NEURAL TOOLS IN THE DESIGN OF EDUCATIONAL ACTIVITIES: A PSYCHOSEMANTIC APPROACH

Abstract

The article presents approaches to the interpretation of the substantive component of the concept of “consciousness” as an interdisciplinary category within the framework of the conceptual field of various humanities. A theoretical review of the psychosemantic approach to the study of personality consciousness has been carried out. An attempt has been made to establish the relationship between the subject-categorical and affective-evaluative systems of human consciousness in order to understand the specifics of cognitive processes and behavioral aspects in the context of educational activities. It is concluded that the integration of various neural tools, including those from the field of psychosemantics, into the educational process will open up new opportunities for an objective study of the features of individual consciousness, identifying neurocognitive correlates of such key aspects of educational activity as attention, engagement, cognitive load, motivation, and the construction of an individual semantic space.