Index
Note: an f indicates a figure; a t, a table.
A
Abstract conceptualization and abstract thinking, 18
Abstract thinking and experiential learning cycle, 18–19, 18f
Acting style
communication preferences by learning style, 61
definition, 46–4
developing capacity for, 94
style sheet and profile, 182–185
Active experimentation and experiential learning cycle, 18–19, 18f
Adaptation, learning style and life path, 50
Adult development theories, 7
Affinity for others and learning style, 56–57
Analyzing style
communication preferences by learning style, 60
definition, 43–44
developing capacity for, 93
style sheet and profile, 170–173
Application of knowledge of learning styles, 71–72
automaticity, 72
entrenchment, 72
flexibility, 72
framework for development, 71
success and, 71
Approach to life, 103–120
beginning of career, perfecting skills at, 105–106
expression of total self, 115–117
later career and learning to develop, 107–110
purpose, 117–119
specialization in career, 106–107
transitions and career change, 110–112
well-worn pathways, 104–105
work/life balance, 113–115
Art of Changing the Brain, The: Enriching Teaching by Exploring the Biology of Learning (Zull), 19–20
Attachment to style, 90
Attachment to style as limitation to flexibility, 84
Automatic engagement, 3
Automaticity and application of knowledge of learning styles, 72
Automatic pilot vs. paying attention with high performance teams, 67–68
Autopoesis, 6
Awareness, 79
B
Backup learning style concept, 82, 89
Balancing style
communication preferences by learning style, 62
definition, 49
developing capacity for, 94
style sheet and profile, 190–193
Beginning of career, perfecting skills at, 105–106
Being present and work/life balance, 113–115
Being witness of our own process, 125–126
Body sensations and reactions and intentional attention, 123
Breathing and mindfulness, 122–123
Bridges, William, 110–111
Bridging communication gaps and learning style, 58
Buddhist meditation and mindfulness, 122
Buddhist practice and focusing, 124
C
Campbell, Neve, 11
Career and learning way, 105–112
beginning of career, perfecting skills at, 105–106
later career and learning to develop, 107–108
mid-career, complexity in, 106–107
specialization in career, 106–10
transitions and career change, 110–111
Career choice, learning style and life path, 51–52
Caring and purpose, 117
Challenging yourself, 97–98
freedom and confidence
development, 98
self-development goal, 97–98
Choosing style to match situation, 125
Client development example, learning cycle use for life of learning, 24–26
Cognitive neuroscience, 20
Comfort zone, 90
Communication differences and learning style, 57
Communication preferences by learning style, 59–62t
Acting style, 61
Analyzing style, 60
Balancing style, 62
Deciding style, 61
Experiencing style, 59
Imagining style, 59
Initiating style, 62
Reflecting style, 60
Thinking style, 60
Concrete experience and experiential learning cycle, 18–19
Conflict and flexibility and expression of total self, 115
Connecting with alternate style upside, 91
Creation of self by learning, 5–6
learning from experience spiral, 6
self-creation and learning, 6
D
Dane, Erik, 113
Day-to-day problem solving guide, learning cycle use, 22
Deciding style
communication preferences by learning style, 61
definition, 45–46
developing capacity for, 93–94
style sheet and profile, 178–181
Decision-making example, learning cycle use for life of learning, 23
Deep experiencing practice, 122–125
experiencing vs. experience as source of learning, 122
focusing, 124–125
intentional attention, 123
mindfulness, 122–123
Deliberate learning for life, 121–136
deep experiencing practice, 122–125
learning process and deliberateness, 125–127
start small with one big thing, 127–132
Deliberate use of multiple styles with high performance teams, 66
Difficulties in developing learning flexibility, 90–92
attachment, 90
connecting with alternate style upside, 91
inertia, 90
overtoleration of downside of preferred style, 90
Diversity with high performance teams, 64
Dominant learning style concept, 82, 89
Doubt-inducing exceptions to beliefs and work/life balance, 113
Dweck, Carol, 11
E
Edison, Thomas, 131
Embodiment of style, 96–97
movement preferences, 97
physical flexibility, 96
Embracing of learning identity, 13–14
fixed self and identity, 14
mastery response and identity, 14
Ending stage in career transition, 111
Engrained habits, 52
Entrenchment and application of knowledge of learning styles, 72
Ericsson, K. Anders, 129
Ethical practices and purpose, 118
Experience and decision making, 4
Experience and flexibility building, 89–90
awareness, 89
backup style, 89
comfort zone, 89
dominant style, 89
self-direction, 90
Experience and remembered thinking self, 5
Experience as gateway to learning, 3–5
automatic engagement, 3
experience and decision making, 4
experience and remembered thinking self, 5
remembered thinking self, 5
Theraveda Buddhism, 3
Experiencing self as a process, 115
Experiencing self as subject vs. object, 116
Experiencing style communication preferences by learning style, 59
definition, 40–41
developing capacity for, 92
style sheet and profile, 158–161
Experiencing vs. experience as source of learning, 122
Experiential learning and brain structure, 20
Experiential learning cycle, 16–18
abstract thinking, 17
active experimentation, 17
concrete experience, 17
reflective observation, 17
and regions of cerebral cortex, 21f
Experiential learning cycle and regions of cerebral cortex, 21f
Expert performance research, 129
Expression of total self, 115–117
conflict and flexibility, 114–115
experiencing self as a process, 115
experiencing self as subject vs. object, 116
interdependence and independence, 116–117
Extroversion, 34
F
Feedback preferences and learning style, 58
Felt sense and focusing, 125
Fit of style vs. limitations of fit, 84–85
Fixed self and identity, 14
Flexibility and application of knowledge of learning styles, 72
Flexibility in style, building, 77–102
Anne Robinson story, 78–80
backup learning style concept, 82
challenging yourself, 97–98
difficulties in developing learning flexibility, 90–95
dominant learning style concept, 82
embodiment of style, 96–97
experience and flexibility building, 89–90
flexing style for multiple activities, 83–84
freedom and confidence and, 82
learning, 77–84
matching situations with flexibility, 83–89
nine styles of learning and associated capabilities, 81t
Flexing style for multiple activities, 93
Flow concept, 127
Focusing, 124–125
Buddhist practice, 124
felt sense, 125
safe and quiet space, 124
Focusing (Gendlin), 124
Foundation of developmental process and specialization in career, 106
Framework for development and application of capacities, 92–95, 95t
Acting, 94
Analyzing, 93
Balancing, 94
Deciding, 93–94
Experiencing, 92
Imagining, 92–93
Initiating, 94
Reflecting, 93
Thinking, 93
Framework for development and application of knowledge of learning styles, 71
Freedom and confidence
development from challenging yourself, 97–98
from flexibility, 82
Freire, Paulo, 13
Full-cycle learners, 119
G
Gandhi, Mahatma, 103
Gendlin, Eugene, 124
Generativity and purpose, 118
Graham, Martha, 121
Grocery shopping example, learning cycle use for life of learning, 26–27
H
Heinlein, Robert, 103
Horton, Myles, 50–51
Humility and learning, 9
mastery and competence, 9
openness to experience, 9
I
Identification of learning style preferences with high performance teams, 65
Imagining style
communication preferences by learning style, 59
definition, 41–42
developing capacity for, 92–93
style sheet and profile, 162–165
Impact of learning style and choices on life, 54–56
Implementation of starting small with one big thing, 132
Inclusion of missing steps with high performance teams, 68
Inertia and difficulties in developing learning flexibility, 90
Initiating style
communication preferences by learning style, 62
definition, 48
developing capacity for, 94
style sheet and profile, 186–189
Innate sense of morality, 8
In-process nature of styles vs. static trait, 35
Integrated flexible approach in later career and learning to develop, 107–108
Integration of multiple styles and work/life balance, 114
Intentional attention, 123
body sensations and reactions, 123
self-creation through learning, 123
Interdependence and independence and expression of total self, 116–117
Introversion, 34
K
Kabat-Zinn, Jon, 122
Kahneman, Daniel, 3
KLSI 4.0 learning styles, 40–49
Acting style, 46–47
Analyzing style, 43–44
Balancing style, 49
Deciding style, 45–46
Experiencing style, 40–41
Imagining style, 41–42
Initiating style, 48
Reflecting style, 42–43
Thinking style, 44–45
Kolb Learning Style Inventory 4.0, 35–39, 35f, 149–153
background, 35
identification of style, 37–39t
Later career and learning to develop, 107–110
integrated flexible approach, 108
map for professional growth, 108
path of integration, 108–109
Leadership development program example, learning cycle use for life of learning, 28
Learner, being, 13–32
automaticity, 12
embracing of learning identity, 13–14
fixed identity, 11
learning cycle use for life of learning, 22–28
learning how to learn, 14–22
Learning cycle, 18f
Learning cycle use and life path, 34–35
extroversion, 34
in-process nature of styles vs. static trait, 35
introversion, 34
Learning cycle use for life of learning, 22–28
client development example, 24–26
as day-to-day problem-solving guide, 22
decision-making example, 23
grocery-shopping example, 26–27
leadership development program example, 28
Learning from experience spiral, 6
Learning life force, 6–7
adult development theories, 7
autopoesis, 6
self-actualization, 7
self-authorship, 7
Learning how to learn, 14–22
cognitive neuroscience, 20
experiential learning and brain structure, 20
experiential learning cycle, 16–19, 18f
experiential learning cycle and regions of cerebral cortex, 21f
full-cycle learners, 19
memory for names, 15
Learning process and deliberateness, 125–127
choosing style to match situation, 125
flow concept, 127
10,000-hour rule, 127
as witness of own process, 125–126
Learning style and approach to life, 52–55
engrained habits, 52
impact of choices on life, 54–56
way of being in the world, 52–54
Learning style and life path, 50–52
adaptation, 50
and career choice, 50–52
Learning style and understanding others, 53–55
affinity for others, 56–57
bridging communication gaps, 58
communication differences, 57
communication preferences by learning style, 59–62
feedback preferences, 58
timing and tone, 57
Learning style awareness, use of, 6
Learning style identification, 37–39t
Learning styles and learning cycle connection, 63, 63f
Learning styles with high performance teams: nursing, 64–70
automatic pilot vs. paying attention, 67–68
deliberate use of multiple styles, 66
diversity, 64
identification of learning style preferences, 65
inclusion of skipped steps, 68
learning styles to guide shared leadership, 70t
missing steps, 65
process guide, 66
shared leadership, 69
skipped steps, 65
synergy, 64
task vs. relationship, 64
team map of learning styles, 66f
Learning way, 1–8
creation of self by learning, 5–6
experience as gateway to learning, 3–5
humility and learning, 9
learning life force, 6–7
moral purpose, life of, 8
process of learning, 2
Leonard, George, 130
Life path and learning style, 33–76
application of knowledge of learning styles, 71–72
communication preferences by learning style, 59–62t
KLSI 4.0 learning styles, 40–50
Kolb Learning Style Inventory 4.0, 36–39
learning cycle use, 34–35
learning style and approach to life, 52–56
learning style and life path, 50–51
learning style awareness, use of, 56
learning styles and learning cycle connection, 63–64, 63f
learning styles with high performance teams: nursing, 64–70, 70t
M
Mastery (Leonard), 130
Mastery and competence, 9
Mastery response and identity, 14
Matching situations with flexibility, 84–89
attachment to style, 84
fit vs. limitations, 85
nondominant style experimentation, 88
overuse of preferred style, limiting, 85–86
situational use of learning style, 87
Map for professional growth in later career and learning to develop, 108
Maslow, Abraham, 7
Maturana, Humberto, 6
Memory for names, 15
Mid-career, complexity in and specialization in career, 106–107
Mindfulness, 122–123
breathing, 123
Buddhist meditation, 122
sensory awareness, 123
Missing steps with high-performance teams, 65
Moral purpose, life of, 8
empathy, 8
innate sense of morality, 8
Movement preferences as embodiment of style, 97
N
Neutral zone in career transition, 111
New beginning stage in career transition, 112
Nine styles of learning and associated capabilities, 81t
backup learning style concept, 82
dominant learning style concept, 82
flexing style for multiple activities, 83
freedom and confidence and, 82
Nondominant style experimentation to match situations with flexibility, 87–88
O
Openness to experience, 8
Overtoleration of downside of preferred style, difficulties in developing learning flexibility, 90
Overuse of preferred style and limitations, 85–86
P
Path of integration in later career and learning to develop, 108–109
Paying attention to process vs. outcome, 129–130
Physical flexibility to embody style, 96
Playing to strengths of well-worn pathways, 104
Practice for the sake of practice, 130
Process guide with high performance teams, 66
Process of learning vs. learning content and specialization in career, 107
Purpose, 117–119
caring, 117
empathy, 117
ethical practices, 118
generativity, 118
quality, 117
Q
Quality and purpose, 117
R
Redefining failure, 131
Reflecting style
communication preferences by learning style, 60
definition, 42–43
developing capacity for, 93
style sheet and profile, 166–169
Reflective observation and experiential learning cycle, 17
Regions of cerebral cortex and experiential learning cycle, 21f
Reinforcement of well-worn pathways, 104–105
Remembered thinking self, 5
Risk, 132
Robinson, Anne, 78–80
S
Safe and quiet space and focusing, 124
Self-actualization, 7
Self-authorship, 7
Self-creation and learning, 6
Self-creation through learning, 123
Self-development goal to challenge yourself, 97–98
Self-direction, 90
Sensory awareness and mindfulness, 123
Shared leadership with high performance teams, 69–70, 70t
Situational use of learning style, 87
Skipped steps with high performance teams, 65, 68
Specialization in career, 106–107
foundation of developmental process, 106
mid-career, complexity in, 107
process of learning vs. learning content, 107
Start small with one big thing, 127–132
expert performance research, 129
implementation, 132
paying attention to process vs. outcome, 129–130
practice for the sake of practice, 130
redefine failure, 131
risk, 132
time frame establishment, 129
trust of learning process, 130–131
Style sheets and profiles, 157–193
Acting style, 182–185
Analyzing style, 170–173
Balancing style, 190–193
Deciding style, 178–181
Experiencing style, 158–161
Imagining style, 162–165
Initiating style, 186–189
Reflecting style, 166–169
Thinking style, 174–177
Success and application of knowledge of learning styles, 71
Synergy with high performance teams, 64
T
Task vs. relationship with high performance teams, 64
Team map of learning styles with high performance teams, 66f
10,000 hour rule, 127
Theraveda Buddhism, 3
Thinking style
communication preferences by learning style, 61
definition, 44–45
developing capacity for, 93
style sheet and profile, 174–177
Thoreau, Henry David, 77
Time frame establishment of starting small with one big thing, 129
Timing and tone and learning style, 57
Transitions and career change, 110–112
ending stage in career transition, 111
neutral zone in career transition, 111
new beginning stage in career transition, 112
Trust of learning process of starting small with one big thing, 130–131
Twain, Mark, 2
V
Varela, Francisco, 6
W
Way of being in the world, learning style and, 52–54
Well-worn pathways, 104–105
playing to strengths, 104
reinforcement, 105
Winfrey, Oprah, 2–3
Wolfe, Thomas, 1
Work/life balance, 113–115
being present, 114
doubt-inducing exceptions to beliefs, 113
integration of multiple styles, 114–115
Z