The period of transitioning from a child to an adult is characterized by a passionate desire for activities. At this point, the inner drives of adolescents are so strong, that they require an adequate release of energy. The traditional solution is to meet this need with education. However, it is a mentally challenging endeavor, necessitating subtle approaches, such as using physical stimuli to acquire learning habits. Applying brain response system to the education of teenagers can effectively satisfy energetic demands of young people.
Adolescence is a period of life in which young people are full of energy. Spring (2018) refers to the writings of Stanley Hall, which explore the growth of children and their transition into adolescents. Particularly, he states that “adolescent interests and abilities must be harnessed and directed to some socially useful function” (Spring, 2018, p. 269). If teenagers’ needs for active release of inner drives are not met, they will resurface at a later point in negative form. For instance, the adolescent period is notable for high sexual drive. Askari et al. (2020) argue for “the constructive channeling of energy in adolescents through sports, fitness activities, art, abstinence, and self‑control” (p. 353). Otherwise, unresolved energy excess can manifest itself in sexual abuse.
Learning is intrinsically related to physical stimuli that cause a brain to respond by memorizing new information or referring to the stored knowledge. Spring (2018) writes about studies into using habits in streamlining the thought process and adapting them into education. This process can be explained by Pavlov’s theory of classical conditioning. While Pavlov focused on a physical reaction, Zeng et al. (2020) argue that classical conditioning can be applied to associative learning. Based on another study conducted by Zhai et al. (2020), it is essential to create a friendly environment for students, thus producing a positive brain reaction, enhancing their learning capabilities. Therefore, it is possible to use the relation between stimuli and brain responses in educational purposes.
Altogether, adolescence is a pivotal period for learning and education. Teenagers have sufficient energy to learn, and there are efficient techniques to apply their capabilities in knowledge processing. Specifically, physical stimuli can elicit a response that takes the form of a habit, or association. By creating appropriate learning habits in adolescents, it is possible to channel their energy in positive activities, while preventing its release in the detrimental to society manner.
References
Askari, F., Mirzaiinajmabadi, K., Rezvani, M. S., & Asgharinekah, S. M. (2020). Facilitators of sexual health education for male adolescents in Iran: A qualitative study. Iranian Journal of Nursing and Midwifery Research, 25(4), 348-355. Web.
Spring, J. (2018). The American school: From the puritans to the Trump era. Taylor & Francis.
Zeng, H., Zhang, H., Ikkala, O., & Priimagi, A. (2020). Associative Learning by Classical Conditioning in Liquid Crystal Network Actuators. Matter, 2(1), 194-206.
Zhai, X., Wang, M., & Ghani, U. (2020). The SOR (stimulus-organism-response) paradigm in online learning: An empirical study of students’ knowledge hiding perceptions. Interactive Learning Environments, 28(5), 586-601.