Willingham dispels this is as mere speculation, but public opinion considers this as the long-awaited evidence to justify how to judge people and identify their capabilities.
The advancement of neuroscience over the years has been at an awe-inspiring speed. However, it has attracted diverse misconceptions and myths in terms of the cognitive ability of the brain. Several scientific findings have led to these assumptions and myths, and there applicability in the class setting by teachers is largely debatable. The left-brain versus right-brain distinctions continues to elicit varied reactions from the media and the populace. The analysis by scientists about the functioning of each hemisphere provides a better interpretation on understanding students, girls, and young children. In terms of students, it is not true that right-brained students should avoid the education system and concentrate on their artistic side. Such assumptions may prejudice the thinking of parents who may choose not to educate their children through the normal schooling system, claiming that their brains hinge on the right hemisphere.
Considering the information is not entirely credible, it may be risky to use it in learning materials. There are books that already present such information to students and teachers. Neuroscientists have tried to diffuse the unnecessary propaganda, but their efforts are fruitless. Both hemispheres of the brain coordinate to process information. In case one side is better, it is only by a slight margin with marginal advantages. In consequence, this means that educational material should consider whole-brain thinkers and individual needs of students, rather than focusing on faulty and unsubstantiated myths.
The cognitive differences between boys and girls are statistically real, but at the same time, are too insignificant to determine provision of instructions across the genders. Evidently,