INNOVATIVE POTENTIAL OF A NEURODIDACTIC APPROACH IN INCLUSIVE EDUCATION
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Published:
Nov 2, 2023
Keywords:
safety of educational relations, innovation, neuroeducation, neurotechnology, inclusive education, digital learning, digital culture, development, deformation, psychological prevention, psychological correction
Main Article Content
Anna I. Tashcheva
Email: annaivta@mail.ru
https://orcid.org/0000-0001-5199-9254
Petr V. Menshikov
Email: edeltanne@list.ru
Svetlana V. Gridneva
Email: annaivta@mail.ru
Mariam R. Arpentieva
Email: mariam_rav@mail.ru
Abstract
Relevance. The problem of socio-psychological safety of education, prevention and correction of didactogeny, including in conditions of intensive innovation, is one of the cornerstones for modern pedagogy. The relevance and expediency of the study is due to the fact that scientific and practical discussions in assessing the innovative potential of the neurodidactic approach, its capabilities and limitations in the prevention and correction of didactogenies and other disorders in inclusive, special and general education are few. The purpose of the study is to assess the innovative potential of the neurodidactic approach in inclusive education, including in the context of psychoprophylaxis and psychocorrection of didactogenies. The scientific novelty and theoretical significance of the study lies in the analysis of the possibilities and limitations of neurodidactics in the correction and prevention of didactogeny. Methodology. The methodological basis was a systematic approach to the analysis of the possibilities and limitations of neuroeducational technologies in inclusive education, including in the context of psychoprophylaxis and psychocorrection of didactogenies. The research method is a theoretical analysis of the innovative potential (opportunities and limitations) of the neurodidactic approach in inclusive education. Results. The author presents the results of the analysis of the innovative potential of necrodidactics in the context of psychoprophylaxis and psychocorrection of didactogeny. The study shows that the innovative potential of neurotechnologies in inclusive education is limited: the application of neurological knowledge in pedagogy is often formal, and the development and creation of neurotechnological devices (neural interfaces, etc.) are associated with numerous ethical, psychological and social problems. Neurotechnologies as a particular type of digital (and, in some cases, biotechnologies) are part of the process of digitalization of education, which leads to numerous problems and costs, pseudo-innovations that reduce the quality of education. Conclusion. The performed analysis allows us to conclude that the neurodidactic methods and concepts of modernity are an attempt to terminologically reformulate part of the traditional repertoire of methods, principles and technologies of general and special didactics. The prospect of the study is further analysis of the postulates and options for neurodigitization in inclusive education in order to find ways to use it in order to harmonize and optimize the inclusive educational process.
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Tashcheva, A. I., Menshikov, P. V., Gridneva, S. V., & Arpentieva, M. R. (2023). INNOVATIVE POTENTIAL OF A NEURODIDACTIC APPROACH IN INCLUSIVE EDUCATION. Society and Security Insights, 6(3), 174-189. https://doi.org/10.14258/SSI(2023)3-10
Section
SOCIAL, CULTURAL STUDIES AND SECURITY
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References
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Arnold M. Brain-based Learning and Teaching Prinzipien und Elemente // Neurodidaktik / Herrmann, U. (Hrsg.). Beltz Verlag, Weinheim (2. Auflage), 2009. S. 182–195.
Arpentieva M.R., Retnawati H., Akhmetova T.A., Azman M.N.A., Kassymova G.K. Constructivist approach in pedagogical science // Challenges of Science, 2021. Vol. IV, pp. 12-17, https://doi.org/10.31643/2021.02
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Chournazidi A. The Social Framework of Learning via Neurodidactics // Creative Education, 2016. Vol. 7. P. 2175-2192. https://doi.org/10.4236/ce.2016.715215.
Friedrich, G. Allgemeine Didaktik und Neurodidaktik. Eine Untersuchung zur Bedeutung von Theorien und Konzepten des Lernens, besonders neurobiologischer, für die allgemeindidaktische Theoriebildung. Frankfurt am Main: Peter Lang, 2005. 400 s.
Herrmann, U. Neurodidaktik Neurodidaktik Grundlagen und Vorschläge für gehirngerechtes Lehren und Lernen Herrmann, U. (Hrsg.). Weinheim und Basel: Beltz Verlag, 2006. S. 215–228
Stern E. Wie viel Gehirn braucht die Schule Neurodidactics // Basics and suggestions for brain-friendly teaching and learning/ Herrmann, U. (Hrsg.). Weinheim und Basel: Beltz Verlag, 2006. P. 116–133.
REFERENCES
Ivanov, P.V. (2020). Experimental verification of the neurodidactic model of the formation of information culture of adult learners. World of Science, Culture, Education, 2 (81), 180-182 (In Russ.).
Kasymova, G.K., Valeva, G.V., Setyaeva, N.N., Flindt, N., Arpentieva, M.R. (2021). Socio-psychological problems of smart education. Bulletin of the Irkutsk State University. Series "Psychology", 2, 45-56. (In Russ.)
Kostromina, S.N. (2019). Introduction to neurodidactics. St. Petersburg: Publishing house of St. Petersburg university, 1-182. (In Russ.)
Kostromina, S.N., Bordovskaya, N.V., Iskra, N.N., Chuvgunova, O.A., Gnedykh, D.S., Kurmakaeva, D.M. (2015). Neuroscience, psychology and education: problems and prospects of interdisciplinary research. Psychological journal, 36(4), 61-70. (In Russ.)
Malsagov, A.A., Lezina, V.V. (2021). Neurodidactics in Russia: Development and Prospects, World of Science, Culture, Education, 4 (89), 149-151. (In Russ.)
Mestoeva, E.A., Malsagova, M.Kh. (2021). Neurodidactic approach in the methodology of pedagogy. World of science, culture, education, 4 (89), 151-152. (In Russ.)
Naumovich, L.V. (2015). Using the principles of neurodidactics in modern textbooks. Actual problems of humanitarian education. Materials of the II International Scientific and Practical Conference, (Minsk, October 22-23, 2015) in 2 parts, Kolograd, Minsk, Belarus, 1, 146-148. (In Russ.)
Karpenko, M.P. (ed.), (2019). Neurodidactics. Moscow: SSU Publishing House, 1-282.
Stepanova, G.A., Demchuk, A.V., Arpentieva, M.R. (2020). Modern strategy for the renewal and development of education: crisis, problems, solutions, Humanities, 4 (52), 19-31. (In Russ.)
Tashcheva, A.I., Gridneva, S.V., Menshikov, P.V., Arpentieva, M.R. (2022). Neurodidactic aspects of inclusive education and problems of psychoprophylaxis and psychocorrection of didactogeny, Scientific result. Pedagogy and psychology of education, 8(2), 134-147, https://doi.org/10.18413/2313-8971-2022-8-2-0-12 (In Russ.)
Arnold, M. (2009). Brain-based Learning and Teaching Prinzipien und Elemente, in: Herrmann, U. (Hrsg.), Neurodidactics, Weinheim (2. Auflage). Germany: Beltz Verlag, 182–19(In Germ.).
Arpentieva, M.R., Retnawati, H., Akhmetova, T.A., Azman, M.N.A., Kassymova, G.K. (2021). Constructivist approach in pedagogical science. Challenges of Science, IV, 12-17, https://doi.org/10.31643/2021.02
Becker, N. & Roth, G. (2004). Brain Research and Didactics. A look at current reception perspectives, Adult Education, 50(3), 106–110 (In Germ.)
Blakemore, S.-J. & Frith, U. (2006). How we learn. What brain research knows about it. München, Germany: Deutsche Verlags-Anstalt,, 1-320. (In Germ.)
Caine, N. R., Caine, G. McClintic, C. Klimek, J. K. (2009). 12 Brain/Mind learning principles in action. Developing executive functions of the human brain, Thousand Oaks, USA: Corwin Press, 1-285.
Caine, R.N. and Caine, G. (2010). 12 Brain/Mind Natural Learning Principles Expanded. Overview of the Systems Principles of Natural Learning, Caine Learning Center, 1-6, www.cainelearning.com (accessed 05.09.2021)
Chournazidi, A. (2016). The Social Framework of Learning via Neurodidactics, Creative Education, 7, 2175-2192, https://doi.org/10.4236/ce.2016.715215.
Friedrich, G. (2006). General didactics and neurodidactics, in An investigation into the importance of theories and concepts of learning, especially neurobiological, for general didactic theory formation, Frankfurt am Main, Germany: Peter Lang, 1-400.
Herrmann, U. Neurodidaktik, in Herrmann, U. (Hrsg.), (2006). Neurodidactics Basics and suggestions for brain-friendly teaching and learning. Weinheim und Basel, Germany: Beltz Verlag, 215–228. (In Germ.).
Stern, E. Wie viel Gehirn braucht die Schule, in Herrmann, U. (Hrsg.) (2006). Neurodidactics Basics and suggestions for brain-friendly teaching and learning. Weinheim und Basel, Germany: Beltz Verlag, 116–133 (In Germ.).
Касымова Г.К., Валева Г.В., Сетяева Н.Н., Флиндт Н., Арпентьева М.Р. Социально-психологические проблемы смарт-образования // Известия Иркутского государственного университета. Серия «Психология», 2021. №2. С. 45-56.
Костромина С.Н. Введение в нейродидактику. СПб.: Изд-во С.-Петерб. университета. 2019. 182 с.
Костромина С.Н., Бордовская Н.В., Искра Н.Н., Чувгунова О.А., Гнедых Д.С., Курмакаева Д.М. Нейронаука, психология и образование: проблемы и перспективы междисциплинарных исследований // Психологический журнал, 2015, том 36, №4, с. 61-70.
Мальсагов А.А., Лезина В.В. Нейродидактика в России: развитие и перспективы // Мир науки, культуры, образования. 2021. № 4 (89). С. 149-151.
Местоева Е.А., Мальсагова М.Х. Нейродидактический подход в методологии педагогики Мир науки, культуры, образования. 2021. № 4 (89). С. 151-152.
Наумович Л.В. Использование принципов нейродидактики в современных учебниках// Актуальные проблемы гуманитарного образования. Материалы II международной научнопрактической конференции, (Минск, 22-23 окт., 2015 г.) в 2-х ч., Минск: Колоград, 2015, Ч.1, С. 146-148.
Нейродидактика: Монография / Под ред. М.П. Карпенко. М.: Изд-во СГУ, 2019. 282 с.
Степанова Г.А., Демчук А.В., Арпентьева М.Р. Современная стратегия обновления и развития образования: кризис, проблемы, пути решения // Гуманитарные науки. 2020. №4 (52). С. 19-31.
Тащёва А.И., Гриднева С.В., Меньшиков П.В., Арпентьева М.Р. Нейродидактические аспекты инклюзивного образования и проблемы психопрофилактики и психокорреции дидактогений // Научный результат. Педагогика и психология образования. 2022. Т.8. №2. С. 134-147. https://doi.org/10.18413/2313-8971-2022-8-2-0-12.
Arnold M. Brain-based Learning and Teaching Prinzipien und Elemente // Neurodidaktik / Herrmann, U. (Hrsg.). Beltz Verlag, Weinheim (2. Auflage), 2009. S. 182–195.
Arpentieva M.R., Retnawati H., Akhmetova T.A., Azman M.N.A., Kassymova G.K. Constructivist approach in pedagogical science // Challenges of Science, 2021. Vol. IV, pp. 12-17, https://doi.org/10.31643/2021.02
Becke, N. & Roth G. Hirnforschung und Didaktik. Ein Blick auf aktuelle Rezeptionsperspektiven // Erwachsenenbildung, 2004. Jr. 50. H. 3. S. 106–110.
Blakemore S.-J. & Frith U. Wie wir lernen. Was die Hirnforschung darüber weiß. München: Deutsche Verlags-Anstalt, 2006. 320s.
Caine N. R., Caine G. C., McClintic J. K. 12 Brain Mind learning principles in action. Developing executive functions of the human brain. Klimek, Thousand Oaks: Corwin Press, 2009. 285 p.
Caine, R.N. and Caine, G. 12 Brain/Mind Natural Learning Principles Expanded // Overview of the Systems Principles of Natural Learning Caine Learning Center, 2010. P. 1-6. https://docplayer.net/26505333-12-brain-mind-natural-learning-principles-renate-n-caine-ph-d-and-geoffrey-caine-ll-m.html, www.cainelearning.com (accessed 05.09.2021).
Chournazidi A. The Social Framework of Learning via Neurodidactics // Creative Education, 2016. Vol. 7. P. 2175-2192. https://doi.org/10.4236/ce.2016.715215.
Friedrich, G. Allgemeine Didaktik und Neurodidaktik. Eine Untersuchung zur Bedeutung von Theorien und Konzepten des Lernens, besonders neurobiologischer, für die allgemeindidaktische Theoriebildung. Frankfurt am Main: Peter Lang, 2005. 400 s.
Herrmann, U. Neurodidaktik Neurodidaktik Grundlagen und Vorschläge für gehirngerechtes Lehren und Lernen Herrmann, U. (Hrsg.). Weinheim und Basel: Beltz Verlag, 2006. S. 215–228
Stern E. Wie viel Gehirn braucht die Schule Neurodidactics // Basics and suggestions for brain-friendly teaching and learning/ Herrmann, U. (Hrsg.). Weinheim und Basel: Beltz Verlag, 2006. P. 116–133.
REFERENCES
Ivanov, P.V. (2020). Experimental verification of the neurodidactic model of the formation of information culture of adult learners. World of Science, Culture, Education, 2 (81), 180-182 (In Russ.).
Kasymova, G.K., Valeva, G.V., Setyaeva, N.N., Flindt, N., Arpentieva, M.R. (2021). Socio-psychological problems of smart education. Bulletin of the Irkutsk State University. Series "Psychology", 2, 45-56. (In Russ.)
Kostromina, S.N. (2019). Introduction to neurodidactics. St. Petersburg: Publishing house of St. Petersburg university, 1-182. (In Russ.)
Kostromina, S.N., Bordovskaya, N.V., Iskra, N.N., Chuvgunova, O.A., Gnedykh, D.S., Kurmakaeva, D.M. (2015). Neuroscience, psychology and education: problems and prospects of interdisciplinary research. Psychological journal, 36(4), 61-70. (In Russ.)
Malsagov, A.A., Lezina, V.V. (2021). Neurodidactics in Russia: Development and Prospects, World of Science, Culture, Education, 4 (89), 149-151. (In Russ.)
Mestoeva, E.A., Malsagova, M.Kh. (2021). Neurodidactic approach in the methodology of pedagogy. World of science, culture, education, 4 (89), 151-152. (In Russ.)
Naumovich, L.V. (2015). Using the principles of neurodidactics in modern textbooks. Actual problems of humanitarian education. Materials of the II International Scientific and Practical Conference, (Minsk, October 22-23, 2015) in 2 parts, Kolograd, Minsk, Belarus, 1, 146-148. (In Russ.)
Karpenko, M.P. (ed.), (2019). Neurodidactics. Moscow: SSU Publishing House, 1-282.
Stepanova, G.A., Demchuk, A.V., Arpentieva, M.R. (2020). Modern strategy for the renewal and development of education: crisis, problems, solutions, Humanities, 4 (52), 19-31. (In Russ.)
Tashcheva, A.I., Gridneva, S.V., Menshikov, P.V., Arpentieva, M.R. (2022). Neurodidactic aspects of inclusive education and problems of psychoprophylaxis and psychocorrection of didactogeny, Scientific result. Pedagogy and psychology of education, 8(2), 134-147, https://doi.org/10.18413/2313-8971-2022-8-2-0-12 (In Russ.)
Arnold, M. (2009). Brain-based Learning and Teaching Prinzipien und Elemente, in: Herrmann, U. (Hrsg.), Neurodidactics, Weinheim (2. Auflage). Germany: Beltz Verlag, 182–19(In Germ.).
Arpentieva, M.R., Retnawati, H., Akhmetova, T.A., Azman, M.N.A., Kassymova, G.K. (2021). Constructivist approach in pedagogical science. Challenges of Science, IV, 12-17, https://doi.org/10.31643/2021.02
Becker, N. & Roth, G. (2004). Brain Research and Didactics. A look at current reception perspectives, Adult Education, 50(3), 106–110 (In Germ.)
Blakemore, S.-J. & Frith, U. (2006). How we learn. What brain research knows about it. München, Germany: Deutsche Verlags-Anstalt,, 1-320. (In Germ.)
Caine, N. R., Caine, G. McClintic, C. Klimek, J. K. (2009). 12 Brain/Mind learning principles in action. Developing executive functions of the human brain, Thousand Oaks, USA: Corwin Press, 1-285.
Caine, R.N. and Caine, G. (2010). 12 Brain/Mind Natural Learning Principles Expanded. Overview of the Systems Principles of Natural Learning, Caine Learning Center, 1-6, www.cainelearning.com (accessed 05.09.2021)
Chournazidi, A. (2016). The Social Framework of Learning via Neurodidactics, Creative Education, 7, 2175-2192, https://doi.org/10.4236/ce.2016.715215.
Friedrich, G. (2006). General didactics and neurodidactics, in An investigation into the importance of theories and concepts of learning, especially neurobiological, for general didactic theory formation, Frankfurt am Main, Germany: Peter Lang, 1-400.
Herrmann, U. Neurodidaktik, in Herrmann, U. (Hrsg.), (2006). Neurodidactics Basics and suggestions for brain-friendly teaching and learning. Weinheim und Basel, Germany: Beltz Verlag, 215–228. (In Germ.).
Stern, E. Wie viel Gehirn braucht die Schule, in Herrmann, U. (Hrsg.) (2006). Neurodidactics Basics and suggestions for brain-friendly teaching and learning. Weinheim und Basel, Germany: Beltz Verlag, 116–133 (In Germ.).