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LCM Gyanpeeth Perspective: Neuro-Integrative Theory of Knowledge Transfer

By Shiva Narayan
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What if real learning depends on how well the emotional, thinking and action systems of your brain work together? Neuro-Integrative Theory of Knowledge Transfer reveals that lasting mastery happens when three powerful brain networks synchronize — limbic (emotion), cognitive (reasoning), and motor (action). LCM stands for Limbic–Cognitive–Motor Integration, the unified model of knowledge transfer. Gyanpeeth LCM Framework: Unified Theory of Brain-Based Learning Instead of treating learning as memorization, the LCM framework shows that emotional engagement activates attention and memory, structured thinking organizes understanding, and hands-on performance strengthens and stabilizes knowledge. When learners feel curious, build clear concepts, and apply what they know through action, the brain forms stronger and more adaptable neural pathways. This whole-brain model offers a fresh direction for academic learning and training — moving from lecture-based instruction to integrated learning en...
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Teacher, Actor and Worker: Neuro-Learnographic Perspective on Knowledge Transformation

By Shiva Narayan
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 What if teaching, acting, and working are all parts of the same brain process? Teacher, Actor and Worker in Brain Dynamics – Neural Cycle of Knowledge Transformation reveals how knowledge moves through three powerful systems of the brain – emotion (limbic), reasoning (cognitive), and action (motor). Teachers transform emotional curiosity into structured understanding. Actors turn structured ideas into emotional experiences. Workers and professionals convert both into skilled performance. Taxshila Golden Triangle in Knowledge Transformation Across Professions Learnography is rooted in Taxshila Neuroscience and the Gyanpeeth Framework. It explains why true learning happens only when we feel, think, and act together. Explore how the Limbic–Cognitive–Motor (LCM) loop can transform classrooms, training systems, and real-world performance into whole-brain learning environments. 🧠 Research Introduction: Neuro-Learnographic Perspective on Knowledge Transformation Knowledge transformation...
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Brainpage Classrooms: Miniature School Model for Knowledge Construction

By Shiva Narayan
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 The Brainpage Classroom represents a shift from centralized instruction to distributed knowledge construction. Unlike traditional talking schools, the Brainpage or Happiness Classroom is intentionally divided into seven miniature schools, each functioning as the team of an active learning operational design. From Centralized Teaching to Miniature Schools: Structural Shift in Education Knowledge is not delivered from one central authority. Instead, it is constructed simultaneously across seven structured micro-systems. Each miniature school becomes a dynamic engine of module building, peer sharing, and neural integration. This in-depth research article explains how a classroom divided into seven miniature schools of seven learners each creates a distributed, neuroscience-aligned learning ecosystem. ✍️ Research Introduction: Teamwork of Knowledge Construction Brainpage Classroom Structure: The 7×7+1 Model of Distributed Knowledge Leadership Educational systems worldwide continue to ...
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Knowledge Construction in Learnography: Taxshila Neuroscience Perspective

By Shiva Narayan
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 Traditional education systems often operate as “talking schools”, where knowledge is transmitted verbally and expected to be cognitively absorbed. However, neuroscience demonstrates that durable knowledge emerges from active neural integration rather than passive listening. Knowledge is Built, Not Delivered: Rethinking Education Systems Learnography redefines learning as structured knowledge construction driven by motor engagement, emotional activation, and spatial organization. Taxshila Neuroscience provides the theoretical backbone of this model. It examines how specific brain circuits coordinate to transform sensory input into stable, transferable knowledge modules. Knowledge is not stored as isolated facts but as interconnected brainpage maps and modules. These are organized neural maps and modules constructed through guided motor-cognitive processes. 📙 Research Introduction: Process of Knowledge Construction Knowledge construction is not the passive reception of definitions ...
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Taxshila Levels: Measuring Learner's Development Through Brain, Body and Behavior

By Shiva Narayan
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 Contemporary educational assessment systems largely emphasize curriculum coverage and standardized testing, often overlooking the underlying neurological and behavioral processes that govern learning. Neuroscientific research increasingly confirms that effective learning is a result of dynamic interactions between the brain, body and behavior, driven by efficient knowledge transfer rather than passive information intake. The Taxshila Gyanpeeth Model responds to this challenge by introducing the Taxshila Levels, a neuroscience-based framework designed to evaluate learner development through learnography. This is the science of book-to-brain and brain-to-behavior knowledge transfer. Learner Evolution Through the Taxshila Levels of Knowledge Transfer This paper presents a structured analysis of the six Taxshila Levels, ranging from foundational brain readiness to research-level knowledge creation. Each level represents a measurable transformation in neural integration, motor cognitio...
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Making of Taxshilaveers: Real Players of Knowledge Construction

By Shiva Narayan
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 In most traditional education systems, learners are treated as the passive receivers of topics and lessons. Classrooms often resemble auditoriums where teachers speak, demonstrate, and perform, while learners listen, watch, and memorize. This structure creates the audiences of knowledge rather than the players of knowledge. The Taxshila Model challenges this outdated paradigm by asserting a powerful truth: real learning happens only when learners actively play the game of knowledge construction. From Audience to Action: Redefining School Dynamics through Learnography Learners who actively engage in this process are known as Taxshilaveers. They are well-trained, self-directed, and cognitively empowered scholars who construct, transform, and transfer knowledge through disciplined practice. Taxshilaveers are not spectators; they are the real players on the field of learning. From Stadium to Pitch: What Cricket Teaches Us About Real Learning In many traditional classrooms, learners ar...
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Direct and Indirect School Systems: From Teacher-Centered to Knowledge-Centered Schools

By Shiva Narayan
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School systems can be fundamentally divided into Indirect and Direct knowledge transfer models, depending on how knowledge moves from its source to the learner’s brain. This distinction forms the structural boundary between Education Architecture (Pedagogy) and Gyanpeeth Architecture (Learnography). Most schools operate on an indirect school system, where knowledge travels from book to teacher to student. This teacher-centered architecture, rooted in pedagogy, assumes that explanation causes learning. However, every act of mediation introduces interpretation, simplification, and cognitive limitation, resulting in what is known as the missing layer of intelligence. This is the unseen loss of original knowledge structure during transfer. This article contrasts indirect school systems with direct school systems, where knowledge moves directly from book to brain through learnography. In Gyanpeeth Architecture, teachers are no longer mediators of knowledge but designers of learning space, w...
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