To them, learning is an ongoing process throughout life, and a way of understanding the universe. They enjoy playing with ideas, experimenting with possibilities and thinking around their subject, and are often absorbed in thought.

They learn particularly well on their own or in small groups and prefer unstructured teaching in which they are free to explore ideas and experiment for themselves. They ask many questions and tend not to accept a teacher’s or a system’s authority at face value. Memorization of facts, sequential exercises and hands-on training are less useful to them than discussion, reflection, analysis and brainstorming. They prefer an intellectually stimulating atmosphere in which open debate or enquiry is encouraged, though they may need encouragement to communicate and explain their ideas in terms that other people can understand. They enjoy amassing knowledge and demonstrating their expertise or competence in their own field, but may need to learn to utilize their knowledge in practical ways.

• ask searching questions
• enjoy systems, theories, concepts and abstract patterns
• are good at analyzing, conceptualising and theorizing
• dislike structure, targets and routine
• are stimulated by ideas and quick to grasp possibilities
• may need to think about how they can use what they have learnt
• may need to integrate their ideas into a whole, rather than go from subject to subject
• are motivated to improve themselves and their understanding
• may not be thorough and overlook facts and details

• encountering new problems or opportunities from which to learn
• encouraged to read, research and reflect on a subject
• listening and observing, e.g. watching how other people do things, listening to a lecture or presentation, taking notes
• allowed to give free reign to their creativity and inspiration
• allowed to absorb ideas at their own pace and to digest them thoroughly before acting on them or making decisions
• encouraged to excel and praised for a good job
• given the opportunity to explore or question assumptions, presuppositions or methodologies
• being presented with logical, coherent arguments

• having to take centre stage or being put 'under the spotlight'
• asked to repeat essentially the same activity over and over again
• there is more focus on facts and figures than intellectual exploration
• being taught by 'rote' (i.e. repetition), or when given specific instructions or rigid guidelines
• involved in situations which require spur-of-the-moment action and decision-making
• presented with too many distractions or alternatives