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ERIC Number: ED393896
Record Type: RIE
Publication Date: 1995-Nov
Pages: 27
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Wholetheme Constructivism and Whole-Brain Education: Educational Implications of the Research on Left and Right Brain Hemispheres.
Saleh, Amany; Iran-Nejad, Asghar
The left side of the brain has been said to process speech along with logical, rational, convergent, objective, and sequential tasks. The right side of the brain is thought to process nonverbal, spatial, musical, and analogical information. This paper discusses the research on brain hemisphericity from the perspectives of traditional and wholetheme constructivism. Hemisphericity refers to the relative dominance of the left or right cerebral hemisphere in an individual's functioning, irrespective of the cognitive nature of the task, and is thought to be reflected in the individual's cognitive style. One of the controversies that surrounds brain hemispheric dominance is the origin or cause of the phenomena. While some scientists contend that cerebral dominance is genetic in origin, others argue that it is the result of cultural and educational practices. A biofunctional theory allows for the roles of genes and culture. It is argued that cultural and educational biases for verbal and analytical abilities resulted in the traditional piecemeal approaches that break the content of new information into parts and offer it in a sequential style. This has resulted in consistent use of the left hemisphere, and consequently in cerebral dominance. (Contains 1 table and 47 references.) (Author/SLD)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Analytic Ability; Whole Brain Learning
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Biloxi, MS, November 8-10, 1995).