DIGITAL TRANSFORMATION OF CONTINUOUS EDUCATION: A NEW VOLUTION OF THE DEVELOPMENT OF NEUROPEDAGOGY

Abstract

Transition to a digital civilization, which is the calling card of the third millennium, generates
a new social reality and activities that require continuous learning. To analyze the ways of
digital transformation of continuous education, the article considers the general picture of human
life in a new digital space. A model of finding a person in a continuous multidimensional digital
flow was described. The flow is not just a temporary immersion into digital reality. It is a new
continuously changing environment in which, along with natural biological needs, the activity of
the neural networks of brain and spinal cord becomes vital, as they process the sensory signals
of a certain range and form a new reality based on digital perception, representation and even
consciousness. The article defines the concept of “continuous digital flow of Internet space”.
It is shown that inevitable changes occur in the human brain, which is in digital stream for a long
time. The estimate of the residence time of the human brain in the digital stream is given.
A huge, ever-increasing number of people around the world are in direct connection with digital
space, loading their sensory channels with data stream with increasing speed. Digital transformations
of lifelong education occur in a situation where a child, teenager, young person is immersed
in the digital virtual Internet space of learning and socialization. Biological adaptation of a person
in a continuous Internet stream can be of a positive and negative type. The features of the
negative type of adaptation are presented: clip thinking, reducing the need and ability to memorize,
Internet addiction, susceptibility to Internet manipulation, destructive physiological changes.
The features of a positive type of adaptation on the Internet are: virtual cognitive and educational
activities; virtual gaming activities; virtual communication and social activities; professional activities
on the Internet; Internet business. Positive features often come hand in hand with negative
adaptation processes. The presented analysis substantiates the need for a new round of the branch
of pedagogical science – digital neuro-pedagogy, based on the methodological basis of neuropedagogy
that emerged at the end of the 20th century. A foreign term often used is “educational
neuroscience” or “cognitive neuroscience”. To study the processes of further immersion into
the brain's behavior in the digital flow, the formation of a new neuro-pedagogical knowledge
is necessary to understand how to make learning in this new environment and, more broadly,
socialize the pedagogically controlled process.