ca _« ‘ : * COMMENT June 1979 June For example: What is the largest city in New York State? Name the R: reac ABC Countries of South America. tary A Convergent question calls for the analysis and integration of crea mus given or remembered data. The answers to these questions may be _ predictable, but convergent at n pha: ders questions ‘“‘he¢ are broader than cognitive memory questions. Educate both brains ~, prec For example: Why are the AB Countries important in ~ clas: South crea America? teac What is there about the location Pe of New York City that accounts ing its importance? Divergent question calls for an- swers which are simp and deve creative and anal: imaginative and which move into new directions. For example: by Olive M. Maccarthy Assistant Professor of Education Recently, the Weber State College School of Education faculty conducted an open meeting on the value of creative arts and their relationship to school discipline problems, learning in other subjects, and motivation of students. The strong emphasis in this presentation was on the education of “‘both brains.”’ Until recently, we have visualized the brain as a single, two-sided organ. It has now been discovered that these two sides of the brain are actually two fullfledged brains in their own right, each performing a different function. Simply stated, the left brain, working with letters, words, and numbers, is analytical and logical. Conclusions of this brain are drawn from facts only. It works with established and proven data. It is conventional, proper, and deals only with the known. Our schools have given their prime emphasis in training the left-brain skills, habits and disciplines. The products of this training are industrious, efficient and orthodox engineers, doctors, lawyers and accountants. Extremely left-brained people are resistant to new ideas and to innovation. Correct procedures and structure are characteristics of these people. They are suspicious and distrustful of openmindedness, novelty, creativity of any kind, and precedent breaking. The traditional school teachers prized this side of the brain, and many schools today act as if ‘their main function is to train the left brain of the student. In contrast to this, the right brain is prized by entrepreneurs, inventors and artists. It invents new undertakings, works with what is not yet real, preoccupies itself with new possibilities. It thrives on the imaginary, the fantastic and the unorthodox, the improper and even the unthinkable. The right brain is favored by leaders in politics, science, art and some professions. They are trailblazers. Examples of famous people are Einstein, Golda Meir, Picasso, Madame Curie, Swietzer, and Major L’Enfant who envisioned and planned the city of Washington D.C. A total population of extreme right-brained people or a total population of extreme left-brained people could be a menace. Convergent and_ divergent thinking relates well to concepts of left brain and right brain development. Memory and convergent questions whose answers are based on rote memory or the analysis and integration of given or remem- new. ways - brair Le might Argentina, Brazil and Chile equa In what be different if they had been yojye colonized by England? but 3 How might the lives of the people the | of New York City be different ifthe § what city were located in the torrid ay. zone? use 0 An evaluative question deals — with matters of judgement, value bi Bo. and choice. They may be either S€€™ broad or narrow. balar For example: Why would you oc like to live in New York City? is Chi broader than would you like to live in New York City? What things would you like t visit in Argentina? or Would yu "ead | ‘acts = SC1€” econ prefer to be a guacho or a cowboy? | Professor Raymond Hock of ae Drake University feels that early readers may be less creative, _ im the stating that children should not be taught to read before starting — elementary school, and preferably not before the age ‘of eight. Thats because reading too early emphasis could cause over development of the left side of the Short the atv le. 2dult 0 f 48 brain, which deals with linear and thing and do no promote creativity. Divergent and_ evaluative questions call for creative and imaginative answers and deal with matters of judgment, value and right side which is creative and “deals more with the intuitive and metaphorical”’. ac which teachers ask evoke similar kinds of responses. That is, relatively well balanced unless to much emphasis has been placed on engage in divergent thinking and cognitive memory questions evoke cognitive memory responses. The following is a brief explanation of four categories of Divergent and Convergent questions taken from Gallagher and Aschner: A Cognitive memory question is a narrow question and involves rote memory. school years. Hock says children don’t need to learn reading until the age of eight. At that point they’ | bered choice. data The are non-imaginative kinds of questions divergent questions cause pupils to logical concepts, as opposed to the At the age of five, when mot children start elementary schoo, ‘hen _ deve! ™igh _ Politi these two sides of the brain arestill ” reading during the child’s pe STE Colle likely to learn more quickly, and catch up to those who started reading at five. **Educatior me should requim ex and creatifitud life... encigein criticinds.