For over 30,000 years, humans have been engaging with the environment in a vivid way, which is why we also refer to the cognitive development that can be read from this as cultural evolution. While the brain of our species has not demonstrably changed in this time, our descriptive learning environments have. As the complexity of our cultural environment increases, so too do the demands on the development of our spatial-visual skills. We have to learn to orient ourselves beyond regional borders in a global world at an ever earlier stage. Today, this is no longer limited to our settlement areas and infrastructures. In addition, there are virtual spaces for action, such as the Internet, in which we communicate, think, act and through which we can shape our reality.
The complexity of the structure and the speed of change in our learning and working environments are only possible because our brains are constantly adapting to the demands placed on them. This educational process requires time and specific support. The earlier we start, the more effective it will be. The development of spatial-visual skills should therefore begin in the early childhood development phase and then continue methodically throughout life. The integrative development of verbal and descriptive skills offers a considerable advantage. It encourages us to verbalize our observations and illustrate our statements by visualizing, embodying and spatializing them.
Our expertise in the use of verbal and descriptive media increases our influence on the interest and attention behavior of our target group. This also increases the comprehensibility and sustainability of our message. The structure of many media today therefore usually features both language levels. For this reason, the methodical development of our verbal and descriptive skills is a prerequisite for participation in modern societies.
