There is a saying among art educators that a person just starting out in color will mix ten gallons of mud before learning how to make beautiful colo… - Betty Edwards

I believe that most of us are too quick to name things when we are with small children. By simply naming a thing and letting it go at that when a child asks, "What is that?" we communicate that the name or label is the most important thing, that naming is sufficient. We deprive our children of their sense of wonder and discovery by labeling and categorizing things in the physical world. Instead of merely naming a tree, for example, try also guiding your child through an exploration of the tree both physically and mentally. This exploration may include touching, smelling, seeing from various angles, comparing one tree with another, imagining the inside of the tree and the parts underground, listening to the leaves, viewing the tree at different times of the day or during different seasons, planting its seeds, observing how other creatures — birds, moths, bugs — use the tree, and so on. After discovering that every object is fascinating and complex, a child will begin to understand that the label is only a small part of the whole. Thus taught, a child's sense of wonder will survive, even under our modern avalanche of words.

David Galin, among other researchers, has pointed out that teachers have three main tasks: first, to train both hemispheres — not only the verbal, symbolic, logical left hemisphere, which has always been trained in the traditional education, but also the relational, holistic right hemisphere, which is largely neglected in today's schools; second, to train students to use the cognitive style suited to the tasks at hand; and third, to train students to be able to bring both styles — both hemispheres — to bear on a problem in an integrated manner. When teachers can pair the complementary modes or fit one mode to the appropriate task, teaching and learning will become a much more precise process. Ultimately, the goal will be to develop both halves of the brain. Both modes are necessary for full human functioning and both are necessary for creative work of all kinds, whether writing or painting, developing a new theory in physics, or dealing with environmental problems.

This is a difficult goal to present to teachers, coming as it does at a time when education is under attack from many quarters. But our society is changing rapidly and the difficulties of foreseeing what kinds of skills future generations will require are increasing. Although we have so far depended on the rational, left half of the human brain to plan our children's future and to solve the problems they might encounter on the way to that future, the onslaught of profound change is shaking our confidence in technological thinking and in the old methdods of education. Without abandoning training in tradtional verbal and computational skills, concerned teachers are looking for teaching techniques that will enchance children's intuitive and creative powers, thus preparing students to meet new challenges with flexibility, inventiveness, and imagination and with the ability to grasp complex arrays of interconnected ideas and facts, to perceive underlying patterns of events, and to see old problems in new ways.