We tackle two sets of problems. The first and more tractable set involves tackling those long standing personal and inter-personal problems which endure despite having tried to follow experts' advice and apply common-sense. The confounding backcloth is that experts often disagree among themselves over what one should do and how it should be done;  another is that one person's common-sense is another's nonsense

The second less tractable problem is a metaproblem concerning   "What evidence will convince those agencies responsible for helping those with long standing problems that latent / converted handedness might be a co-factor in sustaining the problem?" Tackling this meta-problem necessarily involves, among other matters,  handling the hegemony of the /right/. 

On the surface long-standing problems fall into two seemingly different types:

  • conceptual : for example, what is dyslexia, dysgraphia, ADHD; and is there a difference between learning difficulty and learning disability? More importantly what is converted / latent handedness and what is the meaning of the 'hegemony of the /right/'
  • practical : for example, how to cure anorexia, improve educational performance, ensure that reasonable adjustments have been made in the workplace for those with disabilities,and  prevent young offenders becoming offenders. More importantly how to identify converted / latent handedness and handle the hegemony of the /right/?

The presumed dichotomy between the practical and the conceptual is replaced by the more useful image of the 'page',  each page having two aspects: recto and verso, which -for the sake of simplicity- can be aligned with the conceptual and the practical. Two implications follow: for every practical problem there are conceptual issues and for every conceptual matter there are practical concerns; and there is frequently a need to turn from page to page engage, to solve ever shifting problems.  

 

This radically different approach helps individuals, corporations, and institutions solve a variety of (to quote Karl Popper) 'concrete miseries'. It does so by dealing with three sets of general ignorance conditions:

  • World-views First, knowledge about world-views, sometimes known as mind-sets, explanatory schemas or frameworks among both the public and professionals. Differences in world-view helps to explain why experts working in the same field often disagree among themselves - for world-views determine which facts are accepted as evidence and what is not.
  • Latent / converted handedness Second, knowledge -in the English speaking world- about a core body-mind condition, referred to in short-hand fashion as latent / converted handedness. This is a core general body-mind condition, identified when we find individuals writing with their non-adept hand. Ignorance about latent / converted handedness, and therefore failure to eliminate it as a co-factor in any presenting problems incurs heavy costs, particularly for the entire education system: has serious implications for the conduct of evaluations for personal, educational, medico-legal and legal purposes. It will also result in ineffectual Personalised Education, Professional Development or Treatment Programmes 
  • Hegemony of the /right/ Third, knowledge about the role of the hegemony of the /right/ and how to handle it. 

Although not obvious, the hegemony of the /right/ issue is interwoven with both world-view and latent / converted handedness issues.

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