Personality Development in the Paradigm of Current Neuropedagogy

- Ribtsun, Julia (orcid.org/0000-0002-2672-3704), Bielova, Olena (orcid.org/0000-0001-6162-4106), Korolenko, Viktor (orcid.org/0009-0006-5484-3945), Bolotnykova, Tetiana (orcid.org/0009-0003-2826-2491), Govorun, Oleksandr (orcid.org/0000-0002-6626-1241) and Myttseva, Olha (orcid.org/0000-0002-3398-2982) (2023) Personality Development in the Paradigm of Current Neuropedagogy BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 4 (14). pp. 388-403. ISSN 2068-0473

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Abstract

The importance of the article is underscored by the fact that the development of a child's personality in the paradigm of today's education requires special study, since the lack of generally accepted methods for forming key competences does not allow the competence-based approach to learning to develop fully. This article is based on the idea that the approaches, methods, systems and technologies widely known in pedagogy can be applied for their formation. The aim of the article is to show that the implementation of the problem-based approach contributes to the formation of key competences and development of a child's personality in the paradigm of today's education. The evolution of the educational paradigm, the whole education at different historical stages was formulated differently. Depending on the level of development of society, changes in economic formation and other reasons, different requirements were imposed on the result of the educational process. Currently, a new educational paradigm is being formed. This formation process is quite complicated. It is characterized by the fact that the previous paradigm based on the system of KSA (knowledge, skills, ability) no longer meets the requirements of modern education. The need, first and foremost, to organize and apply in practice an ever-growing volume of knowledge does not correspond to the orientation in learning to their reproduction. The article presents the essence of the competence approach, investigates the essence of the problem approach; presents the effectiveness of the problem approach within the competence approach; outlines the limits of the problem approach, outlines the development of personality in the paradigm of current neuropedagogy.

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