Why Right-Brain Teaching is Half-Witted: A Critique of the Misapplication of Neuroscience to Education
Version of Record online: 10 AUG 2011
© 2011 The Authors. Journal Compilation © 2011 International Mind, Brain, and Education Society and Blackwell Publishing, Inc.
Mind, Brain, and Education
Volume 5, Issue 3, pages 121–127, September 2011
How to Cite
Lindell, A. K. and Kidd, E. (2011), Why Right-Brain Teaching is Half-Witted: A Critique of the Misapplication of Neuroscience to Education. Mind, Brain, and Education, 5: 121–127. doi: 10.1111/j.1751-228X.2011.01120.x
- Issue online: 10 AUG 2011
- Version of Record online: 10 AUG 2011
Educational tools claiming to use “right-brain techniques” are increasingly shaping school curricula. By implying a strong scientific basis, such approaches appeal to educators who rightly believe that knowledge of the brain should guide curriculum development. However, the notion of hemisphericity (idea that people are “left-brained” or “right-brained”) is a neuromyth that was debunked in the scientific literature 25 years ago. This article challenges the validity of “right-brain” teaching, highlighting the fact that neuroscientific research does not support its claims. Providing teachers with a basic understanding of neuroscience research as part of teacher training would enable more effective evaluation of brain-based claims and facilitate the adoption of tools validated by rigorous independent research rather than programs based on pseudoscience.