Neuropedagogics in the system of modern education

Dzodzikov Zelim Uruzmagovich applicant; Department of Pedagogical Education, Public Law and Authorities; K.L. Khetagurov North Ossetian State University; North Caucasian Mining and Metallurgical Institute (GTU) 44 Vatutina str., Vladikavkaz, Russia, North Ossetia-Alania region, 362025 dzodzikov90@mail.ru Other publications by this author

Introduction. It is often argued that the traditional teaching profession will not be in demand, that teachers will be replaced by online platform coordinators, mentors, instructors and, ultimately, robots. And it is impossible to agree with this, because the teaching profession is inextricably linked with communication, which no artificial intelligence could ever perform ^[1]. For this reason, the evolution of pedagogy is becoming crucial. Neuropedagogy, which is located at the junction of several sciences devoted to the study of brain activity and pedagogical disciplines, becomes a promising discipline in such conditions.

The work is relevant due to the fact that neuropedagogy, which is actually in the stage of formation and development, already needs to understand the features of its practical application.

The purpose of the work is to analyze the principles used in neuropedagogy, the possibility of their integration into the education system, as well as issues of optimizing educational processes taking into account the individual needs of students to improve the effectiveness and quality of education.

The object of study in this work is neuropedagogy as one of the scientific directions, and the subject is the influence of this discipline on pedagogy.

The literature involved in this article relates primarily to the study of neuropedagogy, affecting both theoretical and practical aspects of this area. In addition, the article uses sources related to problems in modern education, as well as research on both educational problems and the practical application of neuropedagogic techniques in teaching.

In general, among the works devoted to neuropedagogy, M. Choyak's research "Neuropedagogy as a scientific discipline: an interdisciplinary description of the theoretical basis for the development of the research field" can be distinguished. In this work, much attention is paid to an interdisciplinary approach to neuropedagogy with an emphasis on the need to integrate different scientific fields, which would allow the development of more effective learning strategies. M. Choyak notes the significant influence of theory in the formation of research in neuropedagogy.

Another work by the same author – "Neuropedagogy in modern formal and non–formal education" - addresses the use of neuropedagogy methods in the context of various educational strategies. In this study, the emphasis is on the fact that the inclusion of neuropedagogics in already used education systems can lead to their greater effectiveness. When adapting, as the author points out, neuropedagogic techniques, it is necessary to take into account the individual characteristics of students.

In the article Druzhilovskaya O.V. "Neuroscience as a source of formation of a new direction of modern pedagogical education", the main emphasis is placed on the application in practical pedagogy of data that were obtained as a result of research within the framework of neuroscience.

From the point of view of practical application of neuropedagogy, the work of Yuen Sze Michelle Tan and Joshua Jay Amiel "Teachers studying the application of neuroscience to classroom instruction: the case of professional development in British Columbia" is interesting (Yuen Sze Michelle Tan & Joshua J Amiel – "Teachers learning to apply neuroscience to classroom instruction: case of professional development in British Columbia"). The article reveals the practical experience of applying neuropedagogy by teachers of British Columbia. In addition to practice, much attention is also paid to the professional education of teachers who need to constantly learn new things in the context of the development of neuroscience.

It is worth noting the work of the authorship of Pervushina N.A. "Neuropedagogy and symbolism of bioethics: a place in knowledge management" (N.A. Pervushina – "Neuropedagogy And Bioethics Symbolism: Place In Knowledge Management"), which is devoted to the connection of neuropedagogy and bioethics from the perspective of creating more effective knowledge management strategies in the future.

In general, the literature on neuropedagogy highlights the importance of combining neuroscience and pedagogy to improve the modern educational system, as well as the need to integrate neuropedagogic approaches to improve the quality of education.

Research methodology. The methods used in this article are analysis and synthesis, which made it possible to identify the characteristic features that determine the place of neuropedagogy in modern education. Within the framework of the article, a theoretical analysis and generalization of materials on this topic are carried out.

Research results and discussion. The study of the brain is currently taking place in fields such as neurosurgery, neurophysiology, neuroscience, neuropsychology, neurochemistry and other brain sciences. They have made the greatest contribution to our understanding of the human body, its central nervous system in general and the brain in particular. Neuropedagogy, a subject that creates technologies for the education and development of children and adults using the results of modern research in the field of brain activity analysis, is not included in these areas.

The direction of people's growth and self-development traditionally takes place within the framework of pedagogy and should be determined by a sound, scientific approach. Scientists from Western countries may disagree with this formulation of the topic, resting on the subtleties of terminology. The reality is that there is no pedagogy course in Western educational institutions, and similar knowledge is acquired within the framework of educational psychology. This emphasizes the connection between education and psychology, and since it is impossible to argue with the existence of this connection, therefore, researchers in Russia believe that this approach to formulations is legitimate ^[2] and does not change the essence of the phenomenon.

Similarly, neuropedagogy emerged as the newest branch of applied science in pedagogy. It uses advanced results from the study of brain activity to create tools for the learning and development of children and adults ^[3]. The field of neuropedagogy is the study of how children's brains grow and function, why the thinking of boys and girls, as well as left-handers and right-handers differs, what happens in a child's brain in kindergarten and school, which approach to teaching writing or mathematics is best suited taking into account the unique characteristics of the child and other issues ^[4].

Currently, there are a number of pressing issues in the field of education that deserve to be discussed. Among them are issues of both a subject and meta-subject nature (the need for students to master the educational material offered by the programs, transfer the necessary knowledge, skills and abilities, arousing interest in obtaining knowledge), and personal (the need for students to develop a sense of self-esteem, the ability to set and achieve goals) as well as the relationship between them ^[5]. It was also emphasized that the education system insufficiently generates high spiritual demands and artistic sensitivity, as well as ineffectively combats manifestations of nihilism or apathy towards social problems ^[6].

At the same time, the researchers note that, for example, both parents and the Ministry of Education openly declare the excessive workload faced by students already in primary school ^[7]. Thus, a person faces problems in the education system from the very beginning of acquaintance with this system and continues to face them all the way, including in universities (it is noted that about 80% of school graduates continue their studies at universities ^[8]).

This raises the question of how people themselves evaluate the education system and the knowledge gained from this system.

A survey of citizens on the quality of education received was conducted on the basis of the Velizhanskaya Secondary School of the Nizhnetadisnsky district of the Tyumen region in November and December 2016. The main purpose of this study was to study the level of education received by residents of the Tyumen region and their perception of the education system in Russia. The subject of the study was residents of the Tyumen region aged 15 to 35 years. The sample consisted of 100 people. A direct questionnaire survey was used as a method. The questionnaire survey is conducted as part of the study ^[6].

The study of the collected data allowed us to draw the following conclusions: 53% of respondents gave the education they received a good grade, 35% – average, 7% – low, and 5% found it difficult to answer. 70% of respondents believe that state supervision of educational standards is necessary, while 30% disagree with this. Answering the question about the main problems in the field of education, 45% of respondents noted the lack of competent specialists, 35% noted the low level of information technology equipment, and 20% of the survey participants noted the lack of financial resources.

58% of respondents believe that the introduction of a Unified state exam has not improved the quality of education, 17% indicate that a unified state exam is necessary. 15% of respondents disagree with this statement and believe that it is not necessary. 10% of respondents indicate the need to maintain the old certification system. The technological capabilities of the school classroom are positively assessed by 50% of respondents, while the remaining 50% are not satisfied. The majority of respondents (79%) note that the content of academic disciplines and the order of their teaching meet the requirements of the time ^[6].

In the Tyumen region, from October 26 to October 30, 2015, a population survey was conducted on the quality of municipal services in the field of education. A total of 232 people were interviewed, 59 men and 173 women (25.4% and 74.6% of the respondents, respectively).

The majority of respondents (or 193 people, or 83.2%) are between the ages of 30 and 64, followed by 33 (14.2%) between the ages of 18 and 29 and 6 (2.6%) in the age group over 65. 207 respondents (89.2%) are satisfied with the mode in which the school operates, 6 are dissatisfied and 19 are not completely satisfied. 184 respondents (78%) are satisfied with the quality of education provided at school, 13 are dissatisfied, and 35 are only partially satisfied ^[6].

The majority of respondents who answered the questions in the framework of the study are satisfied with the quality of educational services offered by educational institutions ^[6].

Tyumenstat proposed the following ideas to increase public satisfaction with the quality of educational services: to create conditions for strengthening the material and technical base of educational institutions, as well as updating the equipment of gyms, and in addition to diversify possible forms and methods of work ^[6].

In general, for a long time the academic community has not denied the need for reforms in the education system, and at all levels ^[9]. Researchers see various ways out of this situation, including, for example, the use of a system of distributive requirements ^[10], deep implementation of project methods of work (the implementation of which, however, has already faced problems both in education as a whole ^[11] and in highly specialized disciplines ^[12]), however, within the framework of this The article should pay attention to the features of the application of neuropedagogy and the approaches that this science offers.

Neuropedagogy is an interdisciplinary field that combines the approaches of various neuroscience (including neuroscience, neuropsychology, neurophysiology and others) with pedagogy. Within its framework, the features of brain activity, structure and functions of the human brain are studied to optimize the educational process and upbringing. Considering that neuropedagogy combines pedagogy, cybernetics, cognitive neurology, differential psychophysiology, neuropsychology and neurophysiological analysis, this area is undoubtedly synthetic ^[13].

Neuropedagogy can be defined as an applied field of neuroscience that uses cognitive neurology, differential psychophysiology, neuropsychology and other sciences on how the brain organizes the processes of assimilation of various forms of educational content. This science fully reflects the individual learning strategy of each student, as well as the compatibility of the training programs of each student and teacher in the educational process ^[14].

The purpose of this science is to apply in pedagogical practice the knowledge gained in the course of neuroscience research, their adaptation to the requirements of education in order to form new approaches and a better understanding of the individual characteristics of students. This is due to the fact that understanding the nonlinear processes that occur in the brain and how they are used in both formal and informal educational practices can provide an understanding of how to recognize important elements of the educational environment and, therefore, pay close attention to them ^[15].

Neuropedagogical research provides an opportunity to improve understanding of the processes that allow the brain to perceive, process and assimilate information. This knowledge opens up new ways to build educational strategies taking into account the individual characteristics of students. In addition to improvements in the field of knowledge transfer and assimilation, the use of neuropedagogic methods is useful in the context and establishment of communication in the context of digitalization, especially between people from older and younger (Z-generation) age groups, which in practice becomes of great importance ^[15]. This can be a starting point for correcting long-standing problems in the education system, for example, demotivation of students ^[16].

At the same time, it is important to check the assumptions or ideas that neuropedagogues have adopted using pedagogical and neuroscientific approaches and tools. Since there are significant differences in research methodology in the above-mentioned areas, this issue is particularly difficult ^[17].

There are several particularly significant aspects of the influence of neuropedagogy on modern education:

· Individualization of learning;

· Adapting learning to the peculiarities of the brain;

· Emotional support and motivation;

· Optimization of the assessment;

· Attention to the professionalism of teachers.

Each of these points is important in the current realities. Thus, the individualization of education, taking into account the needs of the student, the pace of his learning and abilities, allows for the development of individual training plans and generally has a beneficial effect on the development of the curriculum.

Studying the features of brain activity allows you to adapt educational methods and materials to make learning more effective by increasing the assimilation of information.

It can also contribute to developments to improve the motivation of students through the study of emotions and motivation as a phenomenon from the perspective of neuroscience.

Within the framework of neuropedagogy, the issues of optimizing assessment through the prism of taking into account the individual characteristics of students are also considered. Researchers in this field note that special attention should be paid to textbook authors and course developers to organize educational activities, ensuring the relevance of educational materials and the validity of assessments ^[18].

In addition to paying attention to students, the researchers also note the need to work with teachers. Neuropedagogy, being a new discipline, is still being introduced into pedagogical practice, and teachers have a lot to learn in order to effectively use its methods in practice. And this is very important, because, as it is emphasized, the study of neuroscience in pedagogy expands and improves the abilities of teachers and students of pedagogical universities to conduct research and diagnostic assessments in working with children ^[19].

Let's look at where and how neuropedagogy is used now and where it can potentially be applied. For example, a speech pathologist who focuses on using neuropedagogy as the main method of working with students is currently known as a "neurolinguist". There are areas that offer the formation, development, correction and restoration of mental and other processes that are not formed in standard time according to individual programs, surdo-, typhoid– and oligophrenopedagogues – all of them are considered neuropedagogues if we consider defectologists as special teachers ^[20].

In order to analyze the situation in the classroom and choose the best teaching tactics, neuropedagogy may be useful for the teacher in preparing to work with students.

The idea of a systemic "conflict" of styles of presentation and interpretation of information between teachers and students has been repeatedly discussed in the field of education over the past 20 years. Most children in primary school use a "left-hemisphere" teaching methodology and a "right-hemisphere" thinking strategy, which is the foundation of the contradiction ^[21]. To eliminate bias in the process of education, you need to understand and be able to evaluate the features of children's brain activity, and build a methodology based on this information. This is explained by the theory that students can exhibit different styles of thinking, for which studies have been conducted to identify functional and hemispheric asymmetries ^[22].

The functional asymmetry of the hemispheres of first grade students was assessed using a questionnaire by M. Annett, samples and methods for detecting motor and sensory asymmetry by B.G. Ananyev and A.R. Luria, N.N. Bragina and T.A. Dobrokhotova. The leading arm, leg, leading eye and leading fear were recorded in the test center using various methods (up to 20 pieces). For the experiment, the interest of children was necessary, for which the procedures were modified and presented in a playful way. The study involved 29 people (10 boys and 19 girls).

Fig. 1. The ratio of mental types obtained during the study (the diagram is based on the data of T. Kuzmina) ^[23].

The diagnosis yielded the following results. Of the 29 people who took part in the study, 73% of the students showed a mixed (equal–hemisphere) style as the main style of thinking, 14% – pronounced right–hemisphere asymmetry, 10% - pronounced left-hemisphere, and 3% (1 student) revealed ambidextrity - the absence of obvious dominance of any hemisphere. As can be seen, the majority of students turned out to be among those who have a mixed type of thinking, however, teachers, working with such a class, need to attach great importance to the characteristics of a minority of first-graders with other types of thinking ^[22].

Psychological and physiological diagnostics can tell about the thinking style of an elementary school student, which will give a clear idea of the innate skills of children and allow the teacher to see the picture of the class as a whole and smooth out or even largely remove "methodological conflicts" when working with students. All this can support the teacher in the process of developing individually oriented learning, as well as help to structure work with colleagues, conduct dialogues with parents and students and, of course, significantly, effectively build a common learning strategy ^[23].

The results of the work formed the basis for the researchers' assumption that one of the methods of working with the class could be the use of synthesized technology of differentiated learning. When using this technology, procedures and techniques should be combined appropriately, taking into account the psychological and physical characteristics of a certain class of students ^[23].

The training, called synthesized (also known as "near-term development" training), seeks to broaden the horizons of students by focusing the curriculum on the world around them, its physical objects and events. This training is significant in the field of subconscious development in children ^[23].

Differentiation is a characteristic feature of the synthetic learning method. At the same time, it is the creative approach and novelty, coupled with methods that have already successfully proved themselves and have been tested by time, that make it possible to achieve the correct selection of individual training that would take into account the characteristics of the child ^[23].

It is precisely such ideas that are the basis of innovations that are currently being applied in education. These include, for example, Zankov teaching methods, critical thinking trainings, project training and many others. At the same time, it is important to note that neither the teacher nor the educational organization in this case is required to adhere to the strict framework of any one method ^[23].

For lessons conducted within the framework of the above-mentioned synthesized teaching method, the researchers proposed their own approaches ^[22].

It is also important to note the ideas used in humanized education:

1. Close interaction in the development of goals (recommendations for setting, detailing steps, control during implementation, feedback). This is especially important for children with a developed right hemisphere.

2. Flexibility in the lesson process through a change of working methods and, accordingly, a change in the child's mental activity. Long periods of monotonous work conflict with the preference of the right hemisphere for sensory perception.

3. The priority of the thinking process over mechanical memorization and knowledge.

4. Individual progress in the study of the subject with an emphasis on problems and their solution. Every child should have the freedom to assimilate information at their own pace.

5. Formative assessment. Comparing a child's success with his previous achievements determines his level of knowledge, skills and talents, which contributes to the development of adequate self-esteem in a child.

6. Ensuring the cooperation of students with different laterality. When children have different priorities in thinking, they should work in groups or pairs to develop teamwork skills. At the same time, it should be borne in mind that even the landing scheme may vary: left-handed students work better in a traditional landing in the office, while right-handed students work in a semicircle. If these features are not taken into account, information loss may occur (up to 30%) ^[24].

7. It is necessary to provide support throughout the lesson, both verbal and non-verbal. With the emotional involvement of a child, it is possible to increase his ability to work, and this happens naturally ^[25].

8. It is necessary to strengthen the initiative, independence and activity of students. This is one of the most important factors that provide motivation to study ^[22].

There is still a serious problem associated with the introduction of neuropedagogic models into the learning process. The practical application of the information received remains in the background and requires integration into the educational system as such. All this is happening even though neuropedagogues have identified specific patterns of brain functioning and, based on the information received, have developed and presented a number of tips and recommendations for teachers. At the same time, education itself must be updated and revised in order to promote effective learning and create conditions for the integration of the neuropedagogic approach into the teaching-learning process ^[14].

Studies conducted in the United States, Canada and France have shown that applying the results of neuroscience has a positive effect on teachers' confidence in this approach, as well as on their motivation to learn more about it, which can improve teaching effectiveness. According to experts, the initiative of teachers in this matter is supported to a greater extent by confidence and trust in the methods, rather than prescriptions about the need to use them in practice ^[26].

Despite the benefits, neuropedagogy, like any science, has certain problems:

· Ethical issues;

· Complexity and ambiguity of data interpretation;

· Difficulties of translation into practice;

· Uncertainty of the impact on learning.

First of all, it is important to note that, like any human sciences, neuropedagogy faces ethical issues, for example, to research methods. In addition, due to the fact that education issues largely affect children and adolescents, it is precisely on the basis of involving children in scientific research and experiments that additional difficulties arise. Not every parent will agree to his child's participation in experiments, because, for example, the use of new, previously untested methods in education can be interpreted in this way.

There are also difficulties in interpreting the data obtained in the course of neuropedagogical research. This is due to the fact that neuroscience does not yet have answers to all questions concerning the work of the human brain, which sometimes raises doubts about the reliability of the results of certain studies.

The following partially follows from the previous problem: difficulties with translating the obtained data into a practical plane. The study of brain processes is an important task in itself, but the introduction of data into pedagogy for the purpose of their practical application is often difficult, especially given that the data may be misinterpreted. However, researchers have always faced the translation of complex scientific concepts into understandable and effective methods, and, as a rule, have coped with this.

Another important problem is the lack of a clear and noticeable impact of these approaches on learning. Learning is always a long process, the results of which can be evaluated only after a while, and often quite a long time. For this reason, it is difficult to quickly and unambiguously say which methods are really effective in education and bring a positive effect, and which ones should be abandoned.

However, despite all these and many other challenges, neuropedagogy is a promising scientific field that can help solve many complex problems in education, drawing the attention of researchers to the connection between the educational process and the functioning of the human brain.

Conclusions. The integration of neuropedagogic methods and pedagogical practice is already taking place in modern education and is yielding its results. As the research presented in the article has shown, at the moment, with the help of neuropedagogics, it is possible to diagnose students to identify types of thinking in the classroom, which will make it possible to conduct classes more effectively, taking into account the individual characteristics of students. As already noted, neuropedagogic methods allow individualizing learning, which has a positive effect on the effectiveness of knowledge acquisition, the development of creative abilities and a more accurate assessment of the child's work results.

Despite the positive aspects, it should be remembered that this developing science does not yet provide answers to all the questions posed to it, and has its own difficulties, the ethical and reasonable overcoming of which is necessary for the further formation of neuropedagogy.