Institute of Brain and Behaviour Research Foundation®

Non-profit Organisation based here at Bangalore

1. How does your organization serve communities affected by inequity due to race and/or gender identity?

Inequities that include class, wealth, ethnicity, gender or other signifiers of privilege and exclusion, cements inequality and pervade all learning systems. Over years, billions of Rupees have been expended to rectify this. Yet in 2020, Inequities still destroy entire communities’ potential for thriving in 21^st century India.  IBBRF® has identified the cause. A pervasive two-dimensional MODEL dominates all schooling. We are stuck in behaviorist thinking since Sputnik dominated space in 1957—we responded with National Council of Education Research & Training in 1961. That was also the year that the rest of the world (except education) embraced a ‘cognitive revolution’ that delivered Artificial Intelligence, Computer Science, the Internet, and our modern connected world. It wasn’t the teacher’s fault: after all, BF Skinner was all the rage back in 1957 (he had just published his bestselling book “Verbal Behavior”. Having missed the cognitive revolution, education became mired in Skinner’s rewards and punishments reinforcement techniques that appeared to work ok with dogs, monkeys and pigeons—but these same techniques are woefully ill-suited for today’s Z-Gen four-dimensional learners. IBBRF® has pioneered 21^st century cognitive revolution by engaging the one organ that all teachers need to harness—the human brain.

2. How is your organization accountable to the community being served?

IBBRF® believes that teachers are key to transforming education where inequity is eroded, implicit bias eradicated, and academic disparities obliterated. Any system that labels and stratifies children the moment they begin is doomed to not only propagate inequity; it irrevocably amplifies it. Examine the results of MHRD India 2020 report on Education, which verifies a continuous calamitous state of academic outcomes.  The dropout rates are high in India. Suicide rates are increasing. You and I know that these disastrous results weigh heaviest in our most needy, students of caste, girls, and underserved communities. We are tired of listening to the same old words. Words lie. Data is unambiguous. IBBRF® recognizes that EVERY CHILID is born with 100 billion neurons; each neuron has 10,000 connections. This results in trillions upon trillions of potential. But that potential is thrown away when we force these amazing brains into an archaic behaviorist model that never worked and is now so far out of touch with 21st century processing that we are losing generation after generation year after disastrous year. This calls for a bold innovative intervention. Join IBBRF® as we change the world one teacher at a time.

3. Describe your organization’s understanding of the root causes of the issues facing the people being served?

When we label children as (i) Compliant, (ii) At Risk, and (iii) High Risk we are in a behaviorist two-dimensional world. Our children are processing in a four-dimensional space. Out methods and practices do not match. Fifty years of research has proven that rewards do not work—when there is even a ‘modicum of cognitive load’ associated with a task (Pink, 2009). Yet we reward children from day-one. Punishments do not work for 50% children who are High ANS Reactive children (Boyce, 2019). IBBRF® Educators in India prove that methods and practice that are informed by neuroscience reverse all disciplinary issues and levels playing fields so that all children reach their potential.

4. Share with us your progress towards reducing disparities and/or achieving more equitable outcomes to date:

Imagine school where ALL discipline referrals go away. Imagine school systems where children are self-regulating with tools that they co-created with neural educators. Imagine a world where children are fully engaged, where teacher’s workload is reduced, and parents are involved through Parent University. All use common vocabulary: Amygdala hijack, Long term Potentiation, neural plasticity and more. Teachers who think about oxytocin are not interested in bad behavior; when they talk serotonin they ignore detention; and when they refer to engagement as opposed to discipline all children excel. IBBRF® recognizes that today’s child is a singularity child with exponential potential.

Data Attached.

https://www.youtube.com/watch?v=3WKKnbbF96s

https://www.youtube.com/watch?v=Z-W9rR_DyvU&t=76s

https://www.youtube.com/watch?v=fAq-cDakRgM&t=15s

https://www.youtube.com/watch?v=bz-aELfKl5k&t=6s

https://www.youtube.com/watch?v=r1gZfnT27os

https://www.youtube.com/watch?v=rwKVMutcTB4&t=2s

https://www.youtube.com/watch?v=b8M9EU3O-E0&t=3362s

https://www.youtube.com/watch?v=vz5GO5NAYSE&t=10s

https://www.youtube.com/watch?v=qER82cvuoF0

https://www.youtube.com/watch?v=s1rDkathfTg&t=43s