creating a whole brain model for education reform

July 30, 2007 at 12:33 pm
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Image: Brain Dissolving Detail by flora.cyclam made available by a creative commons license on flickr.

The Information Age we all prepared for is ending. Rising in its place is what I call the Conceptual Age, an era in which mastery of abilities that we’ve often overlooked and undervalued marks the fault line between who gets ahead and who falls behind. (Daniel Pink, Revenge of the Right Brain, Wired 13.02, 2005)

This is where we need to focus – right within that fault line.

I believe that it is where current reform, at least in Quebec, is trying to focus. But the fact that we are in a transitional space, the fact that we are trying to implement a reform that highlights right brain activity such as synthesis, emotional expression, and context within a left-brain structure that continues to emphasize the importance of literalness and sequencing through end of session exams…well…this is problematic. It’s problematic because the two notions are competitive. I hear teachers saying ALL THE TIME that they can not afford to focus on collaboration and knowledge management when they are working towards a traditional end of course exam.

We know that both hemispheres of the brain work in tandem for much of what we do. It would be interesting to extend this concept to educational organizations. Instead of working within a competitive structure we could teach and learn within structures that are whole.

Questions to ask are

  • How can we create a ‘mashup’ of left and right brain tasks and environments that make sense to kids as learners and teachers as educators?
  • How can we create professional development experiences that not only teach these ideas but model them as well?
  • How can we manage the transitions?

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