Foreword
Man is intrinsically good
and if shown good
will do good
Socrates
Know Thyself
Plato
What does “good” mean?
Can we accept that it has both a natural meaning
as well as a super-natural meaning?
Firstly - as applied to good social behavior
which we can examine and explain logically and objectively
Secondly- as applied to Go(o)dly religious behavior
which can only be explained intuitively and subjectively?
Let me put it this way
If we behave socially in a logical manner that is materially beneficial to our survival, like having a generous and caring nature; good personal hygiene; a good work ethic; good community commitment - and our actions do not harm or trespass on another being in any manner that might hamper theirs or our development -
we can tern that as “good” social behavior
On the other hand
If we behave in a manner that has no perceivable practical survival benefits
- such as giving thanks to good health, praising a beautiful day or the beneficial rain falling on the crops; engaging in artistic pursuits - and we practice behaving in this thankful way regularly and preferably together within the congregation of our fellows - and in doing so making ourselves feel energized and motivated from within
we can term that go(o)d behavior
Are these two types of “goodness”
from without
and from within
not what Plato meant when he urged us to “know” ourselves?
DUAL BRAIN DEVELOPMENT
Answering the question:
Why Science and Religion are of Two Minds
With all due respect to all the Ages of effort that has gone into the endless attempts to bridge the divide between science and religion and the countless great minds that have failed to do so:
The reason why this thesis pretends to prevail over all others is that prior to 1970 and the publication of results that have emerged from split-brain experiments, no other researcher in previous Ages had the dual-brain scientific data that is currently available.
Nor, it seems, has anyone else during the past 40 years since the publication of Professor Sperry’s Nobel Prize-winning thesis on split brain research and the research since then, seen the significance of introducing this modern understanding of how the human mind works into the mass education system which remains almost exclusively focused on left brain indoctrination.
Consequently no comprehensive philosophy or methodology exists that conclusively links dual-brain perceptions of analysis/intuition to the vital impasse between physics and metaphysics, which has divided Christian cultures with increasing severity ever since Aristotle parted with Plato, and all the masters before, by insisting that only the senses could perceive and analyze reality.
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By explaining the exact nature of the relationship between the left and right hemispheres of the human cortex, this thesis proposes to bridge the argument between design and random effect, and thereby attempt to correct the disassociation which is confusing the child education process and, some would day, the gradual erosion of our ethical sensibilities.
It will provide a reason why two separate modes of perception had to evolve in the human brain.
It will show how and why human consciousness, including art and technology, could not have evolved beyond the rudimentary use of un-worked sticks and stones, evident among chimpanzees, without innate impulses of inspired ideation transmitted from the intuitive right side of the brain for analysis and application by the left side.
It will reveal how and why the intuitive side of the brain arrives at ideation.
It will provide a rational explanation as to why a subtle balance between practical survival needs and a universal Belief in super-natural ethical influence is an essential attribute of the human psyche
It will explain why the modern analytical side of the brain has come to reject the superstitious instincts of the right brain.
It will show why our ignorance of how delicately the psyche is balanced between the two brains, has set the specie on the path towards the possibility of irrational premature extinction.
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Why is the Brain Split in Two?
There are several existential questions we need to ask ourselves
as to why we each walk around with two brains housed inside a single head
Why are two cerebral cortex’s necessary for our survival?
Do both brains work as one?
If not, what is the basic function of each brain?
How do we consciously access both brains?
If we can determine the precise evolutionary purpose underlying the need for having two brains
can we, then, evaluate the survival advantages of two separate modes of perception in a more comprehensive manner than we do at present.?
From that position we may be able to redefine the enigmatic dynamic of the human psyche – of being both objectively analytic and subjectively intuitive at one and the same time. - and thereby devise and introduce an entirely new methodology designed for a more holistic dual brain education.
Education
Forty years ago, science produced some extremely important experiments that distinguish the separate functions of each of the two hemispheres, which. surprisingly, have not been incorporated into the education system… We continue to concentrate almost exclusively on left brain analytical instruction and almost entirely neglect the intuitive inspirational potentials of the right brain, that place in the mind where creative ideas germinate and gives birth to sudden bursts of enlightenment.
Anatomically, we know from split-brain research that the left side of the cortex controls the motor reflexes of the right side of the body and processes mental perception analytically and that the right hemisphere handles the left motor reflexes and is the source of intuitive insights.
Left and Right Brain Modes of Perception
Intellect - intuition
Convergent - divergent
Digital - anagogic
Secondary - primary
Abstract - concrete
Directional - free
Propositional - imaginative
Analytic - relational
Lineal - non lineal
Rational - intuitive
Sequential - multiple
Analytic - holistic
Objective - subjective
Successive - simultaneous
J.E.Bogen
"Some Educational Aspects of Hemispheric Specialization "
in UCLA Education 1972
Though not conclusive there is some validity to the argument that the left and rights sides of the brain respectively represents the masculine and feminine principles of the individual psyche
Here are some insights from the I Ching or Book of Changes
Yin - yang
Feminine - masculine
Negative - positive
Moon - sun
Darkness - light
Yielding - aggressive
Left side - right side
Cold - warm
Autumn - spring
Unconscious - conscious
Emotion - reason
After examining data from his split-brain experiments
Professor Sperry made the following statement
“The main theme to emerge is that there appear to be two modes of thinking, verbal and non-verbal, represented rather separately in left and right hemispheres respectively, and that our education system, as well as science in general tends to neglect the non-verbal form of intellect. What it comers down to is that modern society discriminates against the right hemisphere.”
Roger W. Sperry
“Lateral Specialization of Cerebral Function
in Surgically Separated Hemispheres” 1973
In the forty years since then, neither the state nor private educational systems has done anything about that warning from the Nobel Prize laureate and tried to correct the imbalance. The main reason why is because nobody as yet has explained exactly what the value of intuitive input is or even why the brain is split into two separate modes of perception in the first place. Consequently nobody is certain how to devise the exact right brain exercises that could correct the imbalance.
One of Sperry’s disciples, Dr. Betty Edwards, devised a system of simple drawing exercises designed to excite the right brain into creative expression. She achieved almost instant success with all her beginner art students within a few weeks they progressed from initial childish sketches to astonishing minor master pieces. Since then her book “Drawing on the Right Side of the Brain” has sold several million copies and remains a perennial best seller
So we know, at least, that the right brain is home to artistic perspective and that with a little stimulus it responds positively and beneficially.
But we still do not know exactly how valuable or how vital that input is - not just in terms of encouraging a more holistic conscious development - but also in terms of how the output of both brains working in harmony could improve the general level of the human intelligence quotient and social behavior in particular.
This thesis approaches the conscious connection between the two brains by examining separately
Day Time Consciousness
Night Time Consciousness
to be continued…