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НЕЙРОПСИХОЛОГИЧЕСКОЕ ОБУЧЕНИЕ, НЕЙРОДИДАКТИКА И НЕЙРОТЕРАПИЯ – ИННОВАЦИОННЫЕ МЕТОДЫ РАЗВИТИЯ, ОБРАЗОВАНИЯ И ПОДДЕРЖКИ В СПЕЦИАЛЬНОЙ ПЕДАГОГИКЕ. ИССЛЕДОВАНИЕ ЭФФЕКТИВНОСТИ НЕЙРОТЕРАПИИ У ДЕТЕЙ С УМСТВЕННОЙ ОТСТАЛОСТЬЮ И ПОВРЕЖДЕНИЯМИ МОЗГА

100%

Ванчова А.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 7(51)

286-314

EN

The article presents the results of a study aimed at identifying opportunities for the application of EEG biofeedback therapy and neural therapy in children with mental disability and brain damage. The study was conducted by measuring the effects and functional changes after the intervention of neural therapy for 10 months as a pre-test and final test at the two children. To measure were used: Wechsler intelligence tests – WISC III, consisting of verbal and nonverbal parts, Meili intelligence tests, registration of observations aimed at identifying deficiencies in the partial functions of Brigitte Sindelar, and Test “Draw a man”. We also use estimates of the parents of these children who were to evaluate changes in the behavior of their children with the help of the Conners scale – questionnaire for parents and questionnaires for parents to EEG biofeedback therapy. Based on the evaluation results of the above tests it is stated that both clients had positive changes in the above subtests, focused on the identification of the individual components of sensory motor skills. In the Wechsler scale of intelligence for children – WISC III they showed improvement in five subtests. In the Meili intelligence test there was noted a positive change in both parts of the test, namely, in visual and in auditory memory. In the test on the detection of deficits in partial functions of Brigitte Sindelar came positive changes, both in visual and in auditory areas. In the Test “Draw a man” (Goodenough-Harris Drawing test) marked improvement in the substantial part of the test and the coordination of sensory motor skills. However, it should be noted that during neurotherapeutic sessions for these clients was provided appropriate comprehensive care that helps to improve general state and work of probands in their lives that undoubtedly, could contribute to the described positive changes. Based on our obtained data, we observe that the use of EEG-biofeedback therapy can be used to a much greater extent than it has so far been applied in practice. Present possibilities of using EEG-biofeedback therapy are focused primarily on the area of hyperactivity, impulsivity or attention. Our study suggests a new application of this therapy in special education. The contribution presents partial results of the projectVEGA 1/0789/14

2

Psychedelics – a better alternative for depression treatment?

100%

Gołembiowska K.

Nauka

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2021

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issue 4

3

Educazione interpersonale

84%

Nin Márquez M. I., Rossa C.

Paedagogia Christiana

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2019

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vol. 1/43

401-417

IT

I recenti contributi delle neuroscienze e le loro implicazioni per la didattica hanno motivato l’apertura a nuovi saperi, la necessità di nuove competenze e il bisogno di rinnovamento della didattica stessa, mettendo al centro di tutto la relazione educativa. Il cervello è stato disegnato per apprendere attraverso le esperienze di condivisione. Lo scopo di queste pagine è quello di verificare l’esistenza di una correlazione tra lo sviluppo mentale e la relazionalitá. In questa direzione, l’approccio educativo di Chiara Lubich sottolinea che l’obiettivo dell’educazione è quello di sviluppare l’identità personale a partire dall’incontro con l’altro. A suo giudizio, inoltre, sia le relazioni interpersonali che le emozioni aiuteranno ad imparare meglio. Le neuroscienze e le scienze cognitive hanno dimostrato l’interconnessione che esiste tra percezione, emozione e cognizione nell’apprendimento scolastico. Si pensa perciò che la valorizzazione delle dimensioni relazionali ed emotive nella didattica possa migliorare i processi d’insegnamento e d’apprendimento. In effetti, negli ultimi decenni, gli studi e le ricerche sul funzionamento del cervello umano e sui processi d’apprendimento hanno condotto a nuove scoperte che stanno modificando l’educazione attuale. I progressi delle scienze affermano che lo sviluppo delle capacità interpersonali può migliorare lo sviluppo del cervello dei bambini. È il rapporto con gli altri – e con quanti si fanno carico dei bambini – che promuove o inibisce l’organizzazione dei circuiti neurali, la capacità di attivarli in risposta agli stimoli, e che permette l’espressione delle strutture cerebrali determinate geneticamente. In questo scenario si presenta lo sviluppo di comportamenti prosociali, che ottimizzano e postulano la capacità di empatia, promossi da Chiara Lubich come categorie comportamentali dell’Arte di Amare.

EN

Recent contributions from neuroscience and their implications on school teaching have encouraged openness to new knowledge, to the need for new skills and to the revamping of teaching, placing educational relationship at the centre of everything. The brain has been designed to learn through sharing experiences. The purpose of these pages is hence to see if there is a correlation between mental development and relationality. In that sense, as Chiara Lubich’s pedagogy highlights, educational goal is to develop personal identity starting from the encounter with the other. Besides, interpersonal relationships and emotions will help to improve learning. Neuroscience and cognitive neuroscience have demonstrated there is an interconnection between perception, emotion and cognition during school learning. Therefore, we think that valuation of relational and emotional dimensions in education can improve the processes of teaching and learning. In fact, in the last decades, studies and research about human brain function and teaching and learning processes have led to new findings that nowadays are modifying current pedagogy. The progress on science says that interpersonal skills development can improve children’s brain development. The relationship with others and other attachment figures is the enabler to allow or inhibit the organisation of neuronal connections, the capability to activate them as a response to stimulus and allow the expression of brain structures genetically determined. This scenario presents the development of prosocial behaviour, which optimise and postulate the capacity for empathy, promoted by Chiara Lubich as behavioural categories of the Art of Love.

4

Wychowanie interpersonalne

84%

Nin Márquez M. I., Rossa C.

Paedagogia Christiana

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2019

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vol. 1/43

419-435

PL

Ostatnie artykuły z zakresu neuronauk oraz ich wpływu na dydaktykę uzasadniają otwarcie się na nowe elementy wiedzy, na konieczność opanowania nowych umiejętności i potrzebę odnowienia samej dydaktyki przez usytuowanie w centrum wszystkiego relacji wychowawczej. Mózg ludzki został tak zaprojektowany, aby uczyć się poprzez dzielenie się doświadczeniami. Celem niniejszego artykułu jest zweryfikowanie istnienia korelacji pomiędzy rozwojem umysłowym a relacyjnością. Podejście pedagogiczne Chiary Lubich, wpisujące się w ten kierunek zainteresowań, podkreśla, że celem procesu wychowawczego jest rozwój tożsamości osobistej, zapoczątkowany spotkaniem z drugim. Ponadto jej zdaniem zarówno relacje interpersonalne, jak i emocje pomagają osiągnąć lepsze wyniki uczenia się. Neuronauki i nauki kognitywne wykazały wzajemne powiązania pomiędzy percepcją, emocjami i poznaniem w nauczaniu szkolnym. Uważa się zatem, że wzmocnienie wymiarów relacyjnych i emocjonalnych w dydaktyce może poprawić procesy nauczania i uczenia się. Rzeczywiście, w ostatnich dziesięcioleciach badania naukowe nad funkcjonowaniem ludzkiego mózgu i procesami uczenia się doprowadziły do nowych odkryć, które modyfikują aktualną wiedzę edukacyjną. Postępy nauki potwierdzają fakt, że rozwój umiejętności interpersonalnych może poprawić rozwój mózgu dzieci. To właśnie stosunek do innych osób – także tych, które biorą odpowiedzialność za dzieci – rozwija lub hamuje organizację obwodów neuronalnych i zdolność do aktywacji w odpowiedzi na bodźce oraz umożliwia ekspresję określonych genetycznie struktur mózgu. W niniejszej pracy przedstawiony jest rozwój zachowań prospołecznych, które optymalizują i domagają się zdolności do empatii, promowanych przez Chiarę Lubich jako kategorii behawioralnych Sztuki miłowania.

EN

Recent contributions from neuroscience and their implications on school teaching have encouraged openness to new knowledge, to the need for new skills and to the revamping of teaching, placing educational relationship at the centre of everything. The brain has been designed to learn through sharing experiences. The purpose of these pages is hence to see if there is a correlation between mental development and relationality. In that sense, as Chiara Lubich’s pedagogy highlights, educational goal is to develop personal identity starting from the encounter with the other. Besides, interpersonal relationships and emotions will help to improve learning. Neuroscience and cognitive neuroscience have demonstrated there is an interconnection between perception, emotion and cognition during school learning. Therefore, we think that valuation of relational and emotional dimensions in education can improve the processes of teaching and learning. In fact, in the last decades, studies and research about human brain function and teaching and learning processes have led to new findings that nowadays are modifying current pedagogy. The progress on science says that interpersonal skills development can improve children’s brain development. The relationship with others and other attachment figures is the enabler to allow or inhibit the organisation of neuronal connections, the capability to activate them as a response to stimulus and allow the expression of brain structures genetically determined. This scenario presents the development of prosocial behaviour, which optimise and postulate the capacity for empathy, promoted by Chiara Lubich as behavioural categories of the Art of Love.

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2 Paedagogia Christiana

1 Nauka

1 Педагогічні науки: теорія, історія, інноваційні технології

2 Nin Márquez M. I.

2 Rossa C.

1 Gołembiowska K.

1 Ванчова А.

1 2021

2 2019

1 2015

Psychedelics – a better alternative for depression treatment?

Educazione interpersonale

Wychowanie interpersonalne