Understanding Cognitive Learning Behavior with Triune Brain Model : A Perspective

Cognitive learning behavior has been a keen area of research for educationalists. It is justified as it defines the very purpose of education. As the debate for understanding learning as a nature- or nurture-driven process continues, a contemporary field of cognitive neuropsychology has emerged as a multi-disciplinary field of knowledge, integrating ideas and concepts from philosophy, cognitive psychology, and neuroscience. The applied research and innovations, in bringing the neurological shreds of evidence to learning are not only progressively opening new opportunities but also leading education, and especially school education, to a phase of metamorphosis. The newly emerged field has enabled us to rethink the conventional practices adhered to. An experimental study was conducted on ninth-class students, to investigate how the reptilian and the limbic brain affect the neocortex, that is, the thinking brain. The qualitative and semi-quantitative analysis of data collected through interactions, questionnaires, and observation established a positive relationship between the three regions of the triune brain. It was interesting to find how the brain can be trained to improve the learning using a triune brain model.  On one hand, where it provides neurological shreds of evidence for understanding the learning behavior, on the other hand, it plays a critical role in defining the educational policies, that may be more grounded in assuring social emotional conditioning for appropriateness. The study was conducted to investigate and unfold the prepositions underpinning neurological shreds of evidence to cognitive learning behavior using the Triune Brain Model.