Eisner’s 6 Modes of Artistic Thinking

In his an insightful essay, Elliot W. Eisner, of Stanford University discussed six “artistically rooted qualitative forms of intelligence” which could be effectively developed within educational practice in a effort to better prepare students to be effective, articulate, curious and motivated learners.

His assertion that we are now living in an educational industrial age where the focus is on ends rather than means, achievement instead of investigation and test scores above problem-solving skills, is not a new one, what is noteworthy is the way that Eisner proposes we tackle the problem. His views may seem revolutionary, as what he proposes is nothing short of a complete overhaul of the Western educational system, but, frankly, his reasoning is faultless. He suggest this dramatic shift based on the simple fact that we do not live in a world where there are “single correct answers to questions or clear-cut solutions to problems” and therefore, it makes no sense to educate our children in this manner. In fact, doing so is doing a tremendous disservice to them, as future world leaders, they ought to be prepared to deal with the demands of modern living in an applicable and authentic manner that will enable them to find accurate and creative solutions to unexpected problems, as they arise. He does not specifically mention it, but this kind of artistically rooted thinking will also enable future generations to realize where potential problems may arise and take preventative steps, thus avoiding problems. In short, Eisner suggests that education ought to prepare students for the world they will face. That world is not one populated with true or false questions, but rather, it is a world in which they will be continually required to make judgments in situations that are less than clear cut, and effectively makes sense conflicting information, It follows that we ought to be promoting the kinds of skills that will assist them in making sense of ambiguous challenges and proceeding confidently with effective, appropriate solutions. So simple and accurate it is almost silly.

The following are Eisner’s 6 modes of artistic thinking

1) The ability to create a qualitative relationship that serves a purpose
(Eisner also calls this qualitative intelligence)
What Eisner means is that an artist creates a composition from an almost limitless array of elements. What the artist does as he/she combines elements is essentially build relationships, which is important because the artist must then make judgments about those relationships. This practice of making judgments is done intuitively (or somatically), without specific rules (as in math), it therefore teaches the artist to tune into and trust his/her self. The process of creation requires continued appraisal and the practitioner gains confidence in their ability to make qualitative judgments about work in an ongoing basis. Another benefit of this kind of intelligence is that through the process of continued assessment, one learns to pay attention to details and awareness is honed. There is, as Eisner states, a refinement of perception.

2) Expression of aims
Eisner looks at the fact that the Western model is comprised of a cycle which begins with conceptualizing the goal, proceeds through formulation and implementation of the goals and ends with the evaluation of the results. This cycle leaves no room for what he calls “flexible purposing” or a process that capitalizes on the discoveries that come throughout the cycle or process of realizing a goal. Inherent in this mode of thinking is uncertainty, and possibility. It employs the awareness gained in the prior thinking mode as awareness is required to recognize emerging opportunities. This also engenders a greater sense of curiosity and flexibility though exploration.

3) The relationship between form and content
The basic idea here is that the way a thing is constructed is inseparable from what is said. How something is expressed, the medium, is so much a part of it that it is not possible to tease apart the aspects of the relationship. In fact, the content is altered by the form with which it is expressed until the two become one thing. As Eisner says, “the form we use to display data shapes its meaning.”

4) Not everything knowable can be articulated in propositional form
(Our cognition is not limited by our ability to express what is known or understood)
Science demonstrates that we can know a thing before we have the language to express it. The artist also knows that this is true. Exploration leads to new ideas which in turn, lead to new ways of expressing what is understood.


5) There is a relationship between thinking and the material in which the one works
The arts teach individuals to work within a medium considering what Eisner labels “constraints and affordances”. The idea here is that the limitations of a specific form are part of the work of creating and because of this, artists must bend thinking and shape work within the medium. This concept, like the content/form point discussed earlier demonstrates the fact that the two things are indivisible, as the opportunities and limitations of the form help to shape the content.

6) The authentic challenge of art creates intrinsic motivation
In the arts, the process and challenge of creating work provides one with a sense of satisfaction and therefore ensures the continuation of the practice of art making. Motivation is a major challenge for educators so this factor is one that is especially interesting. Creating an educational environment wherein the satisfaction of the work (in any subject) was sufficient to beget future motivation would be beneficial and welcome.

Eisner, E.W., (2002). What can education learn from the arts about the practice of education? Journal of Curriculum and Supervision, 18(1), 4-16.