BRAIN. Broad Research in Artificial Intelligence and Neuroscience

Volume: 13 | Issue: 4

Neuropedagogy in Contemporary Formal and Non-Formal Education

Svitlana GVOZDII - Doctor of Science in Pedagogy, Professor, Department of Human Physiology, Health and Safety and Science Education, Odesa I. I. Mechnikov National University, Odesa, Ukraine (UA), Ivan BAKHOV - Doctor of Science in Pedagogy, Full Professor, Head of the Department of Foreign Philology and Translation, Interregional Academy of Personnel Management, Kyiv, Ukraine (UA), Vadym PIENOV - Candidate of Science in Pedagogy, Associate Professor, Department of Human Physiology, Health and Safety and Science Education, Odesa I. I. Mechnikov National University, Odesa, Ukraine (UA), Svitlana PALAMARCHUK - PhD in Agriculture Science, Agrosphere Ecology and Environmental Control, National University of Life and Environmental Sciences of Ukraine, Kyiv, Ukraine (UA), Nadiia DUDNYK - Candidate of Pedagogical Science, Associate Professor of General Pedagogy and Preschool Education, Drohobych Ivan Franko State Pedagogical University, Drohobych, Ukraine (UA), Lyudmila PETRUKHAN-SHCHERBAKOVA - Candidate of Pedagogical Science, Borys Grinchenko Kyiv University, Kyiv, Ukraine (UA),

Abstract

The article reveals the concept of neuropedagogy, in relation to current forms of educational practices. In the conditions of significant advances in the field of neuroscience, the relevance and expediency of research is determined by the opportunities that open up before the use of research on brain activity and neural processes in educational activities. On the one hand, discoveries in the neuroscience can increase the effectiveness of educational activities, their formal and non-formal areas. On the other hand, there are a number of paradigmatic and practical limitations associated with the use of the neuroconcept in various forms of educational activities. Opportunities include: increasing attention, overcoming personal limitations, detection of specific neuro-consistent methodic and didactic techniques. The limitations include some paradigmatic conditionality of the neuroconcept, which to some extent limits the heuristic qualities of thinking due to the dominance of mental practices and various formalizations. Thus, the balanced and appropriate application of neuropedagogical approaches in both formal and non-formal education is of great importance. Neuropedagogical methods are becoming extremely important in the context of digitization of the space of interaction between people and the emergence of the so-called Z-generation. Critical evaluation and timely application of neuropedagogical practices, in our opinion, can significantly expand the potential for both formal and non-formal education.

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