Kaleidoscope on-going researched information documentation
De-stresser, Mind Focusing and Creativity Tool
‘ The human brain is an enchanted loom where millions of flashing shuttles weave
a dissolving pattern, always meaningful, though never abiding.
It is as if the Milky Way entered upon some cosmic dance.’
- Sir Charles Sherrington, Neuro-scientist and gatherer of modern neuro-physiology
The brain cell is the fundamental bio-chip of our brain and is what defines our ability to learn, remember and function. At birth we are born with all of the component brain cells or neurons, that we will ever need, all one million million of them. That’s 166 times as many neurons then people on the planet. Each brain cell looks like an octopus with many tentacles, at the end of each tentacle are thousands of mushroom shaped dendritic spines containing thousands of packaged chemicals. It is here that the brain cells communicate with each other through electromagnetic impulses that travel down a brain cell’s branch and trigger the chemicals on the mushrooms, these then rush across a little gap called the synaptic gap, triggering chemicals in adjoining brain cells. The process moves on a track or pathway much like a complex map, trail or route in a ‘gigantic forest”. Carrying all the information in every thought, every memory or learning you will ever experience. So describes Tony Buzan in ‘Brain Child’, pg 4, the workings of the complex brain to parents of their new babies. He goes on to give an account of a powerful microscopic view of an examination of a living brain cell in a petri dish as it scans every inch of the dishes surface, for ‘connections’, via chemicals and physical contact. The brain cell they noted, “is an independently intelligent, astoundingly complex and extremely mobile being.”
Left and Right brain: accessing its full range
Dr Rodger Sperry, won the nobel prize with his research into the functions of the two upper brain haves, also know as ‘the thinking cap’. They are as follows’ (see diagram)
Left Brain: logic, lists, lines, words, number and analysis
The Right brain: rhythm, colour, image, (imagination), daydreaming, and ‘seeing the whole picture’, or ‘gestalt’
Leonardo da Vinci said that in order to have a excellent brain and good thinking skills one should, ‘Study the art of science and the science of art’
Developing whole brain thinking, helping to heal learning disabilities with special emphasis on dyslexia & ADHD labeled learners.
Albert Einstein successfully combined both halves of his brain all the time; this natural developmental progress of whole brain thinking should be employed by all of us daily. By linking logical, numerical and analytical capacities with our phenomenal ability to use our imagination and daydream.
Research is beginning to reveal that using the kaleidoscope as a creative mind-focusing tool would employ this very principle in an effortless and beautiful way. Watching individual responses to the kaleidoscope image, from the initial look, we observe how the image absorbs the learners attention. Noting how calm and happy they look, to hearing how relaxed and refreshed they feel. This forms the basis of our own informal research, an in-depth study over the last ten years, with the last three years focused specifically on children. Kaleidoscope viewing in conjunction with an equal dose of all nine levels of intelligence ( see below) might reveal how a learner can access the full potential of their minds capabilities. Using this tool, will serve as a link finder for many, a mind focuser and teaching aid for others. When learners learn how to access this natural part of their brains intelligence without help the benefits are positive and uplifting:
The nine intelligences are as follows:
Lets see how many aspects learners would access through kaleidoscope viewing!
Verbal Intelligence : (linking to expression of the imagination)
Expression of what they are seeing inside a kaleidoscope pushes the extent and range of vocabulary, through verbalizing, shapes and colours.
Numerical/Logical Intelligence :
How many angles, shapes and patterns do they see?
Increases long & short memory:
We remember because the brain learns to associated ‘letters of the alphabet’ strung together to form words to symbols which are referenced, e.g., ball, balloon, elephant, add to this, red ball, white balloon, pink elephant, and see what happens with the brain. (Brain Child, Tony Buzan pg 289)
When a child cannot sit still, or places the letters back to front in a word, the correct ‘retrievable’ mind-memory association does not happen. This glitch in the program leaves a learner feeling stupid and can become a disruptive element in the classroom.
When the mind is distracted due to hunger, language differences, trauma at home, peer pressure in the class or even the teacher’s lack of knowledge regarding brain mechanics, associations with word integration do not happen. The brain remembers only half, if that, of the information given because it’s presented with incorrect word association.
Engineering/Spatial Intelligence :
By sharing with them through a slide presentation the miraculous world of the macrocosms in relation to the great artists and sculptures of our time, to investigate the miraculous world of three dimensional space:- by building their own kaleidoscope.
sight 100%, smell 0%, touch 100%, taste 5%, and feel 100% (to be researched more)
Expansion of Peripheral Vision:
Viewing short, medium and long-term perspectives, – keeps the eye ‘muscularity fit’.
Stress is associated with various mind-emotion based perceptions that affect the expansion or contraction of your peripheral vision, which influences your ability to absorb information and so learn. If a person is frightened, bullied, feeling stupid or even suffers from an undiagnosed genetic eye disorder or virus, what the learner absorbs can be affected. All of these factors can limit and restrict their vision. Limiting the amount of information they are aware of and, can recall. Virginia I. Shipman, stated that, ”under stress an individual’s perceptual fields constrict, causing them to “observe less, see less, remember less, learn less, and become generally less efficient”. (Presented to the Easter Psychology. Association, Philadelphia, PA, 1954).
‘Children with learning disabilities consistently have smaller visual fields than children without learning disabilities’. (T.H. Eames, “restrictions of the Visual Fields as Handicaps to leaning”, journal of Educational Research 19 (Feb. 1936): pp.460-463
Body/kinesthetic Intelligence:Hand/Eye co-ordination :
Developing fine motor skills. By the age of three enough muscle has developed to help co-ordinate play and simple objects.
From 25 – 29 months, ability to co-ordinate fine motor skill movements of wrists, fingers and hand. 30 to 36 months; can hold pen, small scissors, chalk, and crayons.
Left and right-handedness, or ambidexterity; kaleidoscopes are held in the learners dominate hand and turned by the other, while looking through the most dominate eye which indicates which side of the brain is more dominant. Encouraging the learner to use the other eye, brings the connection. Alternating this way of viewing a kaleidoscope with practice, stimulates body-mind to balance and be more coordinated.
Creative Intelligence: (linking to expression of the imagination)
Refers to more associative, radiant and explosive thought processing that 'move' the brain into new realms of thinking and expressing.
Refers to the learner’s deep and intricate personal relationship with themselves.
Beneficial: Self-confidence, self fulfillment and self-love,
Destructive: Self-doubt, self-denial and self-hatred.
Social Intelligence: (is developed and easy to empower through training)
Loves multiplicity and Is positively sensitive to different cultures,
Loves working with different kinds of learners, visible physical and social difference.
Negotiates for a win-win situation and listens with understanding.
Spiritual Intelligence: A sense of awe and wonder
American psychologist A.A. Maslow believed spiritual intelligence to be all-inclusive ‘universal intelligence' and viewed it as the ultimate goal of the hierarchy of needs. Once the more basic needs of food, shelter, education, productivity and security have been achieved.