by Weston H. Agor, Ph.D. Prentice-Hall, 1984

“....Intuition and perhaps extrasensory and perception may have been validated as a means of reaching and training both the conscious and unconscious mind.” p. 91

1. Consistency of teaching methods and course content.
2. Regularity in performing teaching and research tasks.
3. Predictable results from research.
4. Small, well documented, incremental advances in personal knowledge bases.
5. Long term employment.
6. Content to work within the established order.
7. Support routinizing all levels of work and play.
8. As loyal as possible as long as the paycheck arrives on time.
9. Capable of producing courseware and research, based on the works of others. Good at cataloguing the works of others.
10. Has the capacity to review, critically, the works of others.
11. Does not take “unnecessary” or “unwise” chances.
12. Once a task is started, usually completes it on time.
13. Prefers “cold logic” to “warm fuzzies”.

1. They are oblivious to the existence of the brain dominance issues.
2. If they know about right- and left-brained dominances, they ignore the concept and the consequences.
3. The teaching materials and methods are exclusively dedicated to the left-brained student such that the right-brained students (except the genius class) always test lower than left-brained students.
4. Teach only by using words and non-pictorial symbols.
5. Reward students by testing for rote memory skills, rather than relational thinking skills.
6. The lower scores of the right-brained students is an advantage to the left-brained faculty in that the lower half of the bell curve is more heavily populated than otherwise, making for a soother curve.
7. The needs of the right-brained students can easily be ignored and dismissed in favor of the “brighter” left-brained students who are destined to become math or science scholars of a higher order.
8. The “lower performing” right-brained students have no effective alternative or course of appeal to high authority since higher authority is typically also left-brain dominate – in fact they made the rules.
9. Change, per se, is to be avoided like the plague. “If it is not broken, don’t fix it” is the motto. This translates into, “As long as I get my paycheck on time, why change anything.”
10. The criteria for change is whether the actor thought of the idea or made the invention. “If it was a good idea, I would have thought of it. Since I did not think of it, the idea must not be good.”
11. Change, if allowed, is very small, incremental, and comes at enormous psychic and financial cost.
12. The left-brained dominant faculty make life hell for the right-brained faculty and students by neglect or active interference.
13. Left-brained folks are risk-adverse; change involves risk. Risk is accepted only when the risk is at the one or two percent level.
14. Fear of criticism by peers or superiors weighs heavily in the decision process as to left-brained actions.
15. Does not engage in “talking” but gives speeches. Hates to be interrupted during his or her “delivery” of a “speech”.
16. Requires each step be taken in logical order. Cannot skip a step to get to the end result faster. All “blanks” have to be filled in as one goes through the sequential process.
17. Generally not multi-tasking; at least not on a concurrent basis.
18. Prefers “cold logic” to warm "fuzzies".

1. The case for right-brained faculty:

1. Teach subjects using visual arts, examples and demonstrations.
2. Reward students by testing for relational thinking skills and very little rote memory skills.
3. Innovative, risk-taking, “can do” attitude.
4. Supports testing by essay as per above suggestions.
5. Teaches students relational thinking. Even left-brain dominant students can benefit.
6. Enjoys "two-way discussions” with students and associates in a free flowing, back and forth and in and out format. Easily gives the floor to others; does not hesitate to take the floor for quick interspersion of comments. Does not typically “speechify” his or her audience. Asks for verbal interaction.
7. Capable of large quantum increases in knowledge base.
8. Acts on “instinct”. Can leap over unsolved elements to get to end result, and then go back and fill-in blank spots.
9. Is quite capable of non-sequential thinking and action.
10. Multi-tasking on a concurrent basis.
11. Prefers “warm fuzzies” to “cold logic”.

1. Is sometimes late to class, lab and completion of assignments.
2. Interrupts the “speeches” being given by left-brained students and associates.
3. Easily distracted into other avenues of thought and action.
4. Does not always complete a task once started.
5. Employment boredom or strife with left-brained dominant superiors leads to multiple job changes.
6. Prefers “warm fuzzies” to “cold logic”.

1. That left-brain dominant actors recognize the existence of right-brain dominant actors.
2. That right-brain dominant actors must slip into their left-brain mode when dealing with left-brain dominant associates. Do not expect that left-brain dominant actors will come over to the right-brained side.
3. Right-brained actors must respect and even admire the qualities and abilities of their left-brained associates and see to their care and feeding.

4. Right-brainers must become the driving force of creative change in our educational institutions. The rate of change of the forces of our society needs to be on an exponential, upward curve. Universities have to match or exceed that rate of change to survive and do well. Typically, most universities are many years behind the curve. Unless there is a massive change, the universities will fall further behind the curve, at an accelerating rate. We should take this opportunity to by-pass the staid universities and create our own schools from pre-K to and including the doctorate level. Mondragon has done it; we can do it. When universities are populated at the 60% right-brain dominant level, change will become "spontaneous". The university president's job will change from being the creative driving force, to one where prioritizing the changes becomes his or her critical path.

5. That right-brained actors be given the freedom to experiment and make mistakes and be applauded for their mishaps as well as their successes.
6. That left-brained actors be encouraged to take risks with the sure knowledge that they will not be criticized for a failed attempt, but rewarded for having taken the risk.