Category Archives: Cognitive Styles

Prompted by a question on Twitter, I assembled some suggestions for “balancing towards more ‘right-hemisphere’ thinking”.
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The relationship between ‘divergent’ and ‘diversity’ — an occasion to think about one’s own understanding.
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In my view, McGilchrist’s “Master” and “Emissary” modes are the mind’s equivalent of what bending and stretching are for the body. So we need to understand the ‘flexors’ and ‘extensors’ of brain operation.
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Why is the denial of brain lateralization so grim, piqued and emotional? The very idea that there are different modes, may be unsettling. The complacency that there is just one right way (and of course this is mine) may be threatened. Furthermore, the notion of two hemispheres suggests that the two modes are equitable.
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In a very inspiring paper, R. Williams, S. Gumtau and J. Mackness offer much insights about a wide spectrum of the cognitive development. It appears very clear and suggests how all the pieces fit together: From embodied cognition, synesthetic abilities, metaphors, to generalizations and abstractions.
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Today’s OLDaily points to a paean of abstraction. I wonder if it is really useful to glorify the abstract in this radical, literal, narrow (well: abstract) sense, or if we are conflating it with other forms of generalizations or indirections, such as patterns or metaphors.
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In a new article on Learning Styles, the old black and white thinking is reiterated: Approaches are wrong because there is no evidence. But also critics with more differentiated views have their say, who advise teachers “to become aware of their own learning style”.
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While both bloggers and forum lovers on CCK08 value diverse, non-linear, “big picture” style conversations, there might be subtle differences in the type of conceptual connections that both camps feel most comfortable with. This differences affect the “closeness” or “nearness” of the concepts, ideas, and aspects under discussion, both “spatially” and temporally.
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