This conversation is closed.

I propose that new schools of thought should open up, and be more receptive and directed towards those that are right brain thinkers.

Many of the brightest and greatest minds of our times, came from a form of thinking that is regarded for its learning difficulties, as we all know as dyslexia. These highly conceptual and visual intelligence's can easily solve problems and create new theories, that history has shown has radically changed societies way of thinking, or seeing per se.
Unfortunately for many dyslexics though, they have not been instilled the courage or the minimum ego, to continue on there path of education. Easily are they weighed down by stress and difficulties from just trying to process visual texts from books, whos effort becomes to great to bear to continue. Its understandable though, as we can see with Einstein or Antonio Gaudi, who were of the greatest minds, but yet failed some of their college courses.
I am here today to offer the theory that different schools of thought and training for our future generations will help our world face problems, create new technologies, and more importantly past down to their future generations new radical thoughts and ideas in pursuit of creating a yet better world.
One proposed theory I have is possibly developing the right brain child's intelligence with their specific gifts (I.e. musical dyslexics should learn focus on studying primarily music until 12 or 13, visual/ spatial dyslexics should focus on creating art and developing their thought processes until 12-13 when their intelligence is better trained).
As seen with NASA where half of the employees are dyslexic, creating a world that values different thought processes will be the future of science and art.

  • thumb
    Apr 29 2013: agreed.
  • Apr 22 2013: I am a quant and an INTJ so I am left brained I thought. I thought right brains were artistic not autistic, or can they be both? Right brain I thought was "I feel bad........etc."
    • thumb
      Apr 22 2013: I may have confused you by my mention of Temple Grandin. Ronaldo specifically mentions dyslexia rather than autism.

      The reason I suggested Grandin's talk is that she addresses how people with all manner of disabilities will have significant things to offer if they are educated in a way that is attentive to their strengths.
      • Apr 23 2013: Thanks I was confused as I thought he was talking about autism. So it's a different side of the brain for dyslexia. Oh, I see it now.
  • Apr 22 2013: The sooner a child is seen as dyslexic, the better. Each child can be screened almost as soon as their eyes focus properly, if one is taught what to look for. There are knowns and telltale signs, if one knows how to look and why.

    So one might ask why science hasn't implemented these teachings. I told them years ago. How much money does dyslexia provide to those that claim to lead and those that claim to care for them?
  • thumb
    Apr 21 2013: You may be interested in Temple Grandin's TED talk, which addresses the way the insights of autistic people can be employed in problem solving.

    As we all use both sides of our brain, I think it is suitable for all students to continue to have the opportunity to tap into the range of their capabilities rather than to identify people for early specialization.
    • Apr 22 2013: The more some are challenged, the more they rise to the occasion, right?
      • thumb
        Apr 22 2013: In education that is called "the zone of proximal development." In normal words, there should always be an attainable stretch.
        • Apr 22 2013: That must be why my mother offered a modicum of praise, if we exceeded what she expected, while she always made us realize we could do much better, no matter how well we did.
        • Apr 22 2013: Attainable stretch is just another word for false praise, from a different perspective, of course such would have to be proven, right?
      • thumb
        Apr 22 2013: Attainable stretch doesn't have anything to do with praise. It is related to the level of challenge rather than anyone's response to it.
        • Apr 22 2013: Oh, you were being literal? I never thought copy, paste and memorization, was a stretch.
        • Apr 22 2013: There is no attainable stretch in copy, paste and memorization. First graders can do such, that's why I called your stretch, false praise.
      • thumb
        Apr 22 2013: Cut and paste and memorization is not a stretch for most students. I don't know what you are assuming I mean by attainable stretch or specifically why you assume i must mean cut, paste, and memorization.
        • Apr 22 2013: Then what are you referring too?
      • thumb
        Apr 22 2013: For example, after learning how to use several tools in solving problems, approaching a problem that is best approached through a combination of available methods. It could mean extending a method to work in a related situation.

        Or it could mean interpreting a more difficult reading.

        It could mean designing an experiment to test a hypothesis which introduces a new variable.

        It depends on the subject and what level the student is at.
        • Apr 23 2013: All that and ya didn't say a thing.