Basic research into the mechanisms and functions of the brain carried out in the past 25 years has provided evidence that humans do, indeed, experience two ways of knowing. More recent research has explored the nature of the apparent perceptual bias--or way of knowing--of each brain hemisphere, and this information, which has changed thinking about the brain, has profound implications for all educators. A review of research confined to the procedures applied by the brain in processing materials specific to the language arts yields a number of implications for teachers in that field, including the following: (1) all materials should be presented as a whole and as parts of a whole; (2) less material should be covered, allowing students to approach the concepts using as many modalities as possible; (3) students should be allowed to explore new processes and ideas and to play with ideas; (4)reading and writing activities should be extended to include informal conversation, rhythmic and physical interpretations, and creative dramatics activities; (5) new associations between ideas should be encouraged, and their expression rewarded; and (6) literature rather than basal readers, should be the choice of materials for all language arts activities. (FL)