Zooming in on the 4 aspects of the disposition of choice

Sensitivity

Sensitivity is one of the four aspects that determine the extent to which we act consciously, whether this action is mental or physical (Perkins et al. 2000) (Tishman 2001). It is indeed not only important to be able to conduct a thinking process, but also to recognise situations in which it makes sense to use certain knowledge or key thinking processes.

By identifying sensitivity explicitly, we create the space to improve pupils’ alertness to opportunities (Perkins et al. 2000). Thus, we want pupils to develop sensitivity to learning opportunities from the perspective of others and the environment, in situations in which it makes sense to look for more options, in situations in which it makes sense to scrutinise their own norms and values, and so on.

Those who develop this sensitivity become alert to situations in which it may be useful to deploy certain knowledge and thinking processes.

Considering sensitivity as a part of a competence or dispo- sition stimulates so-called ‘high-road transfer’ (Salomon & Perkins 1989). By this we mean that creating opportunities to develop sensitivity will in turn create other opportunities. Those who recognise the added value of the specific combination of thinking processes and applied knowledge in a particular situation are more sensitive to other situations in which a similar combination of thinking processes and knowledge could also be useful.

Sensitivity, as a part of disposition, refers to recognising situations in which it is useful to use certain knowledge or key thinking processes.