The Arts in Schools - Calouste Gulbenkian Foundation

Psychology of Consciousness, Robert Ornstein summarisesthese findings:'The left hemisphere ... is predominantly involved withanalytic, logical thinking, especially in verbal and mathematicalfunctions. Its mode of operation is primarilylinear. This hemisphere seems to process informationsequentially. This ... of necessity must underlie logicalthought, since logic depends on sequence and order . . . theright hemisphere is primarily responsible for our orientationin space, artistic endeavour, crafts, body image,recognition of faces. It processes information more diffusely... is more holistic and relational and more simultaneousin its mode of operation.' (Ornstein, 1975, p67)In the view of Ornstein and others, education has concentratedtoo much on the rationality of the left-hand hemisphereat the expense of the more sensuous, intuitive andholistic aspects of consciousness and perception. We haveargued that education is not only a preparation for laterlife. But even those who do see it in those terms will findit difficult to deny that the pre-occupation with academicintelligence in schools is like'training a person for a race by constantly exercising oneleg while leaving the muscles of the other leg to atrophy.'(Hemmings, 1980, p32)We need forms of education which recognise and cater forthe development of both modes of consciousness, to promotea much wider and richer realm of human potential. Moreovera synthesis of these would also help to bring about'a more complete science of human consciousness with anextended conception of our own capabilities.' (Ornstein,1975,p68)26 The The arts are of vital importance in this undertaking for theyimportance are expressions of these other forms of rationality of centralof balance importance in the balanced growth and development of thechild. 7 Without the balance that an education in both thesciences and the arts can give, we should have a societyundignified by a predilection for beauty in art and dignityin relationships. We should have, rather, a nation of beingswith heads like computers, hands like robots and heartslike Caliban's. People know this. They value vocationalskills. But they also demand that young people should have afirm grounding in educational knowledge and a commitment25