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The phrase "I am not good at mathematics - I am a humanitarian" has been heard by almost everyone. From school, people are usually divided into two camps: some seem to be born for formulas and graphs, others for texts and meanings. This division is so ingrained that many perceive it as a biological fact with which it is pointless to argue. But is the human brain really "programmed" for either numbers or metaphors? Or are we just a convenient explanation that society has been accepting as truth for decades? Modern science provides an interesting answer to this question.
Where did the division into "techies" and "humanitarians" come from?
The idea of dividing people by types of thinking arose long before neurobiology in its modern form. Already in the 19th century, scientists tried to classify intelligence and abilities, sometimes going to extremes. For example, phrenology, popular at the time, claimed that a person's inclinations could be determined by the shape of the skull! Today, this approach is recognized as pseudoscientific, but the logic itself was indicative: society has always wanted a simple and visual explanation of why one person easily solves problems, while another, for example, writes strong texts.
The real cultural explosion occurred in the 1960s and was associated with the research of neuroscientist Roger Sperry. He studied patients with severe epilepsy who had their corpus callosum, a bundle of nerve fibers connecting the cerebral hemispheres, dissected for therapeutic purposes. In the experiments, stimuli were presented to only one hemisphere, and the results were really impressive: the left hemisphere coped better with speech and logic, the right hemisphere with images and emotions.
The problem was that Sperry's findings applied exclusively to patients with impaired communication between the hemispheres. The scientist himself never claimed that in healthy people one hemisphere is "responsible" for mathematics, and the other for creativity! However, the scientific slip of the tongue quickly disappeared, and the simplistic idea turned into a convenient cultural meme that explained any difficulties with the phrase "I just have a different type of brain."
How the Hemispheres of the Brain Actually Work
Modern neurobiology has long revised this picture. The hemispheres do have functional differences, it's a fact, but they never work separately. The left hemisphere is more often involved in processing the structure of speech and consistent logic, the right hemisphere is more often involved in intonation, context, and emotional coloring, but in real life, these processes are always intertwined. When a person reads a book, the left hemisphere recognizes letters and words, and the right hemisphere helps to catch the subtext, irony or anxiety of the hero. When he solves a problem, the left one builds a logical chain, and the right one connects visualization and spatial thinking. The brain acts like an orchestra, not like a collection of individual instruments.
In 2013, neuroscientists conducted a large-scale study using MRI, studying the brain activity of more than 1,000 people when solving mathematical, creative and everyday problems. The result was unequivocal: both formulas and metaphors involve vast networks in both hemispheres. Even simple decisions like choosing dinner activate several areas of the brain at once, and not one "responsible" area!
Why then are numbers easier for some, and words for others?
If it's not the hemispheres, where does the feeling of innate inability come from? Completely different factors come to the fore here.
Environment and stereotypes
Brain development is much like a garden, where not only seeds are important, but also conditions. Even if a child has an interest in numbers or languages, the environment can either support it or drown it out. Studies show that girls often begin to internalize the idea that "math isn't for them" by the age of 6, and this has a direct impact on confidence and choice of activities.
A supportive environment, on the other hand, pushes the boundaries of what's possible. Psychologist Nika Bolzan emphasizes that positive emotions and a sense of security allow a person to try new things and develop abilities in different areas. When adults, sometimes completely unconsciously, repeat phrases like "you're a humanitarian, you don't need it," they form stable internal limitations.
School enhances this effect. A teacher who focuses on mistakes rather than the learning process creates a fear of tasks. In one experiment, students who were labeled "mathematically gifted" were able to improve their scores by almost one and a half times in just a few weeks, solely by changing expectations and approaches to learning.
Examples that break the mold
Real life regularly refutes the rigid division into types of thinking. Writer Lewis Carroll taught mathematics at Oxford, and actress Hedy Lamarr co-authored the technology that formed the basis of modern wireless networks. These stories clearly show that analytical and imaginative thinking are not only not mutually exclusive, but often reinforce!
Genetics – but without fatalism
Genes do play a role: Recent research suggests that some genetic variations can influence the development of areas of the brain associated with processing numbers or language. However, this contribution cannot be considered a verdict. Genetics sets the starting conditions, and further development depends almost entirely on studying and practice. The brain is able to compensate for innate differences by building up neural connections in response to stress.
Is it possible to "retrain" in adulthood?
The key concept here is neuroplasticity. The brain retains the ability to restructure throughout life. A well-known example is London taxi drivers, who, by memorizing a complex map of the city, literally increase the volume of the hippocampus, the memory zone. When the intense load disappears, the structure of the brain changes again, freeing up resources for other skills.
Mistakes in this process do not play the role of an enemy, but the role of a coach. When a mistake is made, the brain first automatically detects the discrepancy, and then turns on the mechanisms of conscious correction — this is how new neural pathways are formed. Studies show that after a few weeks of regular exercise, brain activity in people with learning disabilities is comparable to that of those without learning disabilities.
Let's summarize
The human brain does not divide the world into formulas and metaphors — it was originally created to master both. The feeling of "I can't do it" is more often associated not with biology, but with experience, learning methods, and social expectations. You can develop both analytical and creative thinking, even if it seems that the train has left a long time ago. Visual puzzles help those who are afraid of numbers, and storytelling and comics become a bridge to texts for those who avoid them. The brain willingly learns through play and novelty.
The main conclusion remains simple and perhaps most liberating: a person does not have to conform to labels. A good teacher, a well-chosen course, or sincere curiosity can change the trajectory of development at any age.
