Why right-brain teaching is half-witted: A critique of the misapplication of 
neuroscience to education

Lindell, A. K.; Kidd, Evan

doi:10.1111/j.1751-228X.2011.01120.x

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Why right-brain teaching is half-witted: A critique of the misapplication of neuroscience to education

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Lindell, A. K., & Kidd, E. (2011). Why right-brain teaching is half-witted: A critique of the misapplication of neuroscience to education. Mind, Brain and Education, 5(3), 121-127. doi:10.1111/j.1751-228X.2011.01120.x.

Cite as: https://hdl.handle.net/11858/00-001M-0000-002E-246D-4

Abstract

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.