The process of mainstream ‘education’ swamps the left side of the brain with the system’s version of reality by communicating ‘logical’ and ‘rational’ information based on ‘observable evidence’. Students are then told to retain this information, and revise it thoroughly, before taking something called an ‘exam’ in which they must repeat to the system what the system has told them to believe.
If they do this really well they pass their exams and ‘progress’. Well done, Johnny, well done Jane, good marks. If they go on doing this really well they might even go to university and get a degree to mark their degree of programming. How programmed are you? I’ve got a first class degree. Oh, first class programming, well done you.
A study by Kyung Hee Kim, professor of education for the College of William and Mary in Virginia, focused on the creativity of school age children between kindergarten and 12th grade using the measurement known as the Torrance tests of creative thinking.
He found a ‘massive’ decline of creativity the longer the students progressed through the school system as ‘children have become less emotionally expressive, less energetic, less talkative and verbally expressive, less humorous, less imaginative, less unconventional, less lively and passionate, less perceptive, less apt to connect seemingly irrelevant things, less synthesizing, and less likely to see things from a different angle.’
These are all traits of the expansive, maverick, dot-connecting right hemisphere of the brain which the education (programming) system suppresses to allow the left-brain to dominate perception and collectively create a left-brain society.