When the storm lashes versus the walls of the Prefrontal Cortex (PFC– the logical brain) and participates in it, there is love and sex only. Absolutely nothing else. Any information outside love and passion is filtered out. Love and love just the brain states, while body whisperings “sex and sex just”. This is troublesome.
Yes, sex is an issue instead of pleasure when it pirates the brain and sways it strongly.
There are 3 regions of the brain which function as filters and choose which details from sense organs– eyes, nose, ears, skin, and tongue– should reach PFC for meaningful rational processing.
Sex is an issue.
The adolescent brain, which is not totally established, processes information differently. The emotions and thoughts of love and sex force the love-soaked teen brain to filter out any other info from reaching the Prefrontal Cortex, the reasonable brain. Comprehending how the teen brain works can help in informing teenagers to train their brains to manage their sex drive and learn to postpone satisfaction.
Natures procreational agenda is relentless and no species is spared. Sex hormonal agents seize the brain functions by organizing brain filters.
3 Filters That Impact the Adolescent Brain
Any info that enters our brain is first filtered by the Reticular Activating System, then by the Amygdala-Hippocampus, and finally by Dopamine.
RAS: The First Filter
A new piece of information that stops working to catch the students attention will be relentlessly strained by RAS. Doped with oxytocin-the love hormone, the brain-body system of the enthusiast is fanatically immersed in his or her things of love and little energy is left to focus on the teachers zero-passionate math and physics.
The brain of a teen who is passionately in love with the opposite sex filters out what she or he studies in school such as physics, mathematics, and chemistry lessons going into through his or her eyes and ears. But do not blame the teen student; it is the way a brain soaked in love functions.
What the math/physics teacher says enters through the sense organs and first knocks at the doors of RAS (Reticular Activating System) of the adolescent student. RAS is located at the lower back of his brain. This filter will let in only those messages which the individual has paid enough attention to, or have some relation to his past experiences or memories.
Nature has pre-ordained to be so. Yearning for love from the opposite sex should be that much intense– nature has decreed. Never ever blame the student when he or she is daydreaming.
Amygdala-Hippocampus: The Second Filter
The other sergeant hippocampus too joins the bandwagon. It resonates with the agenda of the limbic system, yet in a slightly different way. It closes the doors and windows of long-term memory storage so that any brand-new incoming info will not get the chance to get in touch with any familiar information kept in long-lasting memory.
Processing of any new info will not happen meaningfully if it can not match (link) with some details currently signed up in the vaults of long term memory. In clinical terms, this is understood as the encoding-decoding process. , if this connection does not take place the brand-new info will vane and vanishes from working memory (unless the learner makes a hard-deliberate effort).
If the teen attempts hard to focus on what the teacher says, with much effort, some details might cross RAS and settle in the sensory cortex where all info from senses stay for a while. From there it is transferred to the second brain filter– the psychological palace of the brain.
Two sergeants of this palace are amygdala and hippocampus. These two sergeants weigh the inbound details according to their pre-established requirements and choose whether the info has to be given a ticket for entry into PFC.
And dopamine assists the emotional brain areas by spreading itself a lot in the nucleus accumbens– the brains reward center– ensuring that yearning is increased exponentially. Hence, the brain justifies the diktat of creation. It needs to prepare the body and mind of the teen for procreation.
There is a lower opportunity for the brand-new details to get entry into PFC and undergo serious processing. Even a knowledgeable instructor with the best mentor techniques stops working to pierce through the barriers postured by the brain filters.
When the person is in an increased emotion or a survival flight/fight mode, the amygdala does not desire the PFC to spend energy needlessly as it needs to handle immediate, emotional issues that have to say in the survival and procreation of the types. It simply blocks the not so urgent, not so helpful math, physics chemistry. The amygdala enables the student to indulge passionate psychological rises arising from the imaginary or real rendezvous with his/her enthusiast. It encourages the student to replay emotionally charged memories and pictures of the enthusiast.
Dopamine: The Third Filter
Dopamine is recognized as a brain filter in the sense that the passage of information from a neuron to a surrounding nerve cell across the synapse is made possible only if the dopamine particles make the information “flow” throughout the synapse and lead it towards PFC. The gap between the neurons will never be dealt with if there arent appropriate dopamine paths in the brain.
The functions of the logical brain i.e. PFC stay largely inert in a teen who is inebriated with love. And the mentor neighborhood shudders when neuroscientific evidence states that an adolescents PFC is unfinished business, it is yet to develop.
When the brain remains in love, the density of the dopamine around the– benefit center (nucleus accumbens) is so high that the brain starves for its things of love compulsively. It shuts out any info however fans. Dopamine makes the possible passage of love-drenched impressions rather of math/physics/chemistry. Images of the fan, memories of their face, touch; kiss, etc fill-up the traffic of neurons.
A mind drenched in enthusiasm has some side results as rate tags attached to it. According to Fischer and coworkers (2015 ), the kept in mind negative effects are mood swings, yearning for the things of passion, various compulsions, distortion of reality, dependence, personality changes, appetite for risk-taking, and loss of control, and so on. No marvel, the math instructor standing on the platform look like a zombie blabbering around … and the physics teachers E= MC2 are simply alphabets floating without any significant relationship for a teen in love.
Teenage love and infatuation hurl the brain into doldrums of emotions. And the instructor toiling his/her best to excite the rational brain areas of his or her trainee is often at loss. Being an experience exceptionally satisfaction yielding, the teen in love will be overruning with the neurotransmitter called dopamine.
PFC of the fan process love and love just and anything beyond it is un-necessary and unbelievable to the enthusiast. Scientists like Burkett and Young, (2012) regard romantic love as a type of dependency. They see a high similarity in the brain activation patterns of a passionate enthusiast which of an addict in his yearning state.
Sexless Education Agenda
Without understanding responses to the questions arising in his or her mind, no student can be asked for delaying gratification. Why postponing gratification is needed and how his or her mind-brain-body mechanisms respond to the delaying is a concern that can be answered only by sciences like psychology, physiology, and sociology. The unfortunate truth is, struggles of teachers enter vain when the education system neglects the issue of trainees sex impulses and their impact on learning.
Sex is a survival impulse and living organisms have no choice however to yield to the purpose of development. However, particular things separate animals from humans.
Why cant we discuss this to teenagers? We anticipate the trainees to delay gratification and include their sex-related impulses. We use the baton of morality and ethics for this purpose however in vain.
Human species, the thinking animals, have the unique capacity to understand and describe the whys of the things occurring within him or her. The 21st-century human can look for explanation not just for what is sex and why there is sex however for how sex impacts his/her ideas, feelings, actions, behaviors, and options.
Let the students understand the subtleties of the psycho-social-emotional influence of sex on their learning brain. The students will remain in a better position to manage and control their libido.
Help the trainees to understand why they are most likely to lose interest in their studies if they fall in love. Let them understand the answer to this a little before they fall in love.
Sex starts initially in the brain, in the ideas, and then just it invites the body for involvement. Let us follow that order in our sex education. Then each teen will be equipped to use their brain to manage sex instead of permitting sex to control their brain.
Let us teach the trainee about the sex-brain connection from the high school classes itself. If we desire our education system not to be pirated by the upswing of unbridled libido, then let us design sex education programs that resolve the brain– genital areas connection.
Over to you
Do you believe sex education at the high school level could help the teenagers fare much better in research studies? Share your thoughts and experiences in the comments.
The emotions and thoughts of love and sex require the love-soaked teen brain to filter out any other info from reaching the Prefrontal Cortex, the logical brain. Comprehending how the teen brain works can assist in educating adolescents to train their brains to manage their sex drive and find out to delay gratification. And dopamine helps the psychological brain areas by spreading itself profusely in the nucleus accumbens– the brains reward center– making sure that yearning is increased significantly. When the brain is in love, the density of the dopamine around the– benefit center (nucleus accumbens) is so high that the brain starves for its things of love compulsively. Each adolescent will be equipped to use their brain to control sex rather of allowing sex to control their brain.