Reward and fear systems of student’s brain acting as learning drives in the success of classroom knowledge transfer

Working is learning and learning is also working described in the motor circuits of kid’s brain out of knowledge transfer

Baby brain shows emotional development in early stage and later it starts playing and talking in family and surroundings by expressing the different types of emotions. Playing activities help children in the development of motor circuits of brain. It cannot be considered as the tools of knowledge transfer in school ecosystem.

Fear, pleasure, motivation, conscience and necessity are the working drives of student’s brain. The motor science of knowledge transfer can change kid’s learning pain into working pleasure in the classroom. Intelligence quotient (IQ) is nothing but it’s only the type of formatting ability of student’s brain. It’s called formator in learnography, the sixth dimension of knowledge transfer.

We know that pain and pleasure are two major aspects of human emotions. The reward system of brain mechanism is found very high in young brain and it is due to the early development of cingulate amygdala circuitry of kid’s brain. Other contrasting character of kid’s brain is fear system which is also highly developed as the survival factor of life.

There are the five major learning drives of student’s brain such as fear, pleasure, motivation, conscience and necessity. Learning fear is defined as Drive 1 but the requirement or necessity of learning success for career and future building is Drive 6. It’s true that learning attitude develops from the conscience of high level cognitive knowledge and this is the Drive 5 of student’s brain.

Learning drives of kid’s brain

1. Fear drives (question fear, success or failure fear, punishment fear, fear of loss or pain)
2. Pleasure drives
3. Motivational drives
4. Social drives
5. Cognitive drives
6. Necessity drives

We know that the cognition of deep thoughts and intuitive ideas generates the Drive 5 of student’s learning brain in which self-directed learning transfer is observed in academic activities by encompassing Do-It-Yourself-Attitude (DIYA). Teachers or parents feel happiness in dealing with such hardworking children.

It is fact that the cognitive knowledge of student’s brain is the source of conscience which is reflected as a person’s moral sense of right and wrong, viewed as acting as a guide to one’s behaviour.

Obviously, the conscience of deep thoughts develops in student’s brain from the transfer of cognitive knowledge that elicits the emotion and rational associations based on an individual’s moral philosophy or value system.

The definition of conscience is the personal awareness of right and wrong that we use to guide our actions to do right in real practice. An example of conscience is the personal ethics that keep students from cheating in the class tests or final exams.

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Learning drives of student’s brain develop from the high definition brainpage modules of knowledge transfer. Fear, pleasure, motivation, conscience and necessity are the working drives of student’s brain. Motor science of knowledge transfer can change kid’s learning pain into working pleasure in the classroom.