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amount, 203 but psychologists have found much larger differences between Western and

nonWestern cultures. 204 In skills associated with the “not left” side of Table 1, Hopi

Indian and Black populations outperform Caucasian populations, male or female. 205 On

spatial aptitude tests, Australian aborigine children consistently score three years ahead of

their white Australian peers. 206 “At least 60 percent of Eskimo youngsters reach as high a

score on tests of spatial ability as the top 10 percent of Caucasian children.” 207 With emotional

baggage like this, helping a visual student graduate with their intuition intact can

feel like operating a station on the Underground Railroad.

The trick to mentoring visual students is to act as an agent working on their behalf, not a

foreman trying to bring them under control. The first image-peculiar task is to reaffirm the

value of visualization, which in turn reaffirms the visual student’s self-worth. The second

task is to shelter the student’s skill from a less than accommodating environment. Finally,

the author gives rounder students advice on how to survive in a straighter world, but emphasizes

that regardless of the consequences, withholding their best work is not an option.

Mentoring visual talent begins with reaffirming the value of seeing. Having been ravaged

by conventional education, some intuiters arrive in the College as disoriented as survivors of

a mental train wreck. These students seem surprised to hear a teacher tell them that the subjective

aspects of their work that other teachers and supervisors have been so consistently

criticizing are actually a gift. Some are thrilled to learn that in addition to doing research

about imagery, they are also permitted to make discoveries with imagery.

To make this point quickly, the author repeats an example selected by art professor Arnheim.

To learn the equation (a+b) 2 =a 2 +b 2 +2ab one may either memorize the formula,

Western-style, or “picture” Figure 11. If the style of seeing works for you, use it.

a + b

a 2 ab

ab b 2

Figure 20. (a+b) 2 = a 2 +b 2 +2ab.

Source: Arnheim, 221.

203 Lauren Julius Harris, “Sex Differences in Spatial Ability: Possible Environmental, Genetic and Neurological

Factors,” in Asymmetrical Function of the Brain, ed. Marcel Kinsborne (Cambridge, UK: Cambridge

University Press, 1978), 405; Restak, 228-231; Forisha, 224-225, 229-230; Gardner, 184; Springer and Deutsch,

201-218.

204 Harris, 432-522; Gardner, 202.

205 Springer and Deutsch cite Joseph E. Bogen, R. DeZare, W.D. Ten-Houten, and J.F. Marsh, “The Other

Side of the Brain. IV: The A/P Ratio,” Bulletin of the Los Angeles Neurological Societies 37 (1972): 49-61.

Springer and Deutsch, 276.

206 Restak citing Judy Kearns, 202-203.

207 Gardner, 201-202.

106

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