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DESCRIBING 16 HABITS OF MIND
From Arthur L. Costa and Bena Kallick
By definition, a problem is any stimulus, question, task, phenomenon, or discrepancy, the explanation for which is not
immediately known. Thus, we are interested in focusing on student performance under those challenging conditions that
demand strategic reasoning, insightfulness, perseverance, creativity, and craftsmanship to resolve a complex problem.
Not only are we interested in how many answers students know, but also in knowing how to behave when they DON'T
know. Habits of Mind are performed in response to those questions and problems the answers to which are NOT
immediately known. We are interested in observing how students produce knowledge rather than how they merely
reproduce knowledge. The critical attribute of intelligent human beings is not only having information, but also knowing
how to act on it.
A "Habit of Mind” means having a disposition toward behaving intelligently when confronted with problems, the answers
to which are not immediately known. When humans experience dichotomies, are confused by dilemmas, or come face
to face with uncertainties--our most effective actions require drawing forth certain patterns of intellectual behaviour.
When we draw upon these intellectual resources, the results that are produced through are more powerful, of higher
quality and greater significance than if we fail to employ those patterns of intellectual behaviours.
Employing "Habits of Mind" requires a composite of many skills, attitudes cues, past experiences and proclivities. It
means that we value one pattern of thinking over another and therefore it implies choice making about which pattern
should be employed at this time. It includes sensitivity to the contextual cues in a situation which signal this as an
appropriate time and circumstance in which the employment of this pattern would be useful. It requires a level of
skilfulness to employ and carry through the behaviours effectively over time. It suggests that as a result of each
experience in which these behaviours were employed, the effects of their use are reflected upon, evaluated, modified
and carried forth to future applications.
What behaviours are indicative of the efficient, effective problem solver? Just what do human beings do when they
behave intelligently? Following are descriptions and an elaboration of 16 attributes of what human beings do when they
behave intelligently. We choose to refer to them as Habits of Mind. They are the characteristics of what intelligent
people do when they are confronted with problems, the resolution to which are not immediately apparent. These
behaviours are seldom performed in isolation. Rather, clusters of such behaviours are drawn forth and employed in
various situations. When listening intently, for example, one employs flexibility, metacognition, precise language and
perhaps questioning.
Please do not think that there are only sixteen ways in which humans display their intelligence. It should be understood
that this list is not meant to be complete. It should serve to initiate the collection of additional attributes. Although 16
Habits of Mind are described here, you, your colleagues and your students will want to continue the search for additional
Habits of Mind by adding to and elaborating on this list and the descriptions.
1. Persisting
Persistence is the twin sister of excellence. One is a matter of quality; the other, a matter of time.
Marabel Morgan,The Electric Woman
Efficacious people stick to a task until it is completed. They don't give up easily. They are able to analyse a problem, to
develop a system, structure, or strategy to attack a problem. They employ a range and have repertoire of alternative
strategies for problem solving. They collect evidence to indicate their problem-solving strategy is working, and if one
strategy doesn't work, they know how to back up and try another. They recognize when a theory or idea must be
rejected and another employed. They have systematic methods of analysing a problem which include knowing how to
begin, knowing what steps must be performed, and what data need to be generated or collected. Because they are able
to sustain a problem solving process over time, they are comfortable with ambiguous situations.
Students often give up in despair when the answer to a problem is not immediately known. They sometimes crumple
their papers and throw them away saying, "I can't do this," "It's too hard," or, they write down any answer to get the task
over with as quickly as possible. Some have attention deficits; they have difficulty staying focused for any length of time,
they are easily distracted, they lack the ability to analyse a problem, to develop a system, structure, or strategy of
problem attack. They may give up because they have a limited repertoire of problem solving strategies. If their strategy
doesn't work, they give up because they have no alternatives.
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