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“Habits of Mind” are 16 behaviors that characterize intelligent and distinguished people. Educational researchers, led by Arthur L. Costa, defined “Habits of Mind” as skills that are directly related to life and are essential for solving problems and participating effectively in society. They promote strategic thinking, insight and insight, perseverance and determination, creativity and the development of a variety of skills. Understanding and applying the 16 “Habits of Mind” provides individuals with the abilities to deal with everyday life situations, respond to social situations and act in a way that will bring positive results in every endeavor (Arthur L. Costa and Bena Kallick, 2000).

At Gottsunda School, Habits of Mind is a popular method among students. Children, like every person, by trying out the various habits, identify the one that they have either subconsciously applied until now, or that fits their way of thinking and making decisions. In addition, by knowing 16 habits, they develop backup problem-solving strategies to deal with problems, dilemmas and situations that require decisions. Through the 16 “Habits of Mind” and their teaching at Gottsunda School, teachers expect to equip students with strategies that have proven helpful and to enhance the development of skills that will bring them positive results in their adaptation to society.

In summary, the 16 "Habits of Mind" are as follows:

1. Perseverance: The concept of persistence is approached as the ability to remain in a problematic situation and apply various strategies until its resolution is achieved. Often students stop trying because they believe that they “cannot do it”. Persistence leads to the trial application of other strategies until the solution is achieved. It also strengthens the ability to analyze a situation and develop a structure for dealing with it.

2. Impulsivity management: In other words, it is thinking before acting, understanding the problem, the data and the directions it can take. Gathering information and creating an action plan are the advantages offered by this habit. As far as students are concerned, it gives them time to approach alternative options, to judge and to organize themselves. It promotes understanding of the situation before seeking its solution.

3. Listening with understanding and empathy: Many psychologists argue that listening with understanding and empathy is a characteristic of very intelligent people. This particular habit combines listening to what the speaker says and understanding the reasons for which it was said, as well as the ideas that the speaker is consciously or subconsciously trying to convey. It is what Piaget calls “overcoming ego-centrism” and develops critical thinking in children, reduces the influence of prejudices and stereotypes, enhances deeper and more complete knowledge of the topic under discussion and gives a clear picture of the speaker’s opinions and way of thinking. This habit can make any discussion an educational process and the educational process much more effective.

4. Flexible thinking: The adaptability of thinking and the plasticity of the human mind are one of the greatest advantages of our species. This habit also includes the simultaneous processing of information and the changing of the course of thought when new data emerges. Unfortunately, many students have difficulty approaching a topic from a different perspective or understanding and accepting the existence and usefulness of an alternative. However, the ability to let go of our subjectivity and see things from a different perspective, what Piaget calls allocentrism, is essential for our daily lives and increases the chances of ending in a positive outcome.

5. Thinking about thinking (metacognition): It is an internal discussion, a review of the process through which someone reached a conclusion, solved a problem, or made a decision. This review is usually accompanied by critical evaluation and redefinition of the process followed so that it can be used renewed and more effectively the next time. This habit includes the knowledge of feelings and ideas but also the prediction of their effects on a situation or decision. The planning and evaluation of a strategy, the determination of the steps and elements that it needs for its effectiveness seems to be a process that even adults have not succeeded in (Whimbey, A. and Whimbey LS (1975). New York: Lawrence Erlbaum, Associates)[11]. However, for students, metacognitive thinking is essential as it enhances the development of self-awareness and the application of the appropriate strategy and vice versa.

6. Striving for accuracy: The drive for accuracy and perfection often drives people to control, evaluate, and change for the better. This is why it is an important skill for students. It shifts the focus from performing a task to creating something complete, and contributes to better results and more persistent people with higher goals.

7. Question: Choosing the right question is a common difficulty for both adults and children. Separating the missing data and information and formulating the right question that will lead to these elements is the definition of the habit of questioning. Children rarely engage in this process and therefore end up looking for information that is not needed. Mastering this habit is the beginning of planning a path towards solving a problem.

8. Applying pre-existing knowledge to new situations: This habit involves searching for prior knowledge, evaluating it as useful or not in a given situation, and then applying it. Unfortunately, many students often encounter problems and situations as if it were the first time, even though they have recently dealt with almost the same ones. The ability to learn from previous experiences and reuse this knowledge is a basic method of development both in school and in everyday life.

9. Thinking and communicating with clarity and precision: It is the ability to express oneself clearly, using proven terms, examples and giving explanations where necessary. In both written and spoken language, the avoidance of generalizations, distortions and omissions characterizes clear thinking which is the result of a comprehensive view, which has been critically processed. The lack of precision in students' speech is an indication of superficial understanding and unfounded opinions.

10. Data collection with all senses: Most of the information we collect comes from the senses and is what mobilizes the brain's function. Unfortunately, many students are content with descriptions and do not dare to "try with the senses", to participate in situations, which greatly limits their stimuli.

11. Creation, imagination, innovation: Creativity is not in your genes. It is a constant striving for improvement, finding alternatives, and a refusal to settle for failure. Creative people are usually intrinsically motivated and open-minded, as they leave their work open to criticism from others.

12. Facing situations with awe and interest: Interest in the world around us is the initial motivation for knowledge and the “hunt” for it. Unfortunately, many people today are “closed” to the issue of further learning and often consider knowledge useless. However, the most useful knowledge comes from personal search for topics that arouse awe and interest, and this search is accompanied by pleasure. This awe can be a basic motivation in the educational process.

13. Taking risks responsibly: This is the part of the human character that is hard to compromise and wants to change situations without fear of failure. Clearly, these risks must be worth taking and not taken without prior thought, while assessing the obstacles is essential. Developing such a habit on the part of students is beneficial for both their critical thinking and their creativity and overall success.

14. Sense of humor: A sense of humor is a well-known sign of intelligence. It shows people who have the ability to make associations, predictions and change analogies to cause laughter. Humor has positive effects on human psychology, unleashes creativity and is a means of socialization and communication. The ability to understand when a situation is really funny is important, especially for children who often make fun of elements such as the diversity and difficulties of others. Creative humor, on the other hand, helps us recognize alternatives.

15. Mutual thought: It is about working in groups, developing cooperation and a sense of reciprocity. Humans are social and function better and more effectively when they work with others, as no one always has all the information to judge a situation. Cooperation requires justifying opinions, exchanging perspectives, understanding and empathy, while accepting a decision with which a member does not agree is a difficult element of this process. However, students in teamwork situations develop their sociability and altruism, exchange opinions, learn to listen to others and give in for the good of the whole, comply with rules and finally strengthen their administrative skills. Children should be introduced to teamwork, because such a situation has various benefits for them and is very close to quite realistic work environments.

16. With open horizons towards continuous learning: This habit highlights the value of continuous lifelong learning. People who possess it are open to new knowledge, proud and humble at the same time to admit that they do not know something. Choosing new goals and processing various information or applying various strategies characterize these people. Our students must recognize the value of continuous learning, which will enable them to remain active and productive members of society, especially in the constantly developing societies we live in today [12].

Source: http://paroutsas.jmc.gr/swed/gottsund.htm

[11] Whimbey, A. and Whimbey LS (1975), 'Intelligence Can Be Taught'.

[12] Arthur L. Costa and Bena Kallick (2000), "Habits of Mind: A Developmental Series"