Abstract Periodic teaching system is a cornerstone of conventional education, which divides teaching and learning into segmented time blocks and relies heavily on teacher-led instruction. While widely practiced, this model often results in fragmented understanding, passive learning, and poor knowledge retention. This article explores the inherent limitations of periodic teaching and questions its effectiveness in achieving real knowledge transfer. It introduces the concept of learnography for real knowledge transfer. This is an alternative, brain-based learning paradigm that prioritizes self-directed learning, brainpage development, and motor-driven engagement. Conventional education runs on the principles of pedagogy, while learnography is based on the brainpage theory of knowledge transfer. By shifting focus from pedagogy to learnography, school system can empower students as active agents in their own learning journey, fostering deeper understanding and the long-term mastery of know...