How was the brainpage theory of knowledge transfer evolved from the classroom of maths chapter?

Brainpage theory is not hypothesis, but the reality of knowledge transfer. About 20 years ago, the word ‘brainpage’ was originated in the classroom of mathematics, especially from worked out examples. All types of learning transfer are ultimately transformed into the motor knowledge of brain mechanism through cerebellar basal ganglia circuitry. This is known as the motor science of knowledge transfer. Dimension is the language of physics, so the dimensions of knowledge transfer are described in the motor science of human brain by the laws of physics such as the mechanics of statics and dynamics.

Problem solving classroom

The classroom of mathematics is well-known for the problem solving activities of chapters. Students don’t try to solve the questions of exercise page given at the end of each chapter. The teacher has to solve most of the math problems in the classroom. Although high class teaching is performed in the classroom, students always depend on the maths teacher to solve exercise tasks in the chapters of mathematics.  Students are focused in classroom performance but they achieve nothing to apply in the problem solving activities of mathematics.

Many years ago, one maths teacher showed me the problems of classroom that he had to solve almost all of the exercise questions on the blackboard. So I decided to observe the classroom teaching of mathematics in Class-10. Definitions were written on the board and subject matter was explained in detail. Formulas were proved and some difficult problems of the exercise were also solved for the learning of students. The teacher also informed the students to practice worked out examples at home and the questions of exercise page were given as homework. Next day I observed the classroom again and found that the teacher had to solve most of the exercise questions. That was almost the 80% of exercise tasks and there was no improvement in the problem solving activities of mathematics.

Once I was at hostel supervision and one of the students asked me to solve a maths problem for him. I finished the solution on paper but he again asked me two maths questions. I wrote those solutions also and he was very happy with the solved tasks of mathematics. In fact, he was lack of problem solving skills. So I said to him, “First make the brainpage of worked out examples and then start solving the tasks of maths exercise.” Those days I was working on the web design of homepage, so suddenly the word ‘brainpage’ appeared in my thoughts. Obviously, it was the birth of brainpage theory. He replied, “What’s that?” I illustrated sourcepage, brainpage and zeidpage by describing the current of zeids, the flow of zeidstream and learning drives.

Evolution of brainpage theory

I told him to finish the brainpage of all worked out examples by 11.00 am and report to me in the office. The student arrived with sourcepage, brainpage and zeidpage but there were three significant problems in my observation. He was facing writing problem, reading problem and understanding problem. But he did hard work and brainpage was modulated with proper segments. In the beginning, he was able to solve only 50% of the exercise tasks with the improvement in writing and reading. After three months, he started solving himself the 80% maths tasks of exercise page. Now he is working as an engineer and earning good money for his livelihood. A few years ago, his father died but he improved the financial position of his family. He is working, earning and living happily with his family and children. One dimension of brainpage theory changed the course of his life.

It was a good finding for the maths teacher. So, I suggested him to engage the students in the brainpage making process of worked out examples and finish completely in the classroom by stopping teaching performance. Sometimes, blackboard was used to prove formulas, describe theories and write the clues for the solution of difficult tasks. Students started the solving of 50% tasks themselves. Some kids solved almost 80% of the tasks themselves given in the exercise page. The teacher became moderator to help in brainpage making process and the environment of learning development (ELD) changed accordingly with the high performance of knowledge transfer.

Fear factors

Once I asked one of the students a simple question while I was observing maths classroom. I said, “Go to the blackboard and solve this question for me.” He was standing but silent in action. There was fear and anxieties on his face reflection. His lips were dry and white. The face became pale and his body was shaking with fear. It was unpleasant situation for me that a question could affect brain circuits so hardly. I replied, “Don’t worry! I will solve this question on the blackboard for you.” He smiled and looked happy on his desk. I solved the problem but I couldn’t forget the impacts of fear factor. It’s true that questions are asked in the exams to test the learning quality of students. The result of exams is used to evaluate the working standard of teachers. The set of questions decides the stake of high performing institution in the community. Therefore, the querying matrix of questions is key factor for the flow of knowledge transfer in whole school ecosystem.

In the teaching system of education, the teacher has to solve the 80% problems of maths chapter in the classroom. After making the brainpage of worked out examples, students solve almost 80% tasks of maths chapter themselves. The brainpage of worked out examples helped students in the problem solving activities of maths chapter, but success was 60% to 80%. So, 20% to 40% of knowledge transfer was not complete and the teacher solved these remaining problems in the classroom. In the beginning, the brainpage of example worked out was called segment solver. Later it was renamed block solver, defined as the third dimension of knowledge transfer. Worked out example is segmented in brainpage making process. Whole knowledge is broken into segments or blocks, suitable for the cyclozeid processing of brainpage modules.

Dimensions of knowledge transfer

Whole knowledge becomes difficult in learning transfer to student’s brain circuits. As for example, breaking is one dimension and building is another dimension of learning development. The brainpage of worked out example is developed by the third dimension of knowledge transfer known as block solver. It’s effective in goal oriented task operation (GOTO). Brainpage theory is not hypothesis but the reality of classroom learning transfer. The dimensions of knowledge transfer have been evolved from the brainpage development of worked out examples in the classroom of mathematics. Block solver launches the breaking process of knowledge transfer known as differential learnography.

In classroom, 100% of the knowledge transfer from maths chapter was not secured only by the application of block solver. There might be other possible options or dimensions to finish the remaining knowledge transfer of maths chapter. Here, the phrase ‘dimensions of knowledge transfer’ came in my imagination and I remembered the question fear of maths classroom and the flow of knowledge transfer in school ecosystem. Exercise page is also formed by the set of questions and the matrix of subject matter is hidden in the questions to write exact answers by using predefined pathways and limits.

In this way, query matrix became the first dimension of knowledge transfer. Students should know the querying matrix of knowledge that is hidden in the questions before they start writing the solution of maths task. The brainpage of object definition helped in understanding the knowledge matrix of questions, so definition spectrum was declared as the second dimension of learning transfer. Thus, 1st, 2nd and 3rd dimensions were discovered at the end of 20th century, but other dimensions such as 4th, 5th, 6th and 7th dimensions of knowledge transfer were completed in the beginning of 21st century. I loved physics, but studied biology and discovered the dimensions of knowledge transfer in mathematics.

Shiva Narayan
Golden Star Secondary School
Rajbiraj, Nepal

Brainpage School

Happiness Classroom ! Book is the transfer source of knowledge and student’s brain is the transfer target of learning. To be high performing students, make brainpage in the classroom by applying the seven dimensions of knowledge transfer.


Time is memory factor for human beings that delivers the first dimension of space to explore the universe

The Universe is all of space and time and their contents including planets, stars, galaxies, and all other forms of matter and energy. In reality, the universe exists in space with no edge or borders. Stephen Hawking wrote about the history of time by describing the importance of space for the definition of time. He also talked about universal relative concepts like space and time, basic building blocks that make up the universe such as quarks and the fundamental forces that govern it such as gravity.

What is singularity? According to Stephen Hawking, the universe has not existed forever. Rather the universe and time itself had a beginning in the Big Bang about 15 billion years ago. The beginning of real time in well-defined space would have been a singularity at which the laws of physics would have broken down. He also added that the way the universe began would have been determined by the laws of physics, if the universe satisfied no boundary condition. This says that in the imaginary time direction, space-time is finite in extent but doesn’t have any boundary or edge.

Prominent Physicist : Stephen Hawking

How is the arrow of time defined? Hawking talked about real time and imaginary time. In the laws of science, imaginary time is described but real time is observed and experienced by humans. That is why time has a certain direction in space, notably from the past towards the future. The things that give time this property are the arrows of time.

What is the thermodynamic arrow of time? According to this, the arrow of time always starts from the state of higher order organized form, but overall disorderliness process in the world always increases as time passes. This is why we never see the broken pieces of a cup gather themselves together to form a whole cup. Even though human civilizations have tried to make things more orderly, the energy dissipated in this process has created more overall disorder in the universe.

Why is time considered as the memory factor of learning brain? The second arrow is the psychological arrow of time. Our subjective sense of time seems to flow in one direction, which is why we remember the past and not the future. Hawking said that our brain measures time in a way where disorder increases in the direction of time. We never observe it working in the opposite direction. In other words, the psychological arrow of time is intertwined with the thermodynamic arrow of time.

Why is the universe expanding or contracting? The third arrow of well-defined space is the cosmological arrow of time. This is the direction of time in which our universe is expanding and not contracting. Hawking believed that humans observe and experience the first two arrows of time in orderliness in which the universe would have to begin in a very smooth and orderly state. And then as it expanded, it became more disorderly. So the thermodynamic arrow agrees with the cosmological arrow.

The thermodynamic arrow of real-time space may go in the contracting phase of the universe and it will not be happened as strong contraction. Therefore, humans will experience these three arrows of time going in the same direction. However, because of the no boundary proposal for the universe, the universe will probably start to contract after a period of expansion. But it will probably not go backwards in time to a more smooth and orderly state.

Hawking postulates that humans have been living in the expanding phase of the universe. He thinks that intelligent life couldn’t exist in the contracting phase of the universe. Only the expanding phase of the universe is suitable for intelligent beings like humans to exist, because it contains a strong thermodynamic arrow. Hawking called this as the weak anthropic principle.

Shiva Narayan
Golden Star Secondary School
Rajbiraj, Nepal

Learnography is not conventional education but brainpage theory of knowledge transfer

Working mechanism of brain provides us unique ability to understand the advancement of science and technology. Human brain is the organ that is responsible for emotional processing and rational practices. It is basis for thinking, feeling, wanting and perceiving. We have to depend on the neurological functions of brain for learning, memory, curiosity and behavior. Memory is the fundamental aspect of knowledge in learning process and without memory we are capable of nothing but simple reflexes and stereotyped behaviors.

It is important that the mechanism of learning and memory is one of the most intensively studied chapters in the field of neuroscience. It is essential to put the line of demarcation between educational teaching and brain learnography. We have to understand the basic differences between teaching theories and learning mechanism of brain. It is necessary to change the conventional teaching of knowledge transfer in school system.

Transformation of knowledge is the main aspect of knowledge transfer in school system. Object knowledge is transformed into the emotional knowledge of brain. It is processed in the amygdala system of brain and then projected to prefrontal cortex for the processing of rational knowledge. This is the center of high order functions and cognitive development. Big ideas are generated in the rational thinking of facts and events but motor knowledge is productive related to the value and quality of knowledge transfer.

We like to think of great ideas because we have such big brains, humans are exceptional in evolutionary hierarchy. Our billions of neurons are keys to memory, feelings and consciousness. The cerebrum and hippocampus of brain are considered important for declarative memory while cerebellum plays a vital role for finger mapping and procedural memory.

A person speaks with facial expressions and exhibits finger and body gestures to motivate the audience. Finger mapping of the presenter is observed when lecture is delivered in conference hall. The speaker collects ideas and facts on brainpage and speaks to the audience with finger pointing, face and body gestures for effective presentation.

It is remarkable that finger speaks, body speaks and face also speaks while performing the presentation of subject matter. It also happens in classroom when a teacher describes the chapter on blackboard. This is the motor knowledge of learnography known as living and dynamic blackboard effect, LADBE. That is why the final learning of knowledge chapters is the development of LADBE demonstrated by the unconscious operation of brainstem and cerebellum.

How is the brain connected with peripheral receptors and muscles?

The upper limbs of human body have the advanced and complex network of nerves in brachial plexus. The last four cervical spinal nerves such as C5, C6, C7 and C8, and the first thoracic spinal nerve T1 combine to form the brachial plexus of upper limb. This is a tangled array of nerves splitting, combining and recombining to form the nerves that regulate the functions of upper limb and upper back. Although the brachial plexus of nerves supply may appear tangled, it is highly organized and predictable with the precise and productive movement of hand fingers.

It is fact that knowledge transfer is everything in school system and educational performance. We humans have unique ability to interact the world around us using our upper limbs. Precise motor maps created in the brain enable us to move specific muscle groups in discrete ways needed to perform book to brain knowledge transfer in learning process. Sensory information from our fingers also allows us to explore the world through touch and learnography.

In ancient civilization, stone tools were discovered by the hands and fingers of human beings. Our upper limbs are evolved to position our hands in space for use as sensory perception and motor processing. This requires precise muscle movement and precise control over those muscles. To understand the motor processing of knowledge transfer, it is essential to explore the evolution and development of brachial plexus, the nerve bundle that makes this unique human experience possible.

Whatever knowledge we learn in school system or at workplace, it is ultimately transformed into the motor knowledge of learnography. The learnogram of brain receives the inputs of knowledge and its learning comes out as voice interpretation and finger mapping. The behavior of genius activities is distinct in the cerebellar learnography of brain, ultimate learning of science and technology. Learning dimensions of brain should be used to modulate and make smart brainpage in school learnography.

Everything is learnt in brain, so the working mechanism of brain is found effective in knowledge transfer. Classroom performance must be launched on the basis of learning mechanism using the facts and findings of applied neuroscience. Amygdala system of brain becomes rationalized while asking questions. We know that students are given a set of questions in exams to write answers from brainpage. The matrix of knowledge transfer is acquired from the practice of definition spectrum and objective queries.

Home : Learnography

Resources :

  • Brachial plexus and muscle compartments
  • Perception of sensory knowledge
  • Book to brain knowledge transfer
  • Development of motor knowledge
  • Brainstem and cerebellum

Shiva Narayan Jha
Golden Star Secondary School
Rajbiraj, Nepal

Bullying incidence comes from harmful real modes of amygdala system

Bullying incidence often happens in school system and sometimes ragging activity becomes suicidal in school hostel. It has been observed that a student has an easy access to the happenings of real mode either in classroom or school’s premises. Whatever modes are observed in human beings, the initial and final modes are the real mode of brain mechanism. The rational and cognitive thoughts of students and moderators keep them safe in school’s premises from the consequences of harmful real mode.

We perform some actions everyday without thinking and planning but it is done automatically by brain mechanism. To purchase essentials we go to market by walking on the road and after buying goods we return home automatically. Going to the market and returning home back do not require attention, analysis and thinking about pathways. In the same way, students reach school in the morning and return home in the evening without thinking on the road. This is known as the autopilot mode of brain mechanism and it may be applied in learning process to make smart brainpage in classroom. 

The default mode network (DMN) of brain is most commonly observed when a person sits quietly at rest but brain remains active to explore the imaging, mapping and assuming of places, objects and instances. It happens when a person is not focused on outside world and brain network is at wakeful rest like daydreaming and mind-wandering. It is also active when an individual is thinking about others, thinking about themselves, remembering the past and planning for the future.

Default mode network activates brain mechanism by default when a person is not involved in a task and supposed at rest. Though DMN was originally noticed to be deactivated in certain goal-oriented task and is sometimes referred to as task-negative network.  It can be active in other goal-oriented tasks such as social working memory or autobiographical task.

Subject moderators also go to the real mode of brain mechanism when they feel unregulated in the environment of learning development (ELD). They are not active in brainpage making process and classroom situations. They do what they feel easy and comfortable. Sometimes they become very lazy in the ELD or pass whole time in the correction of exercise books. Some moderators are found in solving unrelated problems on their desks.

Classroom moderators are human beings and the group effect also influences them. They forget performance and don’t maintain the ELD in favor of their students. They watch the clock and pass the whole period by leaving it on them. Subject moderators are only adults and matured in classroom situations, so they can direct and monitor school children towards the learning process. Students need controls, commands and proper communication that can conform them in suitable task mode, ready mode or safe mode.

A school has a community of parents, students and subject moderators. Human beings forget their individual integrity in group formation and their brains become influenced by the group identity of amygdala system. Therefore, it is very easy for a child or moderator to go in the real mode of brain when group is not formed on the basis of cultural or academic characters.

Proficiency in knowledge and intellectual skill is a sensitive aspect of human life. The learning of cultural and academic characters is the sequential programming of human brain necessary for civilization and development. Students need an institution or proper school to comprehend the subject matter of skill and knowledge, as schooling describes learning environment for the brainpage development of skill, knowledge and merit.

Brainpage mode of students launches the learning mechanism of knowledge chapters and skill development. Classrooms of the institution must have an environment of learning development in which a set of important traits of character like honesty in work and behavior, learning of skill and knowledge, and dedication to work performance is defined in school system to obtain persistence for long hours, discipline, self-confidence and creative ideas.

Resources :

  • Picture & Brain Studies – Wikipedia
  • School Learnography
  • Autopilot Mode of Brain
  • Default Mode Network of Brain

Shiva Narayan Jha
Golden Star Secondary School
Rajbiraj, Nepal

Face, finger, eye, voice and movement reflect working mechanism of brain

Development of learning pathways takes place in brainpage making process. Learning is managed on brainpage to write the solution of task problems. Update is the enhancement of knowledge chapter to optimize the functions of object spectrum and microsolver.

Plant learnography is important for my work to understand the learning mechanism of human brain. Plants also learn about the surrounding objects of environment without expressing any emotions. Modular design of mushroom fruiting is remarkable to describe the modular development of brainpage in learning process – Plant Biology

Matrix is defined space in object language and it is explored in the learning process of knowledge chapter. Learnodynamics of brain modulation forms the matrix of knowledge to hold learning objects in defined space.

Learnography brings physical change to develop brainpage in the learning mechanism of brain. This is known as plasticity to store leaning and memory in the different parts of brain.

Learning plasticity of brainpage is reflected on face and detected by finger mapping. Eyes and voice are observed to know the learning quality of knowledge chapters. Reflection of body mechanics acts as EEG, PET or MRI to show the learnodynamics of brain learnography.

School is important for knowledge transfer from book to brain. School magnetism must be powerful in holding excellent academic performance. Everyone goes to school to find knowledge chapters for learning, working and living.

Conventional learning has been provided in school system and students learn the subject matter of knowledge chapters from the teaching performance of classroom system.

Chapter is explained in human language and students feel comfortable in understanding without hardships. It means knowledge is transferred in human language which is not suitable to the working mechanism of human brain. 

Knowledge chapter should be transferred in object language and this is the best language for the learning of science and technology.

Academic grade of students is the quality evaluation of brainpage development in learning process. Everyone goes to school to obtain high grades in academic performance.

We know that brainpage modulation is vital in learning process. School is important for the transfer of knowledge from book to brain. The transfer of learnography is done in object language which is suitable for the brain writing of knowledge chapter.

Learning mechanism is processed on the pathway learnography of knowledge chapter with predefined zeid points. This is the concept of village pathways derived from ancient civilization.

Attention is focused on the zeid point of learning pathway for the reading, writing and understanding of chapter. Village brainpage is amazing to describe the evolution of brain mechanism.

We have to see the learnography of past five years what we have acquired and learnt in those years. We can feel destiny at our hands. Pathway learnography of village brainpage can describe the knowledge processing of school system.

Neuroscience of skill, knowledge & working experience is applied in school system. Brain writing is finished in learning process inside classroom using the dimensions, modules and methods of learnography.

Cortical learning of knowledge chapters is associated with the area found right under the cortex in the brain. This is the subcortical part of brain. Subcortical learning is associated with hippocampus, amygdala and basal ganglia and other area found under cerebral cortex.

Brain science doesn’t support the theory of IQ, Intelligence Quotient. Person with high IQ may not be suitable for smart learning and hard working. Investment, innovation and job creation are not related to IQ Format. It will be waste of time to go behind the performance of IQ to improve the problem solving capacity of brain.

Individual intelligence is delivered by the temporal school of brain mechanism. But individual ability is acquired through the practice of cerebellar learnography.

Learnography of brainpage must be good for learning and working defined in the functions of space, object, time, instance and module.

High quality brainpage produces smart zeidstream in working mechanism of brain. It improves learning potential to apply in solution building advanced design.

Progressive life is the sign of hardship and achievement. Our children need good health, learning progress and happy living. Learning mechanism of brain is the main part of school learnography. It is derived from the study of village learnography and ancient civilization. This is the evolution of advanced human brain.

Direct learning of source book gives the modulation of knowledge formatting in which cognitive ability and segment building microsolver improve by changing the plasticity of brain mechanism.

Home : Learnography

Resources :

  • Plant learnography
  • Brain plasticity
  • Learning in object language
  • Intelligence quotient format
  • Life of hardship and achievement

Shiva Narayan Jha
Golden Star Secondary School
Rajbiraj, Nepal

School education was born from the evolution of human language

Algorithm is the backbone of object language that writes the subject matter of chapter in source book. This is also the language of nature and universe. Learning brain needs the skill to design smart algorithms to build the structure of knowledge processor.

The face of knowledge is based on the formator and template of object programming. Formatting patterns give the keynote to understand the difficult chapters of mathematics. Intuitive ideas are generated in the working mechanism of human brain to shape the functional modules of science and technology.

Brain imaging, rational thinking & finger mapping are three basic features of learnography to develop smart brainpage for academic studies and test preparation. School learning is conducted in classroom using the learning mechanism of brain science.

Classroom is the group learning of skill, knowledge and experience. But individual learning is done in home learning from the sourcepage of course book and notebook. It is simple to launch brainpage making work in school learnography and children is protected from the heavy loads of homework.

The discipline of brainpage making is needed in classroom learnography. Requirements are well-defined space, task, time, voice and moderation.

Working mechanism of human brain runs on differential learnography and this is the fundamental learning mechanism of brain systems. Exactness is found out using differential thoughts to support human learnography in school.

Three dimensional learning and memory management are maintained in brainpage making work: finger memory, visual memory and voice memory. We know that reading, writing and calculating are the important skills of brain learnography. Understanding and learning skill is acquired in the procedural modulation of brain to transfer learning focus in subcortical system.

Mental disorders may affect brainpage development in learning process. ADHD is related to rational brain and this is brainpage disorder affecting the control mechanism of neural stream. Brainpage making process can help in correcting attention deficit and hyperactivity to improve thinking and learning.

Behavioral change is seen in the practice of learnography. Education is failing in proper neuroplasticity to stop the infection of AIDS epidemic. Brainpage development is required to prevent teens from dirty habit and deadly virus.

Blackboard performance gives clue to the learning procedures of taxshila design. This is the classroom of small teachers in which brain learnography supports learning process and brainpage making with strong neural threshold and high synaptic potentials.

Blackboard effect accelerates the efficiency of learning mechanism to solve the difficult tasks of chapter. Blackboard performer utilizes three basic activities: speech articulation, boardpage writing and visual imaging. Performing concepts help in learning the design of knowledge module.

Education is expensive and teaching is the waste of space, object, time, instance and module. Students cannot start the implicit learning of course chapters which is essential for skill development, knowledge spectrum and useful experience.

Learnography may replace education in classroom to develop smart brainpage for facts, theories, postulates and excellence. Learnographic field is a classroom of small teachers where learning is acquired by doing procedural activity, not from listening to teaching.

What is the evolution of school education?

The material world of surroundings is expressed in the form of natural objects and universal phenomenon. Human brain communicates with other individuals and natural things using symbols, gesture and speech. This is the development of human language in which significant emotions are observed and rationality is decided.

The evolution of knowledge chapters comes from the object language of natural objects and energy transmission. Therefore, human language is evolved from object language and knowledge chapters are also expressed in object language.

As for example, a particular maths book may be written in English, Spanish or German and these are human languages. But subject matter is similar in all three books. The similarity in subject matter is defined by the object spectrum of similar maths chapters. Hence the knowledge of nature and universe is expressed in object language.

In fact, subject matter is developed in object language by restructuring the identity, definition and behavior of functional contents. So brain learning is finished in object language and important for school children and academic performance. In this way, learning brainpage is modulated to advocate the excellence of achievement in future life.

School system must be changed so that the modulation of brain learnography could take the place of school teaching.

Shiva Narayan Jha
Golden Star Secondary School
Rajbiraj, Nepal