Definition
This theory of the structure and functions of the mind suggests that the two different sides of the brain control two different “modes” of thinking. It also suggests that each of us prefers one mode over the other.
Discussion
Experimentation has shown that the two different sides, or hemispheres, of the brain are responsible for different manners of thinking. The following table illustrates the differences between left-brain and right-brain thinking:
Right Brain :
Random
Intuitive
Holistic
Synthesizing
Subjective
Looks at whole
left brain:
Logical
Sequential
Rational
Analytical
Objective
Looks at parts
Most individuals have a distinct preference for one of these styles of thinking. Some, however, are more whole-brained and equally adept at both modes. In general, schools tend to favor left-brain modes of thinking, while downplaying the right-brain ones. Left-brain scholastic subjects focus on logical thinking, analysis, and accuracy. Right-brained subjects, on the other hand, focus on aesthetics, feeling, and creativity.
-info from website: http://www.funderstanding.com/content/right-brain-vs-left-brain
-image website: www.brainbasedbusiness.com/2008/...ain.html
The idea of ‘left brain’ versus ‘right brain’ learning has no credence in neuroscience.
ReplyDeleteThe idea appears to stem from the fact that there is some hemispheric specialisation in terms of the localisation of different skills.
For example, many aspects of language processing are left-lateralised (although not in blind people or in those who emigrate in later childhood to a new linguistic community). Some aspects of face recognition, in contrast, are right-lateralised. However, it is also a fact that there are massive cross -hemisphere connections in the normal brain. Both hemispheres work together in every cognitive task so far explored with neuroimaging, including language and face recognition tasks.
So far, neuroimaging data demonstrate that both ‘left brain’ and ‘right brain’ are involved in all cognitive tasks.
Goswami (2004:180)
REFERENCE
Goswami, U. (2004) ‘Neuroscience, science and special education’, British Journal of Special Education, 31 (4), 175–183.