PERSONAL DEVELOPMENT WEEK 6-LECTURE

TH E POW ER OF TH E MIND: TH E
W H OLE BRAIN THEORY
WEEK 6

Wha t is the Whole Bra in Theory?

• The the o ry o f th e who le bra in-
w o rk b a sic a lly e xp la ins th e
o sc illa to ry d yn a m ic s o f th e
h um a n a n d n o n h u m a n b ra in
d u rin g c o g n itive p ro c e ssin g .
The the o ry is b a se d o n
p rin c ip le s a c c o rd in g to w h ic h
b ra in fu nc tio n s a re
re p re se n te d b y the o sc illa to ry
a c tivity.

Sp lit-Bra in The o ry

Left Right
Hemisphere Hemisphere

- intuitive, Ana lytica l,

crea tive, a nd logica l, Dr. Ro g e r Sp e rry c o n d u c te d a stu d y fo r
e p ile p sy, w h ic h g a ve h im th e 1981 No b e l Prize
synthesizing rea soning a nd fo r Ph ysio lo g y o r Me d ic in e . Sp e rry e xp la in e d
critica l th a t th e b ra in h a s tw o h e m isp h e re s th a t
p e rfo rm ta sks d iffe rn tly fro m e a c h o th e r.
thinking

The Triune Brain Theory

Neocortex or rational Limbic system or Primitive brain or the
brain intermediate brain reptilian complex

Resposnible for Responsible for the which controls the

intelecctual tasks motivation and self-preservation and
such as language, emotion involved in aggressive behavior of
planning, abstraction feeding, humans similar to the
and perception reporoductive survival instincts of
behavior and parental animals
behavior
 Bra in Do m ina nc e The o ry

Ne d He rrm a nn w a s ta ske d to
d e te rm in e w hy so m e in d ivid u a ls
w e re m o re c re a tive th e n o the rs.
De rive d fro m o b se rva tio n s a n d te sts
th a t th e h u m a n b o d y, a lth o ug h
sym m e tric a l a n d p a ire d in a lm o st a ll
a sp e c ts, d o n o t ne c e ssa rily fu n c tio n
e q u a lly.

Upper Left (A) Cerebral Key word for this

Mode quadrant is ANALYTICAL

Lower Left (B) Limbic Key word for this

Mode quadrant is ORGANIZED
Bra in
Lower Right © Limbic Key word for this Domina nce
Mode quadrant is Theory
INTERPERSONAL
Upper Right (D) Limbic Key word for this
System- quadrant is IMAGINATIVE
 Mind ma ps
• Mind ma p s a re u se fu l visu a l to o l th a t h e lp in lin kin g
to g e th e r c o n c e p ts a n d in fo rm a tio n in su c h a w a y th a t
th e in te rc o n n e c tio n a n d in te rre la tio n o f th e se a re
c le a rly la id o u t a n d e a sily a c c e ssib le to h e lp in
p ro b le m so lvin g a n d fo r re fe re n c e a n d re vie w
(Min d To o ls.c o m )

• Min d m a p s a re u se fu l d u rin f b ra in sto rm in g se ssio n s,

m a kin g d e c isio n s, o rg a n izin g in fo rm a tio n , sim p lifyin g
c o m p le x id e a s, n o te -ta kin g a n d e ve n fo r p e rso n a l u se .

Ac c o rd ing to the we b site

www .m in d m a p p ing .c o m , the re a re five
e sse n tia l c ha ra c te ristic s o f m ind m a p p in g :

1. Th e c e n te r im a g e re p re se n ts th e m a in id e a , sub je c t o r fo c us.
2. Th e m a in b ra nc h e s ra d ia te fro m th e c e n tra l im a g e .
3. Th e b ra nc h e s c o m p rise a ke y im a g e o r w o rd d ra w n o r p rin te d o n its lin e .
4. Tw ig s re p re se n t th e le sse r to p ic s.
5. Th e b ra nc h e s fo rm a c o nn e c te d n o d a l struc ture .
 MINDTOOLS.COM PROPOSES THE FOLLOWING STEPS IN CREATING BASIC MIND MAPS:

• Write the title o f th e su b je c t yo u a re e xp lo rin g in th e

c e n te r o f th e p a g e a n d d ra w a c irc le a ro un d it (a s
sh o w n in Fig ure 1) Th e e xa m p le sh o w s h o w so m e o n e is
b ra in sto rm ing the a c tio n s n e e d e d to d e live r a
su c c e ssfu l p re se n ta tio n .

• Dra w lin e s o ut o f the c e n te r c irc le to la b e l m a jo r

su b je c t m a tte r a b o u t m a king p re se nta tio ns, like :
Au d ie n c e , To p ic , Visu a l Aid s, Lo c a tio n a nd
De live ry. (Se e Fig ure 2)

• Dra w a d d itio n a l lin e s th a t w ill c o n n e c t to th e lin e s fo r m a jo r

to p ic s. Fo r e xa m p le , u n d e r Au d ie n c e , yo u w o u ld like to d e sc rib e
a n d list so m e b a c kg ro u n d in fo rm a tio n a b o u t th e m su c h a s th e ir
d e m o g ra p h ic s, e xp e c ta tio n s, kn o w le d g e le ve ls, c o n c e rn s, a n d
b e n e fits re q uire d .
 • The n, fo r in d ivid u a l fa c ts o r id e a s, d ra w line s o ut fro m the
a p p ro p ria te h e a d in g lin e a nd la b e l th e m . Th is is sh o w n in Fig u re 4.

As yo u c o m e a c ro ss n e w in fo rm a tio n , lin k it in to th e m in d m a p
a p p ro p ria te ly.
A c o m p le te m in d m a p m a y h a ve m a in to p ic lin e s ra d ia tin g in a ll
d ire c tio n s fro m th e c e n te r. Su b -to p ic s a n d fa c ts will b ra n c h o ff th e se ,
like b ra n c h e s a n d twig s fro m th e tru n k o f a tre e . Yo u d o n o t n e e d to
wo rk a b o u t th e stru c tu re yo u p ro d u c e , a s th is will e vo lve o f its o w n
a c c o rd .

Usin g Min d Ma p s Effe c tive ly

1. Use Sing le Wo rds o r Simple Phra se s- Ma n y w o rd s in n o rm a l

w ritin g a re p a d d in g , a s the y e n su re th a t fa c ts a re c o n ve ye d in
th e c o rre c t c o n te xts a n d in a fo rm a t tha t is p le a sa n t to re a d . In
m ind m a p s, sin g le , stro n g w o rd s, a n d sh o rt m e a n ing fu l p h ra se s
c a n c o nve y th e sa m e m e a n in g m o re p o te n tly. Exc e ss w o rd s ju st
c lu tte r th e m ind m a p .
2. Print Wo rds- jo in e d up o r in d istin c t w riting is m o re d iffic u lt to re a d

Usin g Min d Ma p s Effe c tive ly

3. Use Co lo r to Se pa ra te Diffe re nt Id e a s- Th is will h e lp yo u to se p a ra te
id e a s wh e re n e c e ssa ry. It a lso h e lp s yo u to visu a lize th e m in d m a p fo r
re c a ll. C o lo r c a n h e lp to sh o w th e o rg a n iza tio n o f th e su b je c t.
4. Use Symb o ls a nd Ima g e s- Pic tu re s c a n h e lp yo u to re m e m b e r
in fo rm a tio n m o re e ffe c tive ly th a n wo rd s, so if a sym b o l o r p ic tu re m e a n s
so m e th in g to yo u , u se it.
5. Use Cro ss-Linka g e s- in fo rm a tio n in o n e p a rt o f a m in d m a p m a y re la te
to a n o th e r p a rt. He re , yo u c a n d ra w lin e s to sh o w th e c ro ss-lin ka g e s. Th is
h e lp s yo u to se e h o w o n e p a rt o f th e su b je c t a ffe c ts a n o th e r.
 The Re a l Truth Abo ut “Sma rt” a nd “Dumb ”.
• No o n e th in ks b a b ie s a re stu p id b e c a u se th e y c a n ’t ta lk. Th e y ju st h a ve n ’t le a rn e d
h o w to ye t. But so m e p e o p le w ill c a ll a p e rso n d um b if th e y c a n ’t so lve m a th
p ro b le m s, o r sp e ll a w o rd rig h t, o r re a d fa st —e ve n tho ug h a ll th e se thin g s a re
le a rne d w ith p ra c tic e . At first, n o o ne c a n re a d o r so lve e q ua tio n s. But w ith
p ra c tic e , the y c a n le a rn to d o it. An d th e m o re a p e rso n le a rn s, th e e a sie r it
g e ts to le a rn n e w th in g s—b e c a use th e ir b ra in “m usc le s” h a ve g o tte n
stro n g e r! Th e stud e n ts e ve ryo n e th in ks a s th e “sm a rte st” m a y n o t h a ve b e e n
b o rn a n y d iffe re n t fro m a nyo n e e lse . But b e fo re th e y sta rte d sc h o o l, th e y m a y
h a ve sta rte d to p ra c tic e re a d in g . Th e y h a d a lre a d y sta rte d to b uild up th e ir
“re a d in g m usc le s.” Th e n , in th e c la ssro o m , e ve ryo ne sa id , “Th a t’s th e sm a rte st
stud e n t in th e c la ss.” The y d o n’t re a lize th a t a n y o f th e o th e r stud e n ts c o uld
le a rn to d o a s w e ll if th e y e xe rc ise d a n d p ra c tic e d re a d in g a s m uc h .
Re m e m b e r, a ll o f th o se o th e r stud e n ts le a rne d to sp e a k a t le a st o n e w h o le
la ng ua g e a lre a d y—so m e th in g tha t g ro w nup s fin d ve ry ha rd to d o . Th e y just
n e e d to b uild up th e ir “re a d in g m usc le s” to o .

Wha t Ca n Yo u Do to Ge t Sma rte r?

• Ju st like a we ig h tlifte r o r a b a ske tb a ll p la ye r, to b e a b ra in a th le te , yo u
h a ve to e xe rc ise a n d p ra c tic e . By p ra c tic in g , yo u m a ke yo u r b ra in
stro n g e r. Yo u a lso le a rn skills th a t le t yo u u se yo u r b ra in in a sm a rte r
wa y—ju st like a b a ske tb a ll p la ye r le a rn s n e w m o ve s. Bu t m a n y p e o p le
m iss o u t o n th e c h a n c e to g ro w a stro n g e r b ra in b e c a u se th e y th in k
th e y c a n ’t d o it, o r th a t it’s to o h a rd . It d o e s ta ke w o rk, ju st like
b e c o m in g stro n g e r p h ysic a lly o r b e c o m in g a b e tte r b a ll p la ye r d o e s.
So m e tim e s it e ve n h u rts! Bu t w h e n yo u fe e l yo u rse lf g e t b e tte r a n d
stro n g e r; a ll th e w o rk is w o rth it!
• Source:http://schools.nyc.gov/NR/rdonlyres/C7BD7406-040C-42FA-B44C2FCF72EB819C/0/GrowYourIntelligen