David Galin, among other researchers, has pointed out that teachers have three main tasks: first, to train both hemispheres - not only the verbal, symbolic, logical left hemisphere, which has always been trained in the traditional education, but also the relational, holistic right hemisphere, which is largely neglected in today's schools; second, to train students to use the cognitive style suited to the tasks at hand; and third, to train students to be able to bring both styles - both hemispheres - to bear on a problem in an integrated manner. When teachers can pair the complementary modes or fit one mode to the appropriate task, teaching and learning will become a much more precise process. Ultimately, the goal will be to develop both halves of the brain. Both modes are necessary for full human functioning and both are necessary for creative work of all kinds, whether writing or painting, developing a new theory in physics, or dealing with environmental problems.
Betty EdwardsRelated topics
able bear brain cognitive complementary creative developing education fit full hemisphere human learning left necessary pair problem right second task teaching third three traditional train use work functioningRelated quotes
To make psychology into experimental epistemology is to attempt to understand the embodiment of mind. Here we are confronted by what seem to be three questions, although they may ultimately be only one. The three exist as categorically disperate desiderata.
The first is at the logical level: We lack an adequate, appropriate calculus for triadic relations.
The second is the psychological level: We do not know how we generate hypotheses that are natural and simple.
The third is that the physiological level: we have no circuit theory for the reticular formation that marshals our abductions.
Logically, the problem is far from simple. To be exact, no proposed theory of relations yields a calculus to handle our problem. When I was growing up, only the Aristotelian logic of classes was ever taught, and that badly. The Organon itself contains only a clumsy description of the apagoge - perhaps from the notes of some students who have not understand his master...
Warren S. McCulloch
Germany agreed to restrict her Navy to one third the size of the British but was accorded the right to build submarines, explicitly denied her by the peace treaty, up to 60 percent of British strength, and to 100 percent in case she decided it was necessary to her security, which she shortly did. Germany also pledged that her U-boats would never attack unarmed merchant ships, a word that she went back on from the very beginning of the second war. As soon as the deal with Britain was concluded Germany laid down two battleships, the Bismarck and Tirpitz, with a displacement of over 45,000 tons. By the terms of the Washington and London naval accords, Britain, France, Italy, Japan, and the United States had to limit their battleships to 35,000 tons. Great Britain, as the French contended, had no legal right to absolve Germany from respecting the naval clauses of the Versailles Treaty. And, as many Frenchmen added, no moral right either.
William L. Shirer
At the beginning of the 1980s the world community faces much greater dangers than at any time since the Second World War. It is clear that the world economy is now functioning so badly that it damages both the immediate and longer-run interests of all nations...The problems of poverty and hunger are becoming more serious; there are already 800 million absolute poor and their numbers are rising; shortages of grain and other foods are increasing the prospect of hunger and starvation...Between 20 and 25 million children below the age of five die every year in developing countries...A number of poor countries are threatened with the irreversible destruction of their ecological systems while many more face growing food deficits and possibly mass starvation. In the international economy there is the possibility of... a collapse of credit with defaults by major debtors, or bank failures... [and] an intensified struggle for influence or control over resources leading to military conflicts.
Willy Brandt
In discussing his work [the art of Marcel Duchamp, ] it is necessary to avoid overrating his silence. I hold him in a very high esteem, but I have to reject his silence. Duchamp was simply finished. He had run out of ideas; he was unable to come up with anything important... I would say that even the bourgeois tendencies in Duchamp's work – i. e., a form of provocative, bohemian behavior intended to 'épater le bourgeois'- follow the same path. Duchamp started out from here and wanted to shock the bourgeoisie, and because of that he destroyed his creative powers... The content of Duchamp's silence refers to the aim of leaving the subconscious passive, of developing it. This is the aspect of Duchamp, which is related to Surrealism. The surrealists asserted that they could live with their subconscious; they thought they were above reality, but instead they were beneath it. They thought they could fish in muddy waters.... but to my mind, the images which emerged have a repressive effect.
Joseph Beuys
As to us here our thoughts of every thing at home are suspended, by our astonishment at the wonderful Spectacle which is exhibited in a Neighbouring and rival Country-what Spectators, and what actors! England gazing with astonishment at a French struggle for Liberty and not knowing whether to blame or to applaud! The thing indeed, though I thought I saw something like it in progress for several years, has still something in it paradoxical and Mysterious. The spirit it is impossible not to admire; but the old Parisian ferocity has broken out in a shocking manner. It is true, that this may be no more than a sudden explosion... But if it should be character rather than accident, then that people are not fit for Liberty, and must have a Strong hand like that of their former masters to coerce them. Men must have a certain fund of natural moderation to qualifye them for Freedom, else it becomes noxious to themselves and a perfect Nuisance to every body else.
Edmund Burke