Universe Rewards Thinking*
Left Brain Worship and the Religion of Academia
By Julian Wash
Rattleberry
Pie
Monday, August 19, 2013
For: rattlereport.com
Dear Humans,
Today I wish to return to consciousness a
number of curious aspects associated with the institution we call
"higher learning." In the process, I‘ll call into
review certain facets of its design and briefly describe some of
the inner-workings of this construct as I see it.
There are many systems, levels, layers
and sub-layers within this organized behemoth, this hulking
monstrosity we call formal education. For my part, I am
neither an expert on the topic nor am I a passively unaware
observer. As a former participant in the program, I have
(like you) invested a great number of hours being "enlightened" by
this brand of orthodoxy. In the aftermath, I have walked away
with a number of insights and antidotes and yet, paradoxically,
have been besieged with more questions than answers. But most
importantly, I have walked away with what I value most –an
opinion. Today I will attempt to express this opinion
in the form of a report, or if you’ll pardon the expression, a
report card.
Making the Grade
It starts with kindergarten for most of
us. From there we advance through "grade" school to
intermediate or "middle" school then on to "high" school. The
linear road map suggests that we are indeed moving upward (or
forward) to some higher level with each passing
semester. This sensation of forward momentum is further
exemplified by the (very real) physical growing process, biological
changes, psycho/social changes and shifts in our perceptions,
attitudes and beliefs.
As we move forward within this construct
we are assessed on a semester basis with regard to our "grades,"
"citizenship," "behavior," "work ethic," and so
forth. By now we have been told repeatedly about
the "golden rule" and the curiously ambiguous "3R’s." So if
the reader will indulge me, I would like to further extrapolate on
the "rules," and while I’m at it, the "rule makers."
First Rule: Law and
Order
During the early years of education, when the grey matter is still very suggestible and malleable, children are bombarded with an excessive amount of structure and discipline under the guise of education. Since previous generations were also subjected to similar inundations and "initiated" into this system, parents are generally cooperative to this process and do not see it as unusual. So long as "Johnny" or "Sally" acquiesce and "toe the hypothetical line" there should be no major problems or concerns.
But then there are those that sometimes "cross the line." The system, it would appear, is aptly designed to quickly root out such young rebels. Children, for instance, that do not respond to authority will be swiftly dealt with. Similarly, the "day dreamer," the right brain child who finds solace in his or her alpha state, the sensitive and aware will be severely suppressed within this environment. The advantage clearly goes to the “left” brain candidate who is continually rewarded for his or her obedience, dutiful performance, attention and adherence to authority.
Left Brain, Right Brain
Conundrum
I speak of "left brain" and "right brain" not so much in the
literal sense but as a metaphor. I think we all agree that
people consistently use both halves of their brain. There are
dominate hemispheres (and for that matter dominate portions within
respective hemispheres) and so one side may take some precedence
over the other. The left side is said to function as the
analytical, logical, mathematical and "obedient" half, whereas the
right side conjures heightened creativity, intuition, morality and
imagination. Obviously, both sides are crucially
important.
People of exceptional ability are thought to have both hemispheres working harmoniously together. It’s been suggested that this harmonious balance is actually "normal" but that the strict rules, rote memorization and disciplines associated with institutional learning permanently changes this balance to consistently favor the left side.
Second Rule: Correction
In those so-called "good old days" corporal punishment was the method of correction in the classroom. If Johnny got too out of line the principal or teacher would sometimes utilize this method. It usually involved "swatting" various parts of anatomy to invoke pain, shame, fear and yes, obedience. The level and severity was limited only by the hand and judgment (or lack thereof) of the administrator. Lingering marks and welts were not unusual. These episodes would sometimes outrage some parents, whereas others would fully support them, and in some cases –"finish" the job when Johnny got home.
In more recent times the "switch and paddle" has yielded to the more civilized (though still highly corrective) methods of detentions, parent-teacher conferences, community volunteer requirements and a whole host of various discipline procedures.
But every so often school psychologists are sought because it‘s presumed that Johnny likely has a mental disorder. When children recognize that a doctor is examining them for "the way they think” this is often sufficiently effective to instill a change –and not often for the better. The child’s self-examination process and the personal embarrassment that comes from the mere suggestion that he or she has a "learning disability" can create huge setbacks in the child's self-esteem. Rest assured that the school psychologist will do their best to redirect Johnny onto a more fruitful course of order and compliance. He will be broken down and built back up numerous times if need be –and in time he will begin to assimilate. But what if all attempts fail?
Then there’s Adderall –that miracle chemical substance designed to bring that left brain out to front and center stage. Johnny had best keep those arms and legs tucked in the ride at all times and abide by the rules or he just might find his brain soaking in a pharmaceutical stew. If he fails to conform, considerable pressure will be brought upon him (and his parents) to permanently change his brain chemistry by insisting on mind altering "medication." One way or another, Johnny will soon blend in with the rest.
I wonder if this is what was actually meant by “no child left behind.”
Third Rule: Rewards and Recognition
Assuming one survives the disciplines and teachings, endures the
breaking down and building up, then before too long they are ready
to enter that “higher” institution known as college. The most
cooperative, ambitious and desirable will have been awarded
financial assistance either in the form of a grant, scholarship or
recommendation that will enable the student to continue his or her
education without interruption and help to mitigate monetary
burdens. This desirable candidate will be further groomed by
professors and administrators and will ultimately be placed in
areas of influence and regard. All other candidates
will be strapped with student loans that will likely follow them
around for half of their lives or more. These debts cannot be
discharged through a bankruptcy, so the (less than ideal) college
candidate will have to get on the ball straight away.
Preaching from the Pulpit
Some professors call it “lecturing” and some call it “teaching.” My awareness draws me toward the more specific phrase of "preaching." The professor has the luxury of an audience that‘s been thoroughly vetted and processed through the system. Our illustrious instructor addresses his or her congregation of mostly “compliant” minds with aplomb and vigor; and these students often regard themselves as “empty and willing vessels” waiting to be filled. Perched high behind their lofty pulpit, the preacher-teacher proceeds to define what is real and …what is not.
The Institution of Academic Religious Authority
Here, within the impressive halls and ivory towers, rules of law and physical matter are essentially worshiped. The campuses are large and magnificent, sprawling buildings designed to inspire and instill awe in the observer with symbols and statues that connote a slew of esoteric and exoteric meaning.
You’ll also find the Darwinian mindset and the general consensus that Humans are merely mammals with "large brains." A sense of "inadequacy" looms over these halls as if this particular state of mind is somehow essential in cultivating higher learning. "Eco-worship" takes precedence over the Human condition and conversations revolving around the adverse impact of "overpopulation" are standard fare.
Here we find the almighty skeptics and cynics, the critics, and worst of all, the pious. They preach from their lectern with a voice of authority, credulity, but to the sensitive ear, they speak in rigid and negative tones. There‘s a dull cadence to their rhythm and they're indifferent to opinion. Only admirers will be welcomed into this church.
Then there’s the yearly pilgrimage where the square hats pay homage to the institution and give nod to the products of their labor. Luminaries don their Saturnian robes and mortar board caps and commence "the word" to their flock of followers in the mass baptism they call "graduation. " A sight to behold indeed.
And as far as those rebels go- most simply fall off the radar. But then there are the others.
Richard Branson, James Cameron, Steven Spielberg, Frank Lloyd Wright, Benjamin Franklin, Thomas Edison, Mark Zuckerberg, Abraham Lincoln, Steve Wozniak, Henry Ford…
How often have we heard of highly successful business leaders and thinkers, celebrated inventors and writers, brilliant musicians and directors who never completed college and sometimes not even a high school education? These individuals never got their "papers" that "certified" them as proficient in a given trade or profession. It should give one pause to ponder- what did they see that the 4.0 student did not?
Report Card
I alluded earlier to a "report card" and so here's a brief breakdown:
So far as the teaching establishment functioning as a "mind-control institution" they clearly earn straight A's. Kudos go to their brilliantly designed "left-brain entrainment" system and conditioning procedure. In fact, it’s so well designed it's almost as if some malevolent, other-worldly entity of extraordinary intelligence was involved in it's creation. –But I’ve digressed.
In all other aspects the institution gets D's and F's. I do not sense that formal education is malleable enough, humble enough and benevolent enough to provide an adequate fit for all children. Sorry –but one size does not fit all. Not even close.
Closing Thoughts
I have spoken in sweeping terms and have characterized, generalized and even trivialized this topic. For that I ask forgiveness. And to any professors that I might have offended please note that was not my intention. This is simply my interpretation of the educational process and how we have all been ensnared in the same copious nets that define its outer boundaries.
It’s not that I’m fundamentally opposed to the concept of higher
education as I have enjoyed, embraced and have personally benefited
from the experience to some extent. As such, I deeply
appreciate the efforts of supporting staff and faculty who assist
the student in the re-learning (or re-remembering) process (as some
of you know I take the position we already know everything but have
forgotten how to remember) and the many humble professors who
understand the limitations of higher learning. But I’m also
well aware that there is more than meets the eye when it comes to
the institutional aspect of this system.
Within the ivy walls of the institution of academic religious
authority, all too often "right brain" individuals get thrown under
the proverbial bus whereas the "left brain," or the more obedient
candidate is rewarded. The division of the hemispheres
serves somewhat as a microcosm representative of the "dualism"
prevalent all around us. I urge all Humans to remember the
importance of establishing proper balance, the Yin and Yang within
the mind.
You have been programmed "institutionally" to favor your left side.
This side represents obedience, or "doing what you are told
regardless of what is right," whereas the right side represents
morality or "doing what is right regardless of what you are
told."
Somewhere in the balance there is truth.
-Until Next Time.
email: jwash@rattlereport.com
Article originally published at:
http://www.rattlereport.com/rattleberry/2013/2013-08-19
This content may be freely reproduced in digital form, provided a
link to the original source is included.
Picture credits:
http://www.funderstanding.com/brain/left-brain-vs-right-brain-teaching-techniques/
http://www.huffingtonpost.com/john-m-eger/right-brain-left-brain-thinking_b_2631704.html
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Universe Rewards Thinking