Tag Archives: Learning

Productive system of knowledge transfer is crucial to effective learning and working in classroom or at workplace

Main drawback of education system is the defective system of knowledge transfer that doesn’t activate the learning parts of student’s brain during teaching process in the classroom. The volume of gray matter does not increase in the learning parts of student’s brain, particularly in prefrontal cortex. It’s true that neuroplasticity occurs in learning process after the completion of knowledge transfer. But it doesn’t happen in classroom teaching. Instead, gray matter volume increases in the teacher’s brain. It is fact that students are always dependent on their teachers for learning, writing and understanding.

Highlights :

  • Teaching isn’t an effective system of learning transfer and not suitable to process the neuroscience of plasticity during classroom performance.
  • Volume of gray matter increases in the learning parts of brain circuits after knowledge transfer.
  • Brainpage theory of learnography is crucial to effective learning and knowledge transfer in school system.
  • Most parents can’t afford modern education, as it is providing highly advanced expensive classrooms.

Students can’t make high speed brainpage in classroom to face tough questions in the exams. This trait suppresses the creative side of their personality and they never get to know their strengths. When there are more extracurricular activities in school’s premises, students become focused on playing activities and may feel difficulty in concentrating on their studies, learning and brainpage making process. It’s difficult for students and teachers to keep actual balance between classroom studies and extracurricular activities. They’re directed and absorbed with the things affecting their required knowledge transfer, brainpage development and educational performance.

Traditional education is costly and not good in knowledge transfer. Tuition fee is very high, but learning is based on the teaching theories. Moreover, course books and other school things are quite expensive. Parents have to face difficulty in paying tuition fee and other expenses of schools.

Productive classroom provides efficient learning space for the school chapters and students show learning initiatives to take active part in the brainpage processing of classroom activities. Knowledge transfer seeks to organize and modulate knowledge and ensure its availability for student’s problem solving activities. The lecture method of teaching theories involves the teacher doing all the talking or describing with little or no input from the students. This is the problematic classroom transfer of education system because students go to take on a passive role, which can hinder chapter learning and related brainpage modulation.

In this way, knowledge transfer doesn’t proceed in the classroom to make the brainpage of subject matter. Students need to be active learners to keep the brain working and integrating new information and memory formation. The science of knowledge transfer and motor brainpage development is required to the design of productive classroom. The teacher must make sure to involve student’s initiative in knowledge transfer by asking them short questions and encouraging participation in working and writing, so they can learn and understand subject matter to develop the learning spectrum in brain circuits.

It is very difficult for a student to sit for a long time in classroom and listen to the teacher on a motivated topic for learning and understanding. Nowadays children are engaged in watching the television screen changing every half a second and therefore have a difficult time staying focused during a teaching session. Newer learning methods involve the hands-on learning, where students can manipulate objects as well as work in groups to learn the lesson’s objectives in a stimulating way. But this is not the scientific system of knowledge transfer that can be conducted in the classroom. Brainpage is never modulated to achieve learning efficiency for problem solving activities.

The transfer of knowledge is very much related to the school system and academic performance. It is managed and conducted in learning space to deal with the problem solving activities of knowledge integration, knowledge application and knowledge use in the real world of science, technology and economy. Transfer of lesson learning or transfer of knowledge refers to learning in one context and applying it to another such as the capacity to apply acquired skills and knowledge to the new situations of project work. The issue of knowledge transfer is a central issue in both education and economy. There is probably a subtle difference between transfer of learning that addresses what is learnt in school or university. And the transfer of knowledge that addresses the general localized issue of applying knowledge to new situations in problem solving work performance.

Artificial intelligence (AI) of machine learning is generated by the cognitive circuit of human brain while human intelligence (HI) of knowledge transfer is governed by the limbic circuit of our brain.

Kid’s attention deficit is the lack of proper brainpage to regulate brain circuits for the knowledge transfer. When we focus on how we want to feel and figure out how to feel good and interested, we start to create the right choice and environment for our mind, body and soul to thrive. Focus in the classroom is an essential factor to make high speed brainpage in the modulation processing of knowledge transfer. Who is defined in your surroundings or inside the miniature school of your classroom bound influence? Surround yourself with the smart dimensions of learnography that are running on the pathways of goal oriented tasks, purpose and success. Don’t ever attach yourself in a significant way to thing or person that would steal your joy, mock your success or hinder your purpose and growth.

In learning process someone will teach, and in teaching process they will learn and make their own brainpage. Knowledge can be communicated, but not wisdom. One can find wisdom, live it, do wonders through it, but one cannot communicate and teach it.

Social factors and basic skills: Empathy is the ability to understand and share the feelings of other individuals at working place. Education system can’t manage the social factors of growing children in school system. Sympathy describes the feelings of pity, guilt and sorrows for someone else’s failure, suffering or misfortune. Bullying attitude in school or at workplace is not empathy or sympathy, but it is defined as the bad brainpage and misconduct of social behaviour.

New knowledge is the Blue Mountain of possibilities, hardwork and progress that may be difficult for exploring, learning and understanding, as it is not programmed in the hippocampus of our brain to climb or navigate the zeid pathways of knowledge transfer. Children have to do modulation on the notepage to face the challenges of blue mountain. The knowledge modulation of brain learning and finger mapping is the real learning of children. The teacher can help in the module making activities of classroom. It is necessary to learn and practice one super module builder and then finish the five associative modules of knowledge chapter in the brainpage making process of knowledge transfer.

Reflective choice: We can express feeling, thinking and experience by posting text or picture on social media. Visual perception selects picture and shows its emotional reaction as pleasure, fear or grief. But the post of text paragraphs needs reading to interpret and understand the statements and facts of written segment. Cognitive analysis is necessary to use the text for the details of information. It’s amazing that picture is liked without much effort and it makes text valuable in perception and recognition as the response of reflective choice of individuals.

Wise brain and smart brain: Home learning is utilized as brainpage making process in school system. We know that self-learning is the source of experience. It is done in object language to rationalize the processing of goal oriented tasks, so the spectrum of knowledge transfer helps in the modulation of segment formatting solver. Wise brain category develops from self-learning, rational practice and logical experience while the brainpage theory of learnography makes smart brain from the knowledge transfer. It’s scientific analysis that modular learning is the source of smart functions.

If we don’t know one thing, then it means we are unknown about so many things. So everything has a great value, connectivity and associative property. We must give importance to every such thing, objects or knowledge for the learning of each topic segment. Brain writing and finger mapping both are essential for exams preparation to secure high scores or grades in academic achievement. Source page, brain page and white page are practiced in learnography for problem solving work. Subject matter is studied to write answers for collective questions. It is memorized by repeating sentences and rehearsing knowledge segments. We don’t follow the learning mechanism of brain in teaching system. But learnography is brain writing and it can be practiced in learning process. Teaching process can’t perform the brain writing of knowledge chapters.

Twitter | Brainpage Module

Teaching is not an effective system of the knowledge transfer for the development of human intelligence in school education. What are the differences between artificial intelligence and human intelligence?Prefrontal cortex of brain is the center of cognitive knowledge and the algorithms of artificial intelligence are generated by the rational functions of prefrontal cortex. But human intelligence is governed by the limbic circuit of cingulate gyrus. Software is required to launch the functions of artificial intelligence while software is not available in classroom to conduct the knowledge transfer of human intelligence. We must know that brainpage module is the software of human intelligence that is required in classroom to transfer skill and knowledge in the children’s brain circuits.

Education | Learnography

Pictures : Featured image from the Pexels showing factory, other images related to classroom and student’s activities

Resources :

  • Traditional education and teaching as system of knowledge transfer
  • Differences between artificial intelligence and human intelligence
  • Scientific analysis of memory types, modular learning and knowledge transfer
  • Study of hippocampus describing learning methods, memory formation and pathways navigation

Shiva Narayan Jha
Principal
Golden Star Secondary School
Rajbiraj, Nepal

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What is the first dimension of knowledge transfer for students in school system?

Our attention is always focused on the goal oriented task processing of working hands to ascertain possibilities and high success in the performance. We know that the matrix of questions determines working pathways for the knowledge transfer and quality evaluation in school system. Fast learning is initialized in the processing of formatted questions. It’s true that query matrix is the first dimension of brain learnography used to modulate smart brainpage in the learning transfer of information. It is also important that matrix order is the first dimension of knowledge chapter defining along zeid pathways in the rows and columns of learning space for the queries of structural and functional objects. The distinct pathway of knowledge matrix initiates instance guided object learning (IGOL) in the classroom.

Highlights :

  1. How do you design and process the knowledge transfer of classroom to amplify children’s learning?
  2. If you asked your students, “What in this room supports your learning, and what gets in the way of it” what might they say?
  3. What are some teacher tips on how to make everything a student needs really accessible for high speed knowledge transfer?
  4. How do you integrate flexible seating in classroom to maximize learning transfer?

These questions were collected from a chatting program conducted by honorable teachers and writers. Some educators arranged this chatting program on social media for a particular hashtag topic. One prominent educator was chat moderator to launch the streaming of interactive discussions about efficient learning space, classroom arrangement and learning transfer to the students. Teachers and writers were taking part in the chatting by expressing their views, suggestions and determination how to amplify students’ learning in the classroom. Obviously, the set of questions was the first dimension to start chatting on the issues of learning space and student’s initiatives in classroom situations.

  1. How do you create spaces to showcase learning transfer in the classroom? What does it look like?
  2. What about quiet learning spaces for reflection, decompression, and to validate the introverts?
  3. What types of spaces do you create for collaboration (space where students can sketch, build or create)?
  4. Have you considered your teacher’s footprint for knowledge transfer? Is it possible to minimize or eliminate your workspace for the environment of learning development (ELD)?

The interaction between teachers was informative and very interesting in sharing their statements and experiences. It was running on the matrix of questions. Most important aspect of this interactive program was the methods of questioning and answering. The chat moderator gave eight questions one at a time for discussion and the program took good speed in few minutes. It was running smoothly and politely without any interruption and hesitation.

Educators and writers were very qualified as they were giving answers from their high quality knowledge, deep thoughts and valuable experiences. The role of chat moderator was praiseworthy in managing the balanced momentum for proper chat and discussion. The question was the bottom line for interaction and its matrix fixed the pathway of chatting program. In fact, questions were transferring views and ideas on the social media. It’s a great evidence for the development of school system that the matrix of questions is the first dimension of knowledge transfer in classroom learning.

A widespread and accepted use of questions in an educational context is the assessment of students’ knowledge through exams. Questions are used from the most elementary stage of learning to original research.

In the scientific method, a question often forms the basis of collective information and investigation. It can be considered as the transition between observation and hypothesis stages. Students of all ages use questions in their learning of topics. They are engaged in goal oriented tasks by defining questions in learning process. We know that the formative skill of creating questions is a central part of the inquiry based education. Student’s responses to the Socratic method of questioning may be used by a teacher to lead the student towards the truth of knowledge transfer without direct instruction. The process of question formation also helps the students to understand logical conclusions in problem solving activities.

Fear is the default emotion of life for the working mechanism of brain. Exam fear is really the fear of questions and answers, and we can say that this is the fear of failure or success. Before students can master their fear, they must acknowledge it first for learning transfer. Rather than avoiding the fear of questions, students must become aware of it and use it as a guide to sharpen focus and decision making cognition for high academic performance. Do not let fear get out of your control and become panic in learning transfer and brainpage making process. Your brain is everything and responsible for your failure or success. Have the first dimension of knowledge transfer and make high speed modular brainpage to secure smart grades in the tests and school performance.

Amygdala system of brain is responsible for fear projections in working circuits and cingulate gyrus is localized in brain to produce the different channels of emotion. Most successful people want to push themselves beyond past accomplishments. In order to do this, they push themselves outside their comfort zone of working and living. This means by facing the fear of failure continually, they can predict their own responses towards future drives when stressed and stretched. The limbic circuit of human brain is programmed naturally to pay more attention to negative thought or information that produces fearful responses in the brain circuits.

Fear is the factor of our survival instinct in working or living. It deals with aversion to loss or harm and protects us from failing in performance. That is why we tend to remember negative or traumatic information better than neutral or even positive experiences. A lot of people put their fear into different categories and then bring it out when they’re ready to take a closer look at it. In so many ways, fear perception is nature’s way of making sure that we don’t practice something stupid in behavior. Real challenge is calling out those times when we just don’t take the next step because of the fear of failure or the fear of success. In fact, the problem of fear is resolved in the brainpage theory of knowledge transfer because of cognitive development and cerebellar learnography.

Education provides conventional learning in school system that is easy and comfortable in sitting and listening. This is the age of science and technology but teaching is not the scientific system of knowledge transfer for students in the classroom. Brainpage theory of learnography is the neuroscience of knowledge transfer. This is the scientific method of children’s classroom in which students will finish and learn everything required for effective knowledge transfer using the substrates, physical activities and dimensions of their brain learnography.

Twitter | Teamwork Miniature

Training or Ed degree is not essential for the teachers in school learnography but class students are skilled in the learning mechanism of motor knowledge. They are trained in classroom leadership, teamwork and brainpage development to apply the query matrix, definition spectrum, task formator, segment solver, zeid compass, module builder and innovation derivative of knowledge transferring brain circuits (KTBC). The learning mechanism of our brain always seeks the matrix tasks of knowledge to create the possibilities and sequences of brainpage modulation. It develops from the question set or titles of chapter segments and provides instance guided object learning (IGOL) for the high speed modular transfer of knowledge chapters in learning process.

Education | Learnography

Pictures : Featured image from the Pexels showing fear perception and the eye of cyclone, other images about fear, question and answer showing the light of knowledge

Resources :

  • Methods of effective knowledge transfer in the learning process of school system
  • Substrates, learnodynamics and dimensions of effective knowledge transferring brain circuits (KTBC)
  • Significance of teaching system and teacher’s training in school education
  • Impacts of time bound questions matrix on the amygdala system of human brain

Shiva Narayan Jha
Principal
Golden Star Secondary School
Rajbiraj, Nepal

Teaching is not the scientific system of knowledge transfer in school education

Everything is learnt in brain and tasks are also processed by the working mechanism of brain circuits. Book is the main source of facts, ideas and knowledge. Therefore, book to brain knowledge transfer must be provided in classroom for kid’s learning. The teaching theories of school system are based mainly on motivational techniques and control that are not effective in classroom for knowledge transfer to the student’s brain.

The teaching performance provided for school learning must be tested on the facts and findings of neuroscience to verify whether teaching process is a scientific system for learning or knowledge transfer. We know that work performance and knowledge transfer are carried out by the rational functions of prefrontal cortex, while motivational instructions are produced and received by the limbic circuit of human brain.

Highlights :

  • Teaching theory of education does not support the neuroscience of knowledge transfer in classroom.
  • In fact, teaching performance is the waste of school hours. Students don’t get time in classroom to make brainpage for knowledge transfer.
  • Knowledge is transferred from book to teacher’s brain and then it is projected to students’ brain. This is indirect school of knowledge transfer.
  • Book to brain knowledge transfer is the definition of direct school. It is also known as School 2020.

We believe that teaching is provided in classroom and students will learn and understand the subject matter of chapters. It seems very simple and comfortable in school system. But our brain has complex systems of the neuronal networks and learning mechanism defined by several neural circuits. Knowledge transfer of the learnography is processed in the working mechanism of brain circuits. These neural pathways are input circuit, association circuit, cognitive circuit, limbic circuit, memory circuit, motor circuit and zeid circuit. There are also seven dimensions of the knowledge transfer in learnography such as matrix, spectrum, formator, segment, compass, module and innovation.

The success of knowledge transfer and brainpage development brings respect and happiness to the teachers in classroom. Learnography is the neuroscience of learning mechanism, knowledge transfer and memory formation. This is the brainpage making process of knowledge chapters that should be launched in classroom instead of teaching, listening and note-writing.

Academic success depends on student’s performance but school system observes educational success in quality teaching. Although academic sectors are facing many challenges such as schools do not have enough money for books or to maintain decent classrooms. Underpaid teachers have to work several jobs. The department of education never paid attention to develop the efficient system of knowledge transfer on the basis of brain circuits and neurological achievements.

Main drawback of education is the inefficient school system of knowledge transfer in which classroom learning is not finished in student’s brain circuits to generate plasticity for academic knowledge, cognitive behavior and memory consolidation.

Classification of learnography is based on the learning mechanism and knowledge transfer of human brain. Later, learning mechanism of classroom is modified to the working mechanism of production and economy. We know that neuroscience deals with the anatomical structure, neurological localization and physiological functions of brain parts. Learning modules of the brain play vital role in the modular brainpage development of knowledge transfer. So, the orientation of school system must be based on the anatomy and physiology of brain mechanism.

Classification of School Learnography

  1. Associative Learnography
  2. Declarative Learnography
  3. Input Learnography
  4. Output Learnography
  5. Compass Learnography
  6. Implicit Learnography
  7. Procedural Learnography

Pedagogy always describes the advanced teaching techniques and high motivational control to create the learning environment in school system. It doesn’t follow the neurobiology of knowledge transfer and its interpretation in which neuroplasticity runs in brain circuits to grow the volume of gray matter in specific brain regions. A teaching method comprises the principles and techniques used by teachers to enable student’s learning in classroom. These strategies are determined partly on subject matter to be taught and partly by the standard of classroom learners.

In today’s school system, the trend is that it encourages a lot of creativity. It is fact that human advancement comes through the subjects of analyzing and reasoning. This reasoning and original thought enhance the skills of creativity. But the cognitive part of brain in school children is not fully matured, especially prefrontal cortex to face the critical challenges of creativity and innovation. They must be encouraged to learn the subject matter of tested and verified knowledge as the software of knowledge transfer to promote working potentials of the modular brainpage.

For a particular teaching method to be appropriate and efficient, it has to be in relation with the characteristics of students and the type of learning it is supposed to bring about in classroom situations. There are many suggestions for the design and preparation of teaching activities. The selection of teaching methods must take into account not only for the nature of subject matter but also how students learn and develop brainpage during knowledge transfer in classroom.

Questions provide the matrix of knowledge which is used to test learning quality and brainpage development. Student’s learning is measured through objectively scored tests and assessments after the course is finished and practiced. Subject teachers are authorized to conduct learning process and tests required for preparation and evaluation. In Student Centered Approach to Learning, teachers and students play an equally active role in the learning process. The teacher’s primary role is to coach and facilitate student’s learning and overall comprehension of the knowledge transfer. But parallel learning never occurs in the classroom and students are not similar in learning quality and performance.

Smartphone is useless without proper software. Brainpage is the application software of knowledge transfer to promote learning initiatives in brain, so the processing of brainpage module is everything in classroom for high academic performance.

Student’s learning is measured through both formal and informal forms of tests or assessment, including group projects, student portfolios and class participation. Teaching and assessments are connected to each other in modern education system. It means teachers have to be very active in classroom situations. Student’s learning is continuously measured by asking question during teacher’s instruction. Commonly used teaching methods may include class participation, demonstration, recitation, memorization and composite practice of these techniques. But students become very active in the motor learnography of knowledge transfer during brainpage making process.

The teamwork miniature of active students is very important to the environment of learning development (ELD). Therefore, miniature school runs in the classroom of brainpage school to manage the leadership and teamwork performance in knowledge transfer. Collaboration allows students to actively participate in the learning process by talking with each other and listening to other’s opinions. It establishes a personal connection between students and the topic of study. Collaborative approach helps the students work as team members and think in a less personally biased way. The group projects and moderation of classroom are the examples of brainpage theory and its learning dimensions.

Teachers may employ collaboration to assess student’s abilities to work as a team, leadership skills or presentation abilities. Collaborative format can take a variety of forms such as fishbowl discussions. The advantage of fishbowl is that it allows the entire group to participate in conversation. After some preparation and with clearly defined roles, a discussion may constitute most of the lesson, with the teacher only giving short feedback at the end or in the following lesson. It is fact that a teacher is classroom leader to manage and moderate the environment of learning development. In learnography, subject teacher becomes task moderator and students are engaged in the management of miniature school where they will learn the skills of leadership and teamwork performance.

What are the differences between smartphone and smart brainpage?

Smartphone returns smart communication whereas smart brainpage receives smart knowledge transfer. Each of the students possesses smartphone in the classroom but they don’t have smart brainpage for the modulation of knowledge transfer.

Newer teaching methods may incorporate television, radio, internet, multi-media, virtual reality and other modern devices. Some educators believe that the use of technology is beneficial to students for fast understanding and it can facilitate chapter learning to some degree. Others say that classroom technology is not substitute for educational methods that encourage deep thinking and great desire to learn for goal oriented task operation (GOTO).

Inquiry based learning is another modern teaching method that is the task matrix oriented learning of classroom. A popular teaching method that is being used by a vast majority of teachers is hands-on activities. In fact, hands-on activities are those physical activities that require the modulation of learnodynamics, physical movement, talking and listening. Learning activates multiple motor areas of the brain. The more parts of the brain students use in physical activities, the more likely they are to retain information, learning spectrum and knowledge transfer.

Learning is the process of acquiring skills, knowledge and experience that may be new, modifying or existing in goal oriented tasks. Structured knowledge, defining behaviors, productive skills, academic values and required preferences are the achievements of learning process in school system. The ability to learn in knowledge transfer is possessed by humans, animals and some machines. There is also critical evidence for some kind of object learning in the flowering plants. Some learning is immediate, induced by a single event, but much skill and knowledge accumulate from rehearsed experiences. The changes in brain circuits induced by learning often last a lifetime, and it is hard to distinguish learned facts, events and materials that seems to be lost as the retrograde amnesia from that which cannot be retrieved in working activities.

Meaningful learning of our children is the concept that learned knowledge transfer such as objects, facts, events and reactance is fully understood to the extent that it relates to other knowledge in formatting and processing. To this end, meaningful learning contrasts with rote learning in which information is acquired without regard to understanding, interpretation and definition spectrum. On the other hand, meaningful learning implies that there is a comprehensive knowledge transfer of the context of the facts learned in classroom situations.

Over the history of its discourse, various hypotheses, dimensions and definitions have been advanced for the knowledge transfer of school system based on the teaching theories. It is speculated that the different types of transfer exist in learning process. In near transfer, the application of skill to solve a novel problem is performed in similar context. But in far transfer, the application of skill to solve novel problem is presented in different context.

Transfer of learning is the application of merit, skill, knowledge or understanding to resolve a novel problem or situation that happens when certain formative modular conditions are fulfilled. Cognitive research indicates that student’s learning transfer is infrequent in classroom processing and has sought to clarify what it is, and how it might be promoted through the instruction of teaching theories. In this way, efficient system of the learning transfer remains mystery in education system. So, educators are always changing the pattern and method of teaching techniques all the time. Whatever theory of learning is applied in classroom, brainpage development is the ultimate learning of knowledge chapters.

Which is the perfect system of school education to transfer knowledge in classroom? Most educators aren’t sure and confident in a particular teaching theory of knowledge transfer. That is why they always keep changing the methods of classroom performance to secure high success in the institution.

Some educators suggest that positive transfer happens when learning supports problem solving activities based on the matrix and spectrum of prior knowledge. But negative transfer occurs when prior learning inhibits performance on highly correlated tasks, such as the learning of second or third language. Concepts of positive and negative transfer have a long history in school education. It may be possible that habits or mental acts developed by a particular kind of training may inhibit rather than facilitate other mental activities.

Twitter | Brainpage Module

What is the scientific system of knowledge transfer? It is suggested that transferring knowledge into a situation may differ from transferring knowledge out to a situation. But it does not happen in the brainpage theory of learnography in which brainpage rehearsal of the motor knowledge is very powerful to finish knowledge transfer on less time without prevailing inhibition. We don’t need to classify learning or training into cognitive positive or negative transfer. Cerebellar learnography of human brain projects the learning stream of zeid circuit to proceed high speed knowledge transfer for overall performances.

Home | Learnography

Pictures : Featured image from the Pexels showing a student on the road to school, other images about the students and their classroom

Resources :

  • Definition of indirect school and its system of knowledge transfer in classroom
  • Pedagogy and its teaching theories, drawbacks of education system
  • Working mechanism of human brain and the processing of neuroplasticity
  • Skill of leadership and teamwork performance, management of miniature school in classroom

Shiva Narayan Jha
Principal
Golden Star Secondary School
Rajbiraj, Nepal

Pencil power is the most advanced tool of human brain to launch knowledge transfer in school system

Knowledge transfer and pencil power of school system must be efficient and productive to provide learnography, food, houses, jobs and medicine for the livelihood of people. Learning without physical activities is useless and non-functional in the knowledge transfer of classroom. Neuroscience describes that the learning efficiency of cognitive and academic studies improves by the motor knowledge of physical activities.

Highlights :

  • Students need the creative skills of pencil power for innovation and production to meet the requirements of working, earning and living.
  • Pencil power develops from the motor knowledge of brain circuits.
  • Learnography is a new branch of neuroscience which deals with the brain circuits of learning mechanism in the knowledge transfer of school system.
  • Development of gray matter happens in the brain circuits of learning mechanism to launch motor plasticity for reading, writing and understanding.

Test or examination in the school system can evaluate the quality of academic studies and performance, but it doesn’t measure the productive skills of human brain like creating, delegating, reasoning, exploring, communicating and positively influencing the livelihood of people. The knowledge transfer of school system must develop such essential skills in students that the world needs to fulfill future workforce for the nation, and the goals of parent’s investment and expectations.

Pencil power of knowledge transfer is crucial to brainpage development and effective learning in classroom.

Learnography is a new frontier of applied neuroscience. The pencil power of learning skill is provided in learnography while listening power develops from educational teaching. It is fact that the pencil power of knowledge transfer comes from brainpage development and motor finger mapping. This is the world of creativity, innovation and advancement. The pencil power of brainpage theory returns the advancement of science and technology. System of direct school explains that knowledge segments are uploaded to brain circuits from the source page of knowledge transfer and modular brainpage is prepared to process on the cyclozeid of brain-part thalamus for rehearsing and understanding.

Pencil power is the most important knowledge tool to change the world of science and technology with creativity, innovation and high academic success. It develops from the finger mapping knowledge transfer (FMKT) of school system. Book to brain direct learning must be launched in classroom to use pencil power for high achievement.

Teaching performance is an easy process of the classroom but it activates working mechanism of the teacher’s brain circuits. Student’s brain is motivated only to listening and watching. Learning brain doesn’t observe any physical activities and remains in passive mode. What type of neuroscience is running in the teaching theories of education system? Knowledge transfer of subject learning is most effective when practice sessions run in proper learning environment with physical movement to replicate target skill level and context for the performance of pencil power. This mechanism of brain circuits is efficient to launch pencil potentials and productive knowledge transfer in classroom learning by applying the brainpage theory and dimensions of learnography.

Parents believe that the sweet fruit of skill, knowledge and merit is the high earning job of working learnodynamics. Obviously, learning outcome and pencil power are tested at workplace. Most people can’t make a good paragraph to express their feelings, emotions and thoughts. Writing inefficiency can be observed on interactive social media. In fact, good writing requires the standard quality of pencil power and high speed modular brainpage.

Teaching science of knowledge transfer is running in classroom, but no room for learning science. Then homework is given to students so learning science runs at home to develop the pencil power of brain. The motor circuit of knowledge transfer provides pencil power in learning process. Writing page or procedural activity is the finger mapping of brainpage imaging and cognitive thinking. In fact, pencil power is the finger mapping of brain learnography that writes the advancement of knowledge chapters in science and technology.

It is suggested that regular physical activity lasting for 40 minutes five times a week can improve sound mental health. The volume of gray matter in brain circuits increases from physical exercise. Students can also achieve good learnography of the knowledge transfer if learning in school is finished with physical activities like reading, writing, mapping or answering. All types of activities are found to improve mental health no matter people’s age or gender, including doing the housework and looking after the children. Exercise is already known to reduce the risk of heart disease, stroke and diabetes.

We must have good working habits to keep the good health of our brain and body. The proverb “Slow and steady wins the race” emphasizes the problem of over hastiness. Even a person with average talent can achieve great success in life through persistent effort. This is pencil power race of the Tortoise and the Hare.

From the regular rehearsals of physical activities, structural and functional improvements are observed in brain structures and pathways associated with cognitive control and memory formation. Physical activity means the processing of motor knowledge. The neurobiological effects of physical exercise are numerous and involve a wide range of interrelated effects on the structure, function and cognition of brain parts.

Research has demonstrated that consistent aerobic exercise such as 30 minutes per day induces persistent improvement in the cognitive functions of brain, healthy alteration in gene expression and beneficial forms of neuroplasticity as well as behavioral plasticity. Some of these long-term effects include increased neuron growth, increased neurological activity like c-Fos and BDNF signaling, improved stress coping, enhanced cognitive control of behavior, improved declarative, spatial and working memories.

The effects of exercise on cognition have important implications for improving academic performance in children and college students. It also helps in improving productivity at workplace, preserving cognitive function in old age, preventing or treating certain neurological disorders and improving overall quality of life.

In healthy adults, aerobic exercise has been shown to induce transient effects on cognition after a single exercise session. But the persistent effect on cognition is observed by following regular exercise over the course of several months. People who regularly perform aerobic exercise such as running, jogging, brisk walking, swimming and cycling have greater scores on neuropsychological function and performance tests. Physical activity improves certain cognitive functions such as attentional control, inhibitory control and cognitive flexibility. It also enhances working memory, updating capacity, declarative memory, spatial memory, and information processing speed.

Neuroplasticity is the process by which neurons adapt to a disturbance over time. It most often occurs in response to repeated exposure to stimuli. Aerobic exercise such as walking and running increases the production of neurotrophic factors such as BDNF, IGF-1 and VEGF. These factors mediate improvements in cognitive functions and various forms of memory by promoting blood vessel formation in the brain, adult neurogenesis and other forms of neuroplasticity. Consistent aerobic exercise over a period of several months induces clinically significant improvements in the executive functions of brain. It also increases the volume of gray matter in nearly all regions of the brain, with the most marked development occurring in brain regions that give rise to executive functions.

Student’s pencil power develops from the brainpage modulation of finger mapping knowledge transfer (FMKT) in school system. This is the main functional part of cerebellar learnography that is significant to high speed modular brainpage and skill development.

Brain structures that show the greatest improvements in the volume of gray matter in response to aerobic exercise are prefrontal cortex, caudate nucleus and hippocampus. Less significant increase in the volume of gray matter occurs in anterior cingulate cortex, parietal cortex, cerebellum and nucleus accumbens. Prefrontal cortex, caudate nucleus and anterior cingulate cortex are among the most significant brain structures in the release of dopamine and norepinephrine systems that give rise to cognitive control.

Higher grades and qualifying scores are associated with better executive function, faster information processing speed and the greater gray matter volume of hippocampus, caudate nucleus and nucleus accumbens. Brainpage theory of knowledge transfer requires students’ initiatives in classroom with physical activities to activate the brain circuits of motor knowledge. Physical activity is also associated with persistent beneficial epigenetic changes that result in improved stress coping, improved cognitive function and increased neuronal activity like c-Fos and BDNF signaling.

Motor knowledge of physical activities can induce neurogenesis (birth of new brain cells) and increase the volume of gray matter in hippocampus. It is associated with measurable improvements in spatial pathway memory and related cognitive functions for high speed knowledge transfer.

Reviews of neuroimaging studies indicate that consistent aerobic exercise increases the volume of gray matter in nearly all regions of the brain. More pronounced increase in the volume of gray matter is occurring in brain regions associated with memory processing, cognitive control, motor function and reward factors. The most prominent gains in gray matter are seen in prefrontal cortex, caudate nucleus, and hippocampus, which support cognitive control and memory processing with other cognitive functions. The left and right halves of prefrontal cortex, hippocampus and cingulate cortex appear to become more functionally interconnected in response to the consistent processing of motor knowledge.

Physical activity brings remarkable changes in the structure and function of brain regions. Academic learning of the classroom can be converted into the processing of motor knowledge through physical activities during the learning process of knowledge transfer. Hence, students must be physically active in classroom and involve in learning process by using the learning dimensions of brain learnography. Motor knowledge can promote plasticity in the learning regions of brain by improving executive functions, cognitive ability and memory formation.

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Pencil power is observed during skill development and it is an important tool in knowledge transfer. Education is a school system that deals with the teaching theories of knowledge chapters. But learnography is a branch of neuroscience which deals with the brainpage theory of knowledge transfer in school system. We can conclude that the pencil power of working mechanism is the finger mapping of brain learnography that writes the advancement of knowledge chapters in science and technology.

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Pictures : Featured image from the Pexels, other images showing physical exercise and various sections of brain regions

Resources :

  • Teaching theories of school system running in modern education
  • Improvement in mental health found from regular physical activities
  • Brainpage theory of knowledge transfer designed for School 2020
  • Study of brain regions associated with executive functions, memory processing, cognitive control, motor functions and reward factors

Shiva Narayan Jha
Principal
Golden Star Secondary School
Rajbiraj, Nepal

Exams result of students is the ultimate outcome of knowledge transfer in school system

About five years ago, I got a chance to observe direct learning on the road for book to brain knowledge transfer while I was in medical college hospital for health check up and treatment. One day I saw some medical students were reading books while going on the road to appear in the exams. It was morning time and traffic was normal. It was amazing event for me that the direct learning of knowledge transfer was launched on the road.

Highlights :

  • Fearful faces of students reflected before or during exams period
  • Development of brainpage to influence the exams result
  • Evaluation of the teacher’s work performance
  • Evaluation methods and certification of learning quality in standardized tests and non-standardized tests

I asked one of my friends what happened to these doctors. He replied that they were going to medical college for exams and so they were busy in study even walking on the road. It was remarkable that their fearful faces were reflected just a few minutes before exams. The design of direct school was created twenty years ago but I found strong evidence on the road after fifteen years. Reflection of the fearful faces due to exams is unforgettable. I think that the amygdala system of brain is decisive in the brainpage making process of school learnography.

Everything is practiced and learnt in the brain and so grade performance in school system is the evaluation of a student’s brainpage development. Don’t misguide students that they have to focus only on knowledge acquisition such as the learning, topic writing and understanding of knowledge chapters. Grades or scores of exams result are not only the students’ achievement but this evaluation also reflects the quality of a teacher’s work performance.

Classroom performance and learning process conduct knowledge transfer in the brain circuits of working mechanism of individuals. The technique and method of school evaluation are scheduled tests that are prescribed and developed in defined format to determine the acquired quality of knowledge transfer. So, students have to face the question sets of examination to secure legitimate grades or scores. A test or examination is an assessment intended to measure the quality of acquired learning skill, knowledge, aptitude, physical fitness or classification in many competitive ways.

Many types of tests or exams are arranged in the institution to analyze the standard of academic achievements. A test may be administered verbally, on paper, on a computer or in a predetermined area that requires a test taker to demonstrate or perform a set of problem solving skills. Tests vary in style, rigor and requirements. In a closed book test, a test taker is usually required to rely upon brainpage modulation and memory to respond to specific items whereas in an open book test, a test taker may use one or more supplementary tools such as a reference book or calculator when responding.

Brainpage making process can enhance the working mechanism of mind and improve focus, modulation, memories and overall performances.

A test may be administered formally or informally to find the learning quality of knowledge transfer. An example of an informal test would be a reading test administered by a parent to the child. A formal test might be the final examination administered by a teacher in the classroom or an IQ test administered by psychologist in the clinic.

Formal testing often results in a grade or a test score. A test score may be interpreted with regards to a norm or criterion, or occasionally both. The norm may be established independently or by statistical analysis of a large number of the participants. An exam is meant to test a child’s knowledge or willingness to give time to manipulate the knowledge transfer of particular subject by using the modular brainpage of neural circuits.

After the completion of certain academic level, students have to face the exams to obtain graduation degree in particular course. Standardized tests are often used in education, professional certification, psychology, military and many other fields. These tests are widely used, fixed in terms of scope, difficulty and format and are usually significant in consequences.

School provides teaching performance but brainpage is not made for exams. Knowledge is written on brainpage to apply high speed zeidstream in making modules or answers.

Standardized tests are usually held on fixed dates as determined by the test developer, educational institution or governing body. It may or may not be administered by the instructor held within the classroom or constrained by classroom period. Although there is little variability between different copies of the same type of standardized test such as SAT or GRE, there is variability between different types of standardized tests.

A non-standardized test is usually flexible in scope and format, variable in difficulty and significance. This is the test of brainpage development that happened in the knowledge transfer of school system. Since these tests are developed by individual instructors, the format and difficulty of these tests may not be widely adopted or used by other instructors or institutions.

Students must be skilled in the speed, techniques and format of knowledge transfer. This is the brainpage theory of school learnography in which students make brainpage in classroom during learning process

A non-standardized test is conducted to determine the proficiency level of students in knowledge transfer. It is beneficial to motivate students to study hard and to provide feedback to students about incomplete brainpage. In some instances, teachers may develop non-standardized tests that resemble standardized tests in scope, format, module and difficulty with the purpose of preparing their students for final exams or upcoming the standardized tests of graduation.

United Kingdom and France require all their secondary school students to take a standardized test on individual subjects such as General Certificate of Secondary Education (GCSE) and Baccalauréat respectively as required for secondary level graduation. These tests are used primarily to assess a student’s proficiency in specific subjects such as mathematics, science or literature.

In contrast, high school students in other countries such as the United States may not be required to take a standardized test to graduate. Moreover, students in these countries usually take standardized tests only to apply for a position in a university program. Basically, they are given the option of taking different standardized tests such as ACT or SAT, which are used primarily to measure a student’s reasoning or problem solving skills.

High school students in the United States may also take Advanced Placement Tests on specific subjects to fulfill university level credit. Depending on the policies of test maker or country, the administration of standardized tests may be done in a large hall, classroom or testing center. A proctor or invigilator may also be present in test hall during testing period to provide instructions, to answer questions or to prevent cheating.

Artificial intelligence develops from instance guided object learning (IGOL). This is also the main theme of human intelligence to activate hippocampal formation for long term potentiation. This is the neuroscience of knowledge transfer and corresponding brainpage modulation.

Grades or test scores from standardized test may also be used by universities to determine if a student applicant should be admitted into one of its academic or professional programs. For example, universities in the United Kingdom admit applicants into their undergraduate programs based primarily or solely on an applicant’s grades on pre-university qualifications such as the GCE A level or Cambridge Pre-university.

Standardized tests of quality evaluation are sometimes applied to compare the proficiencies of students in knowledge transfer and brainpage development from different institutions or countries around the world. The Organisation for Economic Cooperation and Development (OECD) uses Programme for International Student Assessment (PISA) to evaluate certain problem solving skills, brainpage development and knowledge quality of students in specific subjects from the participating countries.

In modern evaluation pattern, multiple choice questions are asked in competitive standardized tests and popular in many countries. Most mathematical questions or calculation questions from subjects such as chemistry, physics or economics employ a formatting style which does not fall into any of the above categories, although some papers notably the Maths Challenge Papers in the United Kingdom employ multiple choice modulated format.

Modular answering pattern of exams are preferred in some countries for standard evaluation. Most questions of mathematics provide a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections. Marks may be granted if earlier incorrect answer was used but the correct method of answering was followed and also for an answer which is correct returned, in case of incorrect input.

Cheating in the exams is the process of using unauthorized means or methods for the purpose of obtaining a desired test score or higher grades. This may range from bringing and using answer notes during a closed book examination. Students may imitate and copy another test taker’s answer or choice of answers during an individual test. Sometimes, a paid proxy is sent to take the test in the place of test holding student.

Cheating in the exams may provide a fake certificate of the graduation for working and earning. So, make brainpage school and start the learning circuits of brainpage processing for knowledge transfer. As a result, you needn’t depend on cheating or copying for answering the questions asked in standardized tests or exams.

Several common methods have been employed to combat cheating in the examination hall. They include the use of multiple proctors or invigilators during a testing period to monitor test takers. Test developers may construct and write multiple variants of the same test to be administered to different test takers at the same time. Also developers can write tests with few multiple choice options, based on the theory of hardships that fully worked answers are difficult to imitate.

School learnography is really the pathway learnography of knowledge transfer. Attention is focused on the zeid points of learning pathways for reading, writing and understanding. Cognitive ability of students improves in classroom through the practice of brainpage development. Students have to perform motor knowledge to get high efficiency in knowledge transfer. Artificial intelligence (AI) develops from the rational circuit of motor and prefrontal cortices while human intelligence (HI) is dealt by the limbic circuit of subcortical brain structures.

Physical activity describes the processing of motor knowledge. Mental ability of knowledge transfer improves from the motor knowledge of physical activities. Matrix of knowledge should be followed in learning process. So question is followed to write solution in practice. It is done in home learning. Teachers are efficient in classroom performance skills but students are lack of learning or modulating skills to make high speed brainpage for knowledge transfer and academic proficiency.

Cognitive ability of students improves in classroom through the practice of brainpage rehearsals using the brain circuits of basal ganglia. Students have to perform motor knowledge to get high efficiency in knowledge transfer.

Who is making brainpage in the classroom? The teacher is working and giving teaching performance, so he is making brainpage in the classroom on the basis of motor knowledge processing. He is rehearsing knowledge transfer in the brain circuits of working mechanism. Will he face the exams to meet the criteria of quality evaluation?

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Who will achieve high grades in the final exams, teachers or students? Students are listening and watching in the classroom, so they are passive and not making brainpage in classroom situations. This is the main drawback of modern education system. In reality, teachers are making brainpage in the classroom and students will make brainpage at home. We know that home is not school and parents are not teachers.

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Pictures : Featured image from the Pexels showing page writing, other images related to the preparation of tests or exams

Resources :

  • Working drives produced by the amygdala system of brain
  • Relevance to direct school and book to brain knowledge transfer
  • Different types of tests and exams administered in school system
  • Cheating behavior of students while writing answers in the exams

Shiva Narayan Jha
Principal
Golden Star Secondary School
Rajbiraj, Nepal

A child becomes highly stressed and afraid from the massive loads of homework in school system

Everyday our children spend six or seven hours in school for the learning of prescribed courses. Most of the time, teaching performance is provided in classroom and students don’t get time to make brainpage for knowledge transfer. That is why homework is assigned for the practice of subject matter at home. Is the time period of seven hours is not sufficient to make brainpage in classroom? It’s global declaration that homework is a part of school culture but we have never imagined that our kids are suffering from the extreme fear of classroom and homework in school system.

Highlights :

  • Homework as a part of school culture to keep kids engaged at home for the learning, writing and understanding of school assignments
  • Classroom tasks, fear and negativity to comply with the regulations of school discipline
  • Rescue operation and the first note of Thai cave boys expressing worries about the heavy homework
  • Brainpage is made in classroom for goal-oriented tasks to compete in high academic performance without fear, stress and anxieties

A classroom built on the fear factors is a classroom that denigrates the importance of knowledge transfer in the community. The cognitive circuit of prefrontal cortex becomes paralyzed in the state of extreme fear that activates the limbic circuit of brain for emotional avoiding responses. A classroom built on fear factors is observed in the reality of reward, persuasion and punishment. It is fact that the foundation of children’s classroom must be based on the neuroscience of knowledge transfer.

Why are you giving homework to children? Home is not school and parents are not teachers. Time period of seven hours is enough to make the brainpage of subject matter in classroom.

Students have so much homework they couldn’t finish it in the evening. They try to solve it at night and sometimes it was not made complete. Children are so afraid that they won’t develop high speed brainpage to write the required answers in tests or exams. Low grade performance makes them angry, depressed and more afraid. It’s the world of fear that causes qualified educators to go against their pedagogy and pretend that they are just fitting into the school culture of teaching theories. That is the classroom of fear factors in which many of hard working students inhabit, hoping that they will build their future lives by achieving the excellence of skill, knowledge and merit in the knowledge transfer of graduation.

Educators can’t believe that teaching is the waste of school hours. We must appreciate that teaching presentation couldn’t induce brain plasticity for the knowledge transfer of subject matter. It is fact that homework is not helpful for learning retention, and often is more harmful than it is beneficial. We have to appreciate the truth that our children must feel free at home. Human brain of the students needs the evening to unwind, likes to spend time with family and friends and pursues the hobbies or other interests of social or cognitive drives.

Fear of exams is found very high in students because they have to secure high grades in performance. Brainpage is not made in classroom to meet the requirements of tests and exams.

Teaching theory is the school system of conventional learning and it is about 5000 years old system. In the traditional model of classroom instruction, the teacher is typically the central focus of a lesson and the primary disseminator of information during class period. Students may defer directly to the teacher for guidance and feedback, while the teacher is very active in responding to the questions of problem solving activities. In a classroom with a traditional style of instruction, individual lessons may be focused on the explanation of content utilizing a lecture method.

Beta version and web forums are the learning mechanisms of advanced technology for smart updates and high success. But classroom teaching isn’t the beta version of book to brain knowledge transfer. Students should be transformed into small teachers to modulate smart brainpage in learning mechanism and knowledge transfer.

Student’s engagement in the traditional model may be limited to activities in which students work independently or in small groups on an application task designed by the teacher. Class discussions are typically centered on the teacher, who controls the flow of conversation. Here, the teacher is working, so he is making brainpage in the classroom. If students do the work with brain circuits, they will modulate smart brainpage in classroom for the knowledge transfer. Typically, this pattern of teaching also involves giving students the task of reading from a textbook or practicing the concept by working on a problem set, for example, outside school as project work or homework.

Flipped classroom of the school system intentionally shifts instruction to a learner-centered model. In this design, class time explores topics in greater depth and creates the meaningful opportunities of knowledge transfer in brainpage making process. But educational technologies such as online videos are used to deliver lessons and contents outside of the classroom for watching and learning at home. It means that students are not free at home even in flipped school. It is published online that the grade performance of students has improved in flipped school system. But this achievement has been obtained because of brainpage development in classroom.

Student’s brainpage is the outcome of learning process and knowledge transfer. In fact, school learnography is defined as the applied neuroscience of knowledge transfer that is processed to make brainpage in classroom for the learning, writing and understanding of our children.

Homework’s relationship to improve student’s learning and performance is minimal at best for high achievement. Thinking that homework helps with student’s success is a myth that needs to be debunked with the facts and findings of neuroscience to verify the classroom reality of knowledge transfer. The myth of homework as an instructional tool is as insignificant as small class size, longer school days, grade retention, remediation and technology. The only real and most significant variable for student’s learning is the system of knowledge transfer. It’s true that students write answers in the exams by using the modular brainpage of knowledge transfer. Listening to the teaching is only motivational aspect, but can’t modulate brainpage in the learning mechanism of brain circuits.

School is the learning place to acquire skill, knowledge and merit for the graduation of prescribed courses while student’s brainpage is the outcome of knowledge transfer to meet the criteria of academic evaluation. That is why, the brainpage theory of knowledge transfer defined as system of school learnography is the future of school education to study the design, methods and advancement of mathematics, science and technology.

It’s a general concept that school homework is helpful in keeping children engaged in learning practices at home. Educators believe and fear that eliminating homework will increase time period on iPads and with social media. These electronic devices have become the default mechanism for children and adults when there is free time or boredom. So, they rush online to take the place of human interaction on social media or online chats. Educators suggest that parents want children to stretch and grow rather than be glued to a tablet. That is why homework is beneficial to rehearse, practice and make high speed modular brainpage for the proper transfer of school chapters.

The extraordinary story of Thai cave boys’ escape from snaking caverns of the Tham Luang caves of northern Thailand was not just followed in Thailand, but by millions of people around the world. British divers said that search operation was very dangerous and life threatening. The former Thai Navy SEAL, Saman Gunan, died during the rescue mission while supplying oxygen tank in the cave. Survival was the first factor in rescue operation and the boys expressed gratitude and happiness when they first met British divers. It was a really good success to save their lives and ambitions including the football coach, and they also wrote some notes to their parents and school. The first note came from one who did not include their name: “If they go out, they’d like to eat many things — they want to go straight to their home — not too much homework, please.

A child of five years’ age becomes very frightened and highly stressed when homework is not well-finished to attend her classroom. One of the secondary level students expressed his pathetic concern, “I used to be homework machine.” He developed severe problems with clinical anxiety. In real life situation, homework is associated with some level of stress for most children. However, for youth with an anxiety disorder, the pressure of assignments, tests, and deadlines can provoke panic and can disable them with fear. What can play an important role in helping these children to reduce stress in school system? That is the proper system of knowledge transfer launched in the fearless environment of learning development.

Parents often feel it’s their job to get their kids to do well in school. Naturally, you might get anxious about this responsibility as a parent. You might also get nervous about your kids succeeding in life—and homework often becomes the focus of that concern. But when parents feel it’s their responsibility to get their kids to achieve, they now need something from their children—they need them to do their homework and be a success. This is a statement of the trained educator and I do not agree that parents will play the role of teachers at home. School system is responsible to finish knowledge transfer completely in classroom, nothing would be left for home. Everything must be finished completely in school hours.

Classroom built on fear factors cannot produce students who are responsible for their own brainpage development and who will pursue self-directed learning from strong passion and not from hard pressure.

As with many functions of the nervous system, there are various regions of the brain involved in deciphering the default fear in humans. There may be a situation which incites fear in perception, at that time the amygdala and hippocampus of limbic circuit record and decode the active frightening events with emotional markers through synaptic plasticity. Stimulation to the hippocampus will cause the individual to remember many past details, memories and consequences surrounding the situation of fear factors.

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Plasticity and memory formation in the amygdala are generated by the projection of zeid factors. Amygdala circuit is a very important part of the brain to produce learning drives in the comprehensive study of mathematics, science and technology. By activating the brain circuits, we can launch fearless knowledge transfer in classroom through modular brainpage processing. The amygdala system of subcortical brain has reciprocal connections and so it communicates in both directions with prefrontal cortex, hypothalamus, sensory cortex, hippocampus, cingulate cortex, thalamus, septum and brainstem. This mechanism of brain circuits is efficient to launch pencil power and smooth knowledge transfer in classroom by applying the brainpage theory and dimensions of learnography.

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Pictures : Featured image from the Pexels, other student’s images showing homework preparation and learning activities

Resources :

  • Homework fear of children in heavily pressurized school system
  • Pedagogy and teaching theories of modern education
  • Concepts of school culture and significance of homework
  • Regulations and discipline of classroom management

Shiva Narayan Jha
Principal
Golden Star Secondary School
Rajbiraj, Nepal

Fear factor is the default emotion of life for the working mechanism of human brain

Fear is the survival factor of life and the amygdala system of brain triggers the survival functions of fear factors. The drives of knowledge transfer also proceed on the derivatives of fear emotion like the fear of mistakes, failing situations and low academic achievement. But the fear of homework, teachers or the principal is harmful to the learning potentials of students. They must feel free in classroom to modulate concerned brainpage in the learning process of school chapters.

Highlights :

  • Default emotion of human brain for working, learning and earning
  • Survival functions of life in critical circumstances
  • Mind wandering at resting stage for future planning and loss aversion
  • Fear is here, there and everywhere in human life for survival and success

When we sit quietly without doing anything, the imaging of many thoughts and events starts coming in our mind. If we let our mind wander for a few minutes, brain circuits are actually lighting up with a range of emotions. So our brain becomes full of emotional streams running in different affective states that can ruminate on prior stressors or we can get anxious about future events. This is the function of default mode network of brain in which mind wandering happens by recalling past life and episodic memory.

Default mode network of brain is most commonly shown to be active when an individual is not focused on the outside world and the brain is at wakeful rest such as during daydreaming and mind-wandering. But it is also active when the individual is thinking about others, thinking about themselves, remembering the past and planning for the future.

Bullying can threaten student’s physical and emotional safety at school and can negatively impact their ability to learn. The best way to address bullying is to stop it before it starts to threaten children’s life.

Emotions like fear and love are carried out by limbic system which is located in the temporal lobe of brain. We know that the limbic system is made up of multiple parts of the brain but the center of emotional processing is the amygdala. It receives input from other functional regions of the brain like memory and attention.

Amygdala is responsible for multiple emotional responses like love, fear, anger and basic desire. Stimulation or removal of the amygdala alters emotional response. Research has shown that electrical activation causes aggression while surgical removal results in indifferent emotional reactions. So, damage to the amygdala can result in abnormal emotional responses and over-stimulation causes excessive reactions.

A fear appeal is a persuasive message that attempts to arouse fear in order to divert behavior through the threat of impending harm. An authoritarian style of leadership may create an environment of fear with no chance for dialogue and with complaining being considered futile.

Hippocampus is another part of the limbic system that sends information to the amygdala. This is one of the memory processing centers of the brain that interacts with amygdala when a person has memories with emotional ties. The reciprocal connection between amygdala and hippocampus may be the origin of strong emotions triggered by the particular memories of space, object, time, instance and module.

Prefrontal cortex of the brain is involved in decision making in response to emotional drive. It controls what decision a person makes when faced with an emotional reactance and also regulates anxiety. Cingulate gyrus acts as a pathway between thalamus and hippocampus. It plays a role in remembering emotional charged events. The cingulate cortex of brain focuses attention on the event by alerting the rest of the brain that it is emotionally significant in the neural processing of responses.

Posterior cingulate cortex is emotion generator but anterior cingulate cortex is emotion encoder to produce zeid factors for the working mechanism of brain. Amygdala is considered as emotion decoder to launch the stream of zeid factors for the modulation of memories and drives.

State of fear is believed to be an unpleasant emotional state involving physiological arousal that motivates cognitive, affective and behavioral responses directed towards alleviating threat or reducing fear.

We know that the emotion of fear is stronger than the emotions of reward or love. Some memories may be lost in the state of extreme fear or severe trauma. Semantic memory is more affected in depressed situations. Everyday, the emotion of fear protects us from the dangers of critical circumstance. It is fact that fear factor is the default emotion of limbic circuits and it does not require neurotransmitters to activate the channels of emotion in work performance.

Fear of exams is found very high in students because they have to secure high grades in performance. Brainpage is not made in classroom and students have to write exact answers in the exams. Fear is the strongest factor of human emotions and other emotions such as love, hate, anger, pleasure, reward, failure, sadness and anxiety are its permutations.

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The fear system of survival is sympathetic autonomic system of the brain responsible for flight, fight, freeze, fright and faint. In fact, fear is the default emotion of life that regulates the working mechanism of brain and it is generated in the posterior cingulate cortex of default mode network (DMN). Survival is the fundamental aspect of life and it is described in brain circuits by the generation of fear factors. On other hand, the success of goal oriented tasks is also secured by the fear factors of failure.

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Pictures : Images related to the fear factors showing spider, rat and heights, pictures from the Pexels

Resources :

  • Science of amygdala system and the study of fear factors
  • Fear of exams in school system to secure high grade performance
  • Classroom fear and its impact on student’s learning
  • Scientific studies of trauma, stress and depression in prevailing learning conditions

Shiva Narayan Jha
Principal
Golden Star Secondary School
Rajbiraj, Nepal