PROFESSIONALIZATION OF THE BRAIN: NEUROPEDAGOGICAL DIMENSIONS OF MUSIC EDUCATION
DOI:
https://doi.org/10.31110/2616-650X-vol11i5-011Keywords:
neuropedagogy;, neurophysiology;, professionalization of the brain;, brain-based learning;, musical activity;, musical educationAbstract
The article provides an overview of some modern research in the field of neurosciences regarding the activity of the brain and the specifics of its changes depending on the professional direction. The works of domestic, Western European and American scientists are involved in the scientific analysis. The purpose of the article is to generalize the results of neuroscientific research of the human brain professionalization in the process of musical activity and to determine the directions of using the achievements of neuropedagogy in music education.
Research methods: analysis and generalization of the results of modern neuroscientific experiments, interpretation and prediction of their didactic potential in the context of music education.
The conclusions state the significant importance of neurophysiological and neuropsychological research in explanation of a deep mechanisms of brain professionalization and the peculiarities of its functioning in the process of musical activity. The concept of "professionalization of the brain" is specified as a process and a result of morphological and functional changes in the human brain due to its thorough assimilation of specific knowledge, long-term formation of abilities and skills for the effective performance of professional functions in a certain field of human activity.
Neurophysiology and neuropsychology are specified as a scientific basis of neuropedagogy. It is noted the importance of taking into account the theoretical and methodological provisions of neuropedagogy in music education. It is emphasized the expediency of involving neuropedagogical discourse into the semantic space of music education methodology. Features of brain activity are defined as the basis for designing educational technologies that will ensure personalization of learning and differentiation of the educational environment. In music education it is important to take into account general aspects of brain-oriented learning, in particular, age-related features of brain development, substantive and functional changes of the brain in the process of professional activity, plasticity of the brain which depends on experience and the influence of specific types of stimulation, emotional dependence of cognitive processes, complementary experience in which different sensory modalities interact and generate embodied meaning, the influence of repeated actions on the development of mental representations and their differentiation.
Monitoring of strategic research in the field of neurophysiology, neuropsychology, neuropedagogy, ethology, cognitology and other neurosciences in order to improve the educational process in the field of music education is defined as the perspective of further scientific research.
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