Introduction to Dermatoglyphics
The word “dermatoglyphics” is derived from the ancient Greek word “derma” which means skin and “glyphs” which means carving. Dermatoglyphics refers to that branch of science which studies patterns of skin ridges present on the finger tips and toes of humans. The study reveals the congenital link between our fingers and our innate qualities and abilities. These patterns are formed during the foetal development stage i.e. from the 13th to 21st week of pregnancy.
Dermatoglyphics Multiple Intelligence theory/deduction is based upon genetics, embryology, dermatoglyphics, and neuro-science. Besides that, it also uses observation, recording, comparison, classification methods, clinical experience and the integration of multiple intelligence/wisdom.
It is confirmed that Dermatoglyphics can accurately analyse and reveal a child’s innate multiple intelligence and potential.
Features of Fingerprints:
Scientific development of dermatoglyphics
Since 1823, scientists discovered that there is a co-relation between fingerprints (Dermatoglyphics) and the brain’s natural/innate multiple intelligence/wisdom. It is later confirmed by medical proof. Fingerprints and sole prints (real skin) starts to develop at week 13 and by week 19, they are fully formed. During this stage, the lines and ridges on the cerebrum (brain) and the fingerprints are growing at the same time. Once the fingerprints/dermatoglyphics are formed, it stays for a lifetime and does not change naturally. This theory/deduction is based upon genetics, embryology, dermatoglyphics, and neuro-science. Besides that, it also uses observation, recording, comparison, classification methods, clinical experience and the integration of multiple intelligence/wisdom. It is confirmed that Dermatoglyphics can accurately analyse and reveal a child’s multiple intelligences and potential.
Scientific Research on Dermatoglyphics
1823 : John E. Purkinje began the scientific study of papillary ridges of the hands and feet. He classified the prints into different types. 1858 : For the first time the importance of fingerprints for identification was established.
1880 : Henry Faulds, a Scottish surgeon in a Tokyo hospital, published his first paper on the usefulness of fingerprints for identification and proposed a method to record them with printing ink. He proposed the theory of RC (Ridge Count).
1892 : In his book Fingerprints, Sir Francis Galton (a British Anthropologist and cousin to Charles Darwin) demonstrated their individuality and permanence. He studied fingerprints to seek out hereditary traits.
1893 : Sir Edward Henry published the book The classification and uses of fingerprints, which became the basis for fingerprint identification and other classification systems.
1929 : Harold Cummins and Charles Midlo M.D., together with others, published the influential book Fingerprints, Palms and Soles, a bible in the field of dermatoglyphics. Cummins coined the word “dermtoglyphics”.
1934 : Canadian neurologist, Professor Penfield published the chart between brain regions and bodily functions. In the chart, the relationship between fingerprint and the brain is also pointed out.
1945 : Dr. Harold Cummins stated the theory PI (Pattern Intensity) He associated the number of RC with different types of patterns, also taking into consideration which finger they are in. This improved accuracy.
1985 : Dr. Chen Yi Mou Phd. of Havard University researched dermatoglyphics based on Multiple Intelligence theory of Dr. Howard Gardner. Dr. Mou was the first one to apply dermatoglyphics to educational fields and brain physiology.
2004 :International Behavioral & Medical Biometrics Society published over 7000 report and thesis on how U.S., Japan, China, Taiwan apply dermatoglyphics to educational fields, expecting to improve teaching qualities and raising learning efficiency by knowing various learning styles.
2008 : Prof Lin is awarded U.S Patent for his unique concept on DMIT.
2011 : Prof Lin’s Well Gene Science sign Indian Regional Partnership Agreement with Brainwonders for DMIT.
Functions of the brain
Recent scientific discovery:
Different parts of the brain are responsible for different functions. They operate based on a parallel, decentralized mode of operation, rather than starting up the entire brain at the same time. Therefore, understanding the magnitude of the strength and weakness of each functional part is immensely beneficial to learning.
The brain is divided into four main regions which are frontal, parietal, temporal and occipital
- Frontal lobe takes up 41%, controls mental & thought function
- Parietal takes up 21%, controls physical/bodily movement
- Temporal takes up 21%, controls auditory function
- Occipital takes up 17%, controls visual ability
Left and right brain functions
In Roger W Sperry’s dual brain theory and current neuroscience has discovered that the left brain is the numbers brain, more biased towards awareness/consciousness, contraction-like way of thinking and functions using induction, analysis, grouping and integration; whereas the right brain is more biased towards subconscious, expansive and diffusive type of thinking, works using imagination and association that are not logical. The left brain exhibits planning, persistence, judgement and management. The right brain on the other hand, exhibits goal setting ability, creativity, imagination and leadership.
Multiple Intelligence (Theory by Dr. Howard Gardner)
The theory of multiple intelligences was proposed by Dr. Howard Gardner, Ph.D. in 1983, to more accurately define the concept of intelligence and address whether methods which claim to measure intelligence (or aspects thereof) are truly scientific. Gardner’s theory argues that intelligence, particularly as it is traditionally defined (IQ), does not sufficiently encompass the wide variety of abilities humans display. In his conception, a child who masters multiplication (mathematics) easily is not necessarily more intelligent than a child who struggles to do so. The second child may be stronger in another kind of intelligence, and therefore may best learn the given material through a different approach. He/she may excel in a field outside of mathematics or may even be looking through the multiplication learning process at a fundamentally deeper level that hides a potentially higher mathematical intelligence than in the one who memorises the concept easily.