Most amazing part of human evolution is the cerebellar learnography of knowledge transfer

In humans, the cerebellum of brain plays an important role in motor learning and movement control. It may also be involved in some cognitive or executive functions such as attention, language and finger mapping as well as in regulating fear and pleasure responses. But its movement or motor-coordination related functions are the most solidly established in the research work of neuroscience.

Anatomically, cerebellum is attached to the brainstem and it performs a number of motor, cognitive and limbic functions in collaboration with the different parts of cerebral cortex. Unconscious knowledge learning transfer occurs in cerebellar internal module that leads to enhanced executive control in working memory, thought coordination, outcome predictions and scientific discovery.

The cerebellum of human brain does not initiate movement but contributes to coordination, precision and accurate timing. It receives input from the sensory systems of spinal cord and from other parts of the brain, and integrates these inputs to fine-tune motor activity. Cerebellar damage produces many types of disorders in fine movement, equilibrium, body posture and motor learning that can badly affect the conditions of working, learning and earning.

Several theoretical models have been developed to explain sensorimotor calibration in terms of synaptic plasticity within the different parts of cerebellum. In addition to its direct role in motor control, the cerebellum is necessary for several types of motor learning, most notably precise learning to adjust to the changes in sensorimotor relationships of the motor knowledge. This is basis to develop smart brainpage for book to brain knowledge transfer in school system.

The cerebellum is located in the posterior cranial fossa of human skull. The fourth ventricle, pons and medulla of brainstem are in front of the cerebellum. It is separated from the overlying cerebrum by a layer of leathery dura mater, known as tentorium cerebelli. All of its connections with other parts of brain travel through the pons of brainstem. Anatomists classify cerebellum as part of the metencephalon, which also includes the pons. From the evolutionary point of view, metencephalon is the upper part of the rhombencephalon or hindbrain.

Like the cerebral cortex, cerebellum is also divided into two hemispheres and it also contains a narrow midline zone known as the vermis. By conventional approach, a set of large folds is used to divide the overall structure into ten smaller lobules. Because of its large number of tiny granule cells, the cerebellum contains more neurons than the total from the rest of the brain. But it takes up only 10% of the total brain volume.

The number of neurons in cerebellum is related to the number of neurons in the neocortex of brain. There are about 3.6 times as many neurons in the cerebellum as in the neocortex. This ratio of specific neurons is conserved across many different mammalian species. That is why mammalians are more intelligent in motor knowledge than other species of the animals. It is important fact that cerebellar learnography can reduce the time span of educational years to finish the particular course or academic level of education.

The cerebellum is important for motor learning. It plays a major role in adapting and fine-tuning motor programs to make accurate movements through the trial-and-error process like learning to hit baseball. Although cerebellum is most understood in terms of its contributions to motor control, it is also involved in certain cognitive functions, such as language and thought enhancement. Thus, like the basal ganglia, the cerebellum is historically considered as part of the motor system, but its functions extend beyond motor control in ways that are well understood in fast learning and greater contributions in the advancement of science and technology.

The knowledge transfer of space, object, time, instance and module (SOTIM) is enhanced in the cerebellar learnography of human brain.


Logic circuit of knowledge transfer is located in the prefrontal cortex of human brain

Logical reasoning is considered as the rational learning of knowledge transfer. This is the process of using the rational and systematic series of steps based on given statements and sound mathematical procedures to arrive at a conclusion. We know that learning is the process of acquiring knowledge, skills, behaviors, values or preferences that may be in new, modifying or existing form. The ability to learn is possessed by the neural circuits of human brain. Some learning is immediate, induced by a single event, but much skill and knowledge are accumulated from repeated actions and experiences. The changes induced by learning transfer in brain circuits often last a lifetime for working and living.

Analytical reasoning refers to the ability to look at information. It may be qualitative or quantitative in nature and discern patterns within the information. Analytical reasoning involves deductive reasoning with no specialised knowledge, such as comprehending the basic structure of a set of relationships, recognizing logically equivalent statements and inferring what could be true or must be true from given facts and rules. The steps of analytical reasoning are axiomatic in facts that its truth is self-evident.

Logical reasoning is also utilized in machine learning to design the logic circuits of a device. In electronics, a logic gate is an idealized or physical device implementing a Boolean function. Logic gate performs a logical operation on one or more binary inputs and produces a single binary output. Depending on the context, the term may refer to an ideal logic gate, one that has for instance zero rise time and unlimited fan out or it may refer to a non-ideal physical device.

Logic gates are primarily implemented using diodes or transistors acting as electronic switches, but can also be constructed using vacuum tubes, electromagnetic relays, fluidic logic, pneumatic logic, optics, molecules or even mechanical elements. With amplification, logic gates can be cascaded in the same way that Boolean functions can be composed. Logic circuits allows the construction of a physical model of all Boolean logic and therefore, all of the algorithms and mathematics that can be described with Boolean logic.

Learning transfer is crucial in school system and it is processed by the learning mechanism of brain circuits. We know that the logic circuit of knowledge transfer is located in the prefrontal cortex of brain. It is believed that there is an integral link of a person’s will to live and personality with the functions of prefrontal cortex. This brain region has been implicated in the planning of complex cognitive behavior, personality expression, decision making, and moderating social behavior. The basic activity of this brain region is considered to be the orchestration of thoughts and actions in accordance with internal goals.

The most typical psychological term for the functions carried out by prefrontal cortex area is executive function. It relates to abilities to differentiate among conflicting thoughts, determine good and bad, better and best, and same and different. In the same way, future consequences of the current activities, working toward a defined goal, prediction of outcomes and expectation based on actions are dealt by the executive functions of prefrontal cortex. It also maintains social control in which a person has the ability to suppress urges that, if not suppressed, could lead to socially unacceptable outcomes.

The volume of gray matter increases in the prefrontal cortex of student’s brain from the knowledge transfer of classroom. This brain region handles the cognitive control of actions in which the active maintenance of patterns is projected towards predefined goals and cognitive function is executed to achieve them. They provide bias signals to other brain structures whose net effect is to guide the flow of activity along neural pathways that establish proper mappings between inputs, internal states, and outputs required to perform a given task.

The function of prefrontal cortex triggers the motor knowledge of actions in goal oriented task operation. Motor skills may be classified by the general characteristics of defined tasks themselves. Gross motor skills refer to acts in which the larger muscles are commonly involved, while fine motor skills denote the actions of hands and fingers. Most skills incorporate movements of both the larger and the smaller muscle groups. The basketball player uses his larger skeletal muscles to run and jump while drawing on fine motor skills such as accurate finger control when dribbling or shooting the ball. Students need the fine muscles of finger mapping in the learning transfer of school system.

The development of organized patterns of muscular activities is guided by the input signals from surrounding environment. Behavioral examples include driving a car and eye-hand coordination tasks such as sewing, throwing a ball, typing, operating a lathe and playing a trombone. These motor activities are also called sensorimotor and perceptual-motor skills. They are studied as the special topics of motor knowledge in the experimental psychology of human learning and performance. In research concerning psychomotor skills, particular attention is given to the implicit learning of coordinated activity in knowledge transfer involving the mapping of arms, hands and fingers.

School is the place of knowledge transfer and students make brainpage from the lessons of chapter. A child enters school with little knowledge, gets some skills and understanding in written expression and leaves it capable of learning much from human culture. It was thought originally that such progress was just a matter of learning, memorizing, associating and practicing. The work of psychologists has revealed, however, that the growth of the student’s intellectual powers must include a large element of development through different phases, beginning with the motor knowledge of sensorimotor coordination. Hence, the knowledge transfer to student’s brain cannot be accomplished in school system without motor knowledge, brainpage development and gray matter volume growth.

Teacher is professional in the learning transfer of classroom but students can launch DIYA process in book to brain knowledge transfer

Learning is the process of knowledge transfer in which brain circuits involve to perceive space, object, time, instance and module for memory formation. It is not only an exercise in reading and reciting facts, but in gaining a deeper insight of events and situations. Book to brain learning transfer becomes an invaluable tool to make brainpage in classroom. Through the use of transfer conventions, a teacher does not only teach but moderates subject matter by asking the questions like what, why or how.

If the role of a teacher is to teach, the role of a student must be to learn. Teacher is trained with professional skills to apply the method of teaching that utilizes the techniques of learning transfer to facilitate education. It is a holistic and advanced teaching method that is designed to integrate critical thought, emotional knowledge, moral values and factual transfer to broaden the learning experience and make it more relevant to everyday life situations.

Book to brain knowledge transfer in classroom allows students to take a step back out of usual teaching techniques. Students are able to communicate better in conceptual, personal and social levels as they are able to be a listener and speaker and reviver of knowledge transfer.

In brainpage making process, the teacher gives students a way to view and think about a situation using the implied moderation and behaviour for modulating knowledge transfer. In turn, the teacher can allow the students to become in charge of their own learning in miniature school and facilitate book to brain knowledge transfer for high performance. It’s a good idea that we empower the individual making their expertise greater than our own. Through book to brain knowledge transfer, students can gain smart brainpage of what the goal oriented tasks entail in classroom situations.

The profession of a teacher is an architect of our future generations. Therefore, teaching profession demands that only the best and the most and competent members of our intellectuals be allowed to qualify for school educators. It is unfortunate to find that generally the worst and the most incapable people of the society find their way into this profession. Anyone who fails to find an opening in any other walk of life, gets into this profession and recklessly plays with the destiny of the nation. An important reason for this is understood to be the poor salaries of our primary and secondary teachers which are no better than that of clerks. A large number of our teachers is, therefore, frustrated, highly stressed and uninterested.

Teachers have to go for part-time jobs to meet their basic needs. Again, the teaching profession also does not enjoy due respect in the society. In school system, primary and secondary teachers are working and living particularly at a disadvantage. Their status is lower than that of doctors, engineers, advocates and civil servants; even lower than that of semi-literate and illiterate traders. Therefore, it would require great commitment for intellectuals or government, however fond of education and training they may be, to forsake the career of a doctor or engineer in favour of teaching. Therefore, while selecting good teachers, it must be borne in mind that better opportunities, prospects and perks are offered to the teachers.

The function of teachers is to help students in learning by imparting knowledge to them and by setting up a situation in which students can learn effectively. In the act of teaching, there are two parties such as teacher and students who work together in the knowledge transfer of subject matter designed to modify the learners’ experience and understanding in cognitive way. Therefore, it is necessary to begin with observations about learners, the teacher and the knowledge transfer of subject matter. Then it will be possible to consider the factors and theories involved in modifying student’s experience and understanding. Process of the achievement may be considered as the theories of learning in education, architecture of school system and class organization.

It is true that our educational system does nothing to give us any kind of material competence for future generation. In other words, we don’t learn how to cook, how to make clothes, how to build houses and how to repair old structures. Our students are lack of motor knowledge (skills) and working potentials to do any of the absolutely fundamental things of life. The whole education that we get for our children in school is entirely in terms of abstractions. School education trains and makes young brains to be jobless or may be insurance salesmen, government bureaucrats or some kind of cerebral cognitive and motivational characters.

Academic research describes the DIYA as the rational behavior for goal oriented task operation to save money from building materials and repairs. This is self-directed learning and the application of motor knowledge where individuals engage raw, semi-raw materials and building parts to produce, transform or reconstruct old possessions and structures, including those drawn from the natural environment. It’s time to understand the working potentials of our brain and we can invest this saved money to grow in the form of finance and earning.

Knowledge, understanding, application and higher ability are the four main merits of academic performance. DIYA stands for Do-It-Yourself-Attitude and it is possible in the brainpage theory of knowledge transfer during school hours. Do it yourself attitude is the method of building, modifying or repairing things without the direct aid of experts or professionals. In the same way, students can use the learning dimensions of brain circuits to make brainpage for reading, writing and understanding. DIYA project may be valuable direct learning in the classroom to launch book to brain knowledge transfer for the achievement of high grade performance.

System of knowledge transfer is crucial to effective learning in classroom

Modern education is running on the defective system of knowledge transfer in which teacher to student knowledge transfer (TSKT) is recommended in school system. Teaching is not the scientific system of knowledge transfer because it does not activate the learning circuits of student’s brain for logical operation and memory formation. In fact, knowledge is transferred from book to teacher’s brain and then it is projected to student’s brain. So, indirect school is running under modern education. School learnography is conducted on the brainpage theory of book to brain knowledge transfer (BBKT), therefore, brainpage school is the direct school of learning transfer. Students can apply the learning dimensions of brain to make proper brainpage in classroom.

There is a great difference between direct and indirect schools. It is suggested that teachers must have professional relationships with the students of their classroom to conduct learning transfer successfully. I think this is motivational instruction which is not powerful to launch learning transfer and ensure high performance. We must appreciate that knowledge transfer is more important than relationships. Educators should care about the brain learnography of student’s knowledge transfer in classroom. In my opinion, the concept of relationship is based on the teaching theories of school education. But knowledge transfer becomes important in the brainpage theory of school learnography.

Teachers have graduated from universities and so they are already qualified in subject matter. There are many defects in the system of knowledge transfer for the academic performance of school system. Teachers are blamed for low grade performance but they have performed good teaching in the classroom. High grades are obtained from the development of smart brainpage and it is not modulated in teaching performance. Students have to use the motor knowledge of brain for knowledge modulation and memory formation. In fact, neuroscience does not support the teaching theories of knowledge transfer.

The school system of education now places a greater emphasis than ever on the exam results, while the rise of social media can make problems like bullying or body image issues more intense than they were in the past. Difficult experiences in childhood, like growing up in poverty or experiencing discrimination, can have a huge impact on mental health – but there are also new pressures that have emerged in recent years.

Teaching can’t improve the cognitive ability of student’s logical thoughts. The causes of student’s unhappiness may be depression, bullying, pressure at school, emotional abuse, grieving or having relationship problems with family and friends. One of the students blamed the rise in self-harm among young people on factors which include teachers having less time to spend with their students to see how they are and mental health resources being stretched. It claimed children felt under pressure from friends to be good looking, but those who felt boys should be tough and girls should have nice clothes were least happy with life.

School can play a vital role to solve the problems of student’s unhappiness if classroom runs on the effective system of knowledge transfer. It’s vital that children’s well-being is taken more seriously and that much more is done to tackle the root causes of their unhappiness and support their mental health.

What is required of teachers is that they enjoy and be capable of sharing with children work programs designed to modify their experience and understanding. That means making relevant experience available to the student at the right time. The teacher must be mature, have humour with a sense of status, be firm yet unruffled, and be sympathetic but not overpersonal. With large classes, the teacher becomes a leader of a group, providing stimulating learning situations.

The subject matter taught also has a marked influence on the total transfer learning situation. It may be conveniently divided into broad headings of languages, humanities, sciences, mathematics and arts. Although each group of subjects has something in common with others in terms of the demands it makes on the thinker, each area has also something quite specific in its mode of development. Languages call for verbal learning and production based on oral work, particularly during the early phases.

The humanities call for an understanding of cause-effect relations of immediate and remote connections between persons and institutions and between human beings and their environment. The sciences call for induction from experience, though deductive processes are required when the laws of science are formalized into mathematical terms. The humanities and sciences both depend on the ability of the learner to hypothesize. Mathematics calls for the ability to abstract, symbolize, and deduce. An interest in the formal and structural properties of the acts of counting and measuring is fundamental. Arts and literature call for a fairly free opportunity to explore and create.

Students must be trained to launch goal oriented task operation (GOTO) in learning transfer

What is the truth of your classroom? Teacher to student knowledge transfer (TSKT) is the teaching theory of education. So, learning is transferred to the students to achieve high grade performance in school system. At the end of academic year, the teacher’s work performance is also evaluated by observing student’s grade performance in the particular subject. So, goal oriented task operation (GOTO) is defined in classroom to determine optimal learning success. In this way, the grade result becomes the truth of classroom performance. We know that passion flows from the purpose of learning and working. Goal oriented task operation (GOTO) may be useful to effective knowledge transfer in classroom system.

Goal orientation is the degree to which a person or organization focuses on tasks and the end results of those goal oriented tasks. Strong goal orientation advocates a focus on the ends that the tasks are made for instead of the tasks themselves and how those ends will affect either the teacher or the entire classroom. Those students with strong goal orientation will be able to accurately judge the effects of reaching the goal as well as the ability to fulfill that particular goal with current resources and skills.

Goal oriented task operation of the students is learning goal orientation as the desire to develop the self by acquiring new skills, mastering new situations and improving one’s competence. Students with learning goal orientation seek feedback from the teacher on past performance to evaluate current performance. These individuals focus on improving skills and acquiring knowledge, and are less concerned with making mistakes.

The adoption of mastery specific goal leads to greater intrinsic purpose and motivation as opposed to performance approach or performance avoid which are associated with external motivation. One area where this can be seen as important is in the area of curriculum design and respective source books. When designing learning environments for students, it is important to create opportunities that promote learning goals as opposed to teaching performance goals. One possible implication for educators is the need to emphasize knowledge-centered classroom environments that encourage the students for doing with understanding, especially from book to brain knowledge transfer.

Metacognition is conceptualized as an individual’s knowledge and regulation over one’s own cognitions. Individuals high in metacognitive awareness are skilled at monitoring their progress towards goal oriented task operation. Meta cognition helps them in identifying their strengths and weaknesses and adjusting their learning strategies accordingly to achieve favorable outcomes.

When individuals have the opportunity to seek feedback from the teacher or other students, they face a cognitive dilemma between the need for self-assessment and the need for self-enhancement. Since individuals with a learning goal orientation are interested in developing competencies, they are more likely to interpret feedback positively and thus engage in more feedback-seeking behaviors to enhance performance. These individuals interpret feedback as valuable information about how to correct errors and improve future performance on a given task.

It is fact that feedback helps to update the task operation. Achievement orientation refers to how an individual interprets and reacts to tasks, resulting in different patterns of cognition, effects and behavior. Developed within a social-cognitive framework, achievement goal theory proposes that students’ motivation and achievement-related behaviors can be understood by considering the reasons or purposes they adopt while engaged in academic work.

The focus of task processing is on how students think about themselves, their tasks and their performance. In general, an individual can be said to be mastery or performance oriented, based on whether one’s goal is to develop one’s ability or to demonstrate one’s ability, respectively. Achievement orientations have been shown to be associated with individuals’ academic achievement, adjustment and well-being.