important to point out that the titles<br />
(eg monarchic, anarchic) he employs are evaluative<br />
and normative.<br />
8<br />
Global individuals ‘prefer to deal with relatively large<br />
and abstract issues. They ignore or don’t like details,<br />
and prefer to see the forest rather than the trees’<br />
(1999, 24).<br />
9<br />
Local individuals ‘like concrete problems requiring<br />
working with details. The danger is they may lose the<br />
forest for the trees’ (1999, 24).<br />
Sternberg argues that: ‘Most people tend to be<br />
either more global or more local: they focus more on<br />
the big picture or more on the small details. But some<br />
people are both: they are equally attentive to the big<br />
picture and to the little details’ (1999, 64).<br />
10<br />
Internal individuals ‘tend to be introverted,<br />
task-oriented, aloof and sometimes socially less<br />
aware. They like to work alone’ (1999, 25).<br />
11<br />
External individuals ‘tend to be extroverted, outgoing<br />
and people-oriented. Often, they are socially sensitive<br />
and … like working with other people wherever possible’<br />
(1999, 25). According to Sternberg, ‘In management,<br />
a distinction is sometimes made between task-oriented<br />
and people-oriented managers. This distinction is<br />
roughly comparable to that between internalists and<br />
externalists’ (1999, 70).<br />
12<br />
Liberal individuals ‘like to go beyond existing rules and<br />
procedures, to maximise change, and to seek situations<br />
that are somewhat ambiguous’ (1999, 26).<br />
13<br />
Conservative individuals ‘like to adhere to existing rules<br />
and procedures, minimise change, avoid ambiguous<br />
situations where possible, and stick with familiar<br />
situations in work and professional life’ (1999, 26).<br />
In general, Sternberg wishes ‘to distinguish<br />
between stylistic leanings and political ones’<br />
(1999, 75). Sternberg argues that the two are probably<br />
only weakly correlated, if at all, and he gives the<br />
example of the US politician, Newt Gingrich, who has<br />
a conservative political philosophy, but a decidedly<br />
liberal personal style.