The Process Involved To Make a Mind Map
Producers December 15th, 2009Those who advocate that people be taught how to make a mind map believe that there’s been something missing from public education for a very long time. The more left-brain, linear way of looking at the world has dominated information systems, while the right brain has rarely been involved. That side of the brain works differently, by means of visual associations and concepts. And the mind mapper wants to draw right-brain thinking into the wider educational picture.
But why would someone need to make a mind map to begin with? After all, linear thinking has served people very well for a great many years. Proponents of this right-brain way of looking at things don’t deny that, nor do they intend that this alternative reasoning process should replace the linear way of thinking. Rather, they view the two methods as partners; right-brain thinking is a way of expanding possibilities. Mind mapping might even capture possibilities that could be useful but which may never be discovered at all using only the linear, single-direction style of thought that dominates society.
So how does one begin making a mind map? One starts with a central concept or idea, written on a piece of paper, a white or blackboard, or perhaps on a computer screen. Then the brainstorming begins. One can do this alone, but it’s even more effective with several people. Everyone tosses out any idea they think of that relates to that central concept, and all ideas are written down. Once everyone is done, all the concepts are analyzed and gathered into broad themes that suggest themselves, essentially doing visual mapping to link common ideas together.
By brainstorming like this and using mind mapping techniques, sometimes new connections are discovered that weren’t noticed before. Things might be seen to affect the central issue that no one previously realized had anything to do with it. Left-brain linear thinking concentrates more on the fine details of an issue, while as one works to make a mind map, it becomes a means of seeing the bigger picture, or discovering the constellation of ideas forming the wider environment of the issue. These two ways of approaching a problem don’t need to be in competition, but can work together to form a more comprehensive whole.
Beth Kaminski is the co-author of Curing Your Anxiety And Panic Attacks which detailed anxiety or panic attacks as well as tips on the various anxiety disorder medications available at anxietydisordercure.com.
December 15th, 2009 at 2:23 am
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December 15th, 2009 at 7:34 am
This is a very interesting post: I have been involved in public education for over 20 years and I DO believe that there is something significantly missing from the education system in the UK – giving students access and skills to use the whole of their brain potential. Mind Mapping of course does this but it is rarely taught except by those, like me, who have realised this massive gulf and started to bridge it. Linear lists have not served us well and this can be seen because many of the great thinkers have not used linear lists but gone for visual recording of their ideas: Einstein, Leonardo, Eddison et al. As soon as you show a learner how to Mind Map you can see the release in their thinking and creativity. However a word of caution Mind Mapping and Brain Storming are not the same as this article seems to suggest.
December 30th, 2009 at 5:21 pm
Yesterday I realized that mind mapping is alive in my son’s primary school classroom.
Yesterday I created a mind map of the things that I wanted my boys and I to achieve by the end of the day. I drew the mind map on my 5 year old son’s white board just after breakfast and then gave him the option of what we would do first. My son then spontaneously wrote a title showing that he understood exactly the purpose of the mind map.
Later in the day my son said that his teddy, George, needed a wash and reminded me that George’s nose needed sewing up.
I suggested he added it to the mind map, which he did. He drew a picture of George, a sewing needle and a washing machine. I was particularly impressed as everything else I had penned were words and I hadn’t even suggested he drew a picture.
My son’s current teacher does use a wordy mind-map-type diagram to describe what the children will be doing each term, but I had never asked how this is shared with the children, perhaps I should!