If you were going to spend the time to teach someone how to tell time, you would likely explain that there are 24 hours in a day, divided into (2) twelve-hour segments with AM coming before PM, each of those hours divided into 60 minutes, and each minute into 60 seconds.  Once they understood this framework, you might then show them a clock, teaching them that the small hand identifies the hour and the long hand identifies the minute, and through this explanation your student would walk away with an understanding of how to tell time.

At no point in this process would you stop to explain that when the clock was being assembled, the manufacturer put the hour hand closest to the clock face or that the minute hand was on top of the hour hand and separated by a nut.  It doesn’t matter that the second hand is on top of the minute hand and also separated by a nut.  You wouldn’t explain to the person that there is an oscillator inside serving as the timekeeping component of the clock, a controller that controls the forward progress of the clock to display the accurate time, and a gear chain which transfers energy from the power source, which is usually a battery to the oscillator.  None of that is relevant in any way to learning how to tell time.

The same concepts applies to the way in which we teach the limbic system and how it applies to behavioral analysis. It is the human brain and, more specifically, the limbic system that lets us assess your intentions. The limbic system is what is unconsciously  controlling all of those things on the inside of your body, which produces the responses on the outside of your body that can actually be observed and analyzed. It is important to know that the limbic system is in control, because this serves as the “why and how” of observation, but learning about the individual components of the limbic system and what they are responsible for is like teaching the function of the oscillator inside the clock to teach a kid how to tell time. It is overkill and a distraction from the actual point of the lesson.