International Journal of Pedagogics
211
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue02 2025
PAGE NO.
211-215
10.37547/ijp/Volume05Issue02-57
Ethical viewpoint formation through effective
neuropedagogical methods and technologies
Xudaykulova Shakhlo Mamaniyazovna
Associate Professor (PhD), Uzbekistan-Finland Pedagogical Institute, Department of Primary Education, Uzbekistan
Received:
24 December 2024;
Accepted:
26 January 2025;
Published:
28 February 2025
Abstract:
This article highlights the crucial importance of neuropedagogical methods and technologies in shaping
ethical viewpoints. Additionally, it presents how technologies that enhance analytical, critical, and creative
thinking help young individuals deeply grasp ethical concepts and develop the ability to navigate various social
interactions correctly.
Keywords:
Neuropedagogical approach, cognitive and emotional processes, ethical concept, moral education,
problem, outcome, technologies, justification.
Introduction:
The significance of neuropedagogical
methods in developing ethical viewpoints serves as a
strong foundation for the moral upbringing of young
individuals. Neuropedagogy considers the cognitive
and emotional characteristics of the brain in shaping
the values of young people in personal and social
interactions. This methodology influences their
intellectual, emotional, and social development,
encompassing activities aimed at helping them
correctly understand and apply various ethical
principles in life.
Research Objective:
The objective of this study is to analyze and implement
effective neuropedagogical methods and technologies
for the formation of ethical viewpoints.
Research Tasks:
- To highlight the essence of the role and impact of the
neuropedagogical approach in moral education.
- To analyze the cognitive and emotional processes of
the brain in shaping ethical concepts.
- To develop neuropedagogical methods for
strengthening ethical viewpoints.
Research and Analysis:
The process of strengthening ethical viewpoints
through a neuropedagogical approach aligns with the
cognitive development characteristics of young
individuals. Cognitive development processes help
them deeply comprehend ethical concepts not just
through memorization but also through critical and
creative thinking. In this regard, they can shape their
viewpoints by analyzing ethical dilemmas in various
situations
and
expressing
their
opinions.
Neuropedagogical methods, such as role-playing or
situational exercises, allow young individuals to gain a
deeper understanding of ethical viewpoints and apply
them in their life experiences.
Moreover, neuropedagogy also affects the emotional
development of young people. In the process of
shaping ethical concepts, the ability to feel,
understand, and regulate emotions is a crucial aspect
of moral development. By fostering empathy, respect,
and emotional stability, young individuals strive to be
fair, considerate, and responsible in their interactions.
This approach also strengthens their ability to conduct
themselves in social relationships and offer assistance
to others. Neuropedagogy provides young individuals
with the opportunity to understand ethical viewpoints
and apply them effectively in their lives, assisting in
their development as individuals with strong moral
principles.
Thus, through neuropedagogy, young people not only
acquire ethical concepts theoretically but also master
them practically, prioritizing ethical principles in both
personal and communal relationships.
The Role and Impact of the Neuropedagogical
Approach in Moral Education
International Journal of Pedagogics
212
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
The neuropedagogical approach plays a crucial role in
supporting the personal and social development of
young individuals in moral education. Its significance is
evident in ensuring that young people deeply
comprehend moral concepts not only intellectually but
also emotionally. In the process of moral education,
neuropedagogy considers the cognitive and emotional
processes of the brain, reinforcing the learning of moral
principles and their application in real life.
The neuropedagogical approach aids young individuals
in shaping their ethical perspectives by helping them
make decisions in various moral situations and develop
positive attitudes. By utilizing neuropedagogical
methods, young people acquire the skills to form
personal decisions in different social contexts and
balance public interests with personal values. For
example, through situational analyses, role-playing,
and simulation exercises, young individuals become
familiar with various ethical dilemmas, learn to
understand different perspectives, and make morally
sound decisions. As stated, “Neuropedagogical tools,
by considering the emotional and cognitive
development of young people, effectively guide them
in deeply understanding and applying moral principles
in life. These methods foster empathy, responsibility,
and humanism, ensuring their pursuit of moral
maturity.”
With the help of neuropedagogy, young individuals also
activate emotional processes and prepare to apply
ethical concepts in daily life. This approach is directed
toward fostering empathy and humanism while helping
young people recognize the significance of emotions in
ethical decision-making. For instance, as they
participate in role-playing activities with ethical
themes, they become more aware of their emotions,
learn to regulate them, and develop appropriate
behavior toward others. This process strengthens their
moral perspectives not just as theoretical knowledge
but as practical skills applicable in various social
interactions.
The neuropedagogical approach not only helps young
individuals understand moral concepts but also fosters
commitment to them and the ability to implement
them in practice. This approach aligns the development
of ethical viewpoints with the natural growth process
of young individuals, ensuring that they become
proactive and independent in making moral decisions.
In
summary,
the
neuropedagogical
approach
strengthens moral perspectives in young individuals,
enhances their personal relationships, and supports
their development as responsible members of society.
Considering Cognitive and Emotional Processes of the
Brain in the Formation of Moral Concepts
Taking into account the cognitive and emotional
processes of the brain in the formation of moral
concepts plays a crucial role in the moral development
of young individuals. Neuropedagogy, by considering
the cognitive and emotional characteristics of the
brain, aids in strengthening a person’s emotional
stability and thinking abilities while fostering the
development of moral perspectives. The cognitive
functions of young individuals, such as critical thinking,
memory, and attention, are utilized to deepen their
understanding of moral concepts. This enables them to
grasp various moral principles and learn how to apply
them in real-life situations.
Cognitive processes help young people understand,
analyze, and make the right decisions in different
situations concerning moral concepts. For example,
through cognitive processes, they can comprehend
ethical norms in various circumstances and learn which
moral values should take precedence in each case. The
cognitive mechanisms of the brain assist young
individuals in applying moral concepts in different
situations, encouraging them to approach these
concepts critically and make well-founded decisions.
Emotional processes, on the other hand, are another
essential aspect of shaping moral perspectives. Feelings
such as empathy, respect, support, and emotional
stability play a significant role in moral decision-
making. In the formation of moral concepts, young
individuals learn to recognize their emotions, evaluate
the positive or negative aspects of different moral
choices, and approach them from an emotional
perspective. Additionally, they develop emotional
regulation skills and learn to interact with others in a
humane manner, which helps them become
independent and responsible members of society.
The advantage of the neuropedagogical approach in
moral education lies in its ability to integrate cognitive
and emotional processes in brain activity. This
approach does not merely focus on knowledge and
understanding of moral concepts but also ensures their
practical application in everyday life. Neuropedagogy
enables the formation of skills tailored to the personal
abilities and needs of young individuals, allowing them
to integrate these skills into their daily lives.
Thus, considering the cognitive and emotional
processes of the brain is one of the fundamental
elements in developing moral concepts, ensuring that
young individuals remain committed to ethical
principles and take personal responsibility in various
situations. Neuropedagogical methods aimed at
strengthening moral perspectives help young people
deepen their understanding of ethical concepts and
develop the necessary skills for applying them in real
International Journal of Pedagogics
213
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
life. These methods assist young individuals in
comprehending various social and moral issues from
multiple perspectives, allowing them to make well-
informed moral judgments. Below, we will explore
these methodological approaches in more detail.
I. Role-Playing and Simulation Methodological
Approach
This approach integrates essential neuropedagogical
methods that enhance the comprehension of moral
concepts and teach young individuals how to apply
them in real life. The activities designed using these
methods help young people understand various social
and moral situations closely and gain personal
experiences through practical means. Through role-
playing exercises, students can place themselves in
different real-life situations, which enables them to
understand other people's perspectives and make
moral decisions in various circumstances. For example,
students take on different roles in group settings to
solve collective or personal issues.
The role-playing and simulation methodological
approach combines several methods, including the
"Exchange" Role-Playing Method, General Role-
Playing, the Perfect Action Model Method, and the
Cooperative Peer Teaching Method.
The "Exchange" Role-Playing Method
Objective of the activity:
To develop participants' understanding of trade and
exchange processes and to create an awareness of role-
playing as a teaching method.
Expected outcomes:
Participants will be able to describe role-playing,
analyze the significance of trading goods and services,
organize lessons using role-playing techniques, and
cultivate values such as honesty and fairness.
Required time: 1 hour 15 minutes
Necessary materials: 3-4 inexpensive small gifts or
handout materials such as pens, pencils, rulers, erasers,
calendars, small books, buttons, combs, chewing gum,
sunglasses, candy, cookies, sticky notes, colored paper,
paper folders, gift bags, postcards, pen refills, pencil
cases, writing paper, shoelaces, colored pencils,
matches, cigarettes, corn husks, newspapers,
notebooks, paper clips, thumbtacks, and other similar
items.
Functions of the "Exchange" Role-Playing Game as an
Educational Method:
•
Creative development
–
understanding,
identifying, and analyzing new situations.
•
Cognitive enhancement
–
improving logical
thinking and the ability to study environmental
conditions while fostering fairness and honesty.
•
Engagement
–
encouraging students to
demonstrate their learning abilities and motivating
them to draw independent conclusions.
•
Moral development
–
fostering responsibility
and communication skills.
Organizing the "Exchange" Role-Playing Game:
•
Selecting real-life situations relevant to the
learning objectives.
•
Defining a didactic objective for the
participants.
•
Ensuring participants adhere to the rules of the
game.
•
Using learning materials to facilitate the
process.
•
Incorporating competition elements into the
learning activity.
•
Ensuring the successful completion of the
didactic task is linked to achieving an outcome.
This role-playing activity is designed for participants to
collaborate and actively work together to solve a given
issue. The primary objective of the participants in the
role-playing game is to resolve the presented problem.
The developed game should be as realistic as possible
while remaining accessible and engaging for the
participants.
General Role-Playing Method
Unlike other types of games, role-playing games lack a
formal assessment system. Instead, their purpose is to
encourage collective or individual decision-making.
This method enhances interpersonal communication
skills among students, equipping them with essential
knowledge, skills, and competencies they can apply in
their future practical activities.
Opportunities provided by the role-playing method:
•
Increases motivation for learning (which
enhances the effectiveness of education).
•
Evaluates students’ preparedness levels.
•
Measures comprehension and mastery of
material, ranging from passive understanding to active
skill acquisition.
Planning Role-Playing Activities:
•
Careful planning and preparation are critical for
the success of a role-playing session.
•
The scenarios must be structured to reflect
real-world challenges and encourage students to
analyze, discuss, and resolve ethical dilemmas.
•
Educators should provide clear instructions
and objectives while allowing students to engage in
International Journal of Pedagogics
214
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
problem-solving and ethical reasoning.
By incorporating these methods, students will not only
gain a deeper understanding of moral principles but will
also develop practical skills to apply these principles in
real-life situations.
The Process of Acquiring Moral Concepts through
Role-Playing Games
To deepen the understanding of moral concepts, role-
playing games are conducted by engaging young
individuals in various social roles, allowing them to
develop and implement decisions. For instance, when
students are assigned roles such as leader, responsible
person, third party, or group member, each of them
encounters different responsibilities and obligations.
This process helps young individuals internalize various
moral norms, behavioral codes, and attitudes. Through
evaluating diverse perspectives and concepts, they
emphasize key moral principles such as justice, respect,
and trust in different scenarios.
Understanding Social and Personal Responsibility
through Role-Playing Games
Role-playing games enable young individuals to
practically learn different social and personal
responsibilities. For example, when students take on
the leader role, they experience decision-making
processes and the responsibility of implementing group
decisions. As a result, they learn to understand other
people's emotions and treat them with respect in
various social processes. Through role-playing games,
young individuals recognize the importance of personal
accountability and commitment to others' values,
which strengthens their moral perspectives.
Developing Emotional Awareness and Empathy
Role-playing games help young individuals develop
awareness of emotions and the ability to regulate
them. By engaging in different role-playing scenarios,
they learn to understand the emotions of others,
develop empathy, and respect diverse viewpoints. For
instance, while taking on the role of a "critic" or a
"supporter," students gain insights into different
perspectives in social interactions, helping them
understand others' emotions. These activities promote
emotional stability, which is essential for making ethical
choices.
Applying Learned Skills in Real Life
Role-playing games provide young individuals with
practical skills necessary for applying moral concepts in
daily life. For instance, when students participate in
debates or discussions, they practice implementing
ethical concepts in different situations. Through this
process, students develop trust-based relationships
and practically apply fundamental moral principles
such as humanity, justice, tolerance, and respect.
The Neuropedagogical Role of Role-Playing Games
Role-playing games in a neuropedagogical approach
are designed to reinforce moral concepts in the minds
of young individuals. These methods stimulate
cognitive and emotional activity in the brain, fostering
positive emotions and humanistic values. By engaging
in various ethical scenarios, young individuals analyze
different social and personal aspects, gaining a better
understanding of viewpoints that influence their
behavior. In this way, through role-playing games and
simulations, young individuals not only gain a deeper
understanding of moral concepts but also learn to
apply them in real-life situations.
The “Reflection and Self
-
Assessment” Method
This method encourages young individuals to
reconsider their personal thoughts and approach them
from an ethical perspective. The Reflection and Self-
Assessment method plays a significant role in ethical
education, allowing young individuals to gain a deeper
understanding of their personal experiences and
enhance their critical thinking skills.
Through this method, young individuals develop the
ability to analyze their decisions and their positive or
negative
consequences,
while
simultaneously
establishing self-regulation over their actions. The
process of self-reflection encourages students to
observe themselves and engage in critical thinking,
ultimately improving their ability to modify their
personal views and assess them in accordance with
moral norms.
Personal Responsibility and Ethical Decision-Making
through Reflection
During the reflection process, young individuals analyze
the impact of their decisions on society and those
around them, reinforcing their sense of personal
responsibility. For example, through reflection, they
can evaluate their correct or incorrect decisions,
gaining a deeper understanding of their significance in
society. This method helps cultivate personal
responsibility and principles of justice, as young
individuals learn to reconsider their views based on the
social consequences of their actions.
Strengthening Ethical Norms through Reflection
The reflection process allows young individuals to
analyze different situations in their lives from a moral
perspective and draw conclusions based on their
reflections. For instance, students may examine their
behavior and relationships in various social situations,
such as conflicts with friends or teamwork interactions.
This encourages them to critically assess their
perspectives and helps them take responsibility for
International Journal of Pedagogics
215
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
each of their decisions. Through reflection, young
individuals gain a deeper understanding of their
viewpoints and assess their alignment with moral
values. This approach fosters the practical application
of ethical principles in their personal relationships.
Developing Empathy through Ethical Reflection
Reflection and critical thinking help young individuals
become more aware of their emotions and develop a
sense of empathy toward others. Through reflection,
they gain the ability to evaluate their feelings and their
impact on others, ensuring they develop respectful and
compassionate relationships. For instance, by analyzing
different social situations, young individuals learn to
critically assess their own emotions and understand
how their actions affect their friends or loved ones.
This, in turn, motivates them to engage in teamwork,
show respect, and practice tolerance in both their
social and personal lives.
The Importance of Reflection in the Learning Process
Reflection and self-analysis techniques play a crucial
role in the learning process by helping students better
understand their personal experiences and develop the
ability to critically evaluate themselves. When students
analyze situations from their own lives, they assess the
social and personal consequences of their decisions
and strive to improve their behavior. These methods
allow for a deeper understanding of moral values and
foster commitment to ethical principles, as young
individuals become more aware of the societal
significance of their decisions.
Overall, reflection and self-analysis go beyond
intellectual understanding and help young individuals
properly interpret their emotions, encouraging their
development into responsible members of society. This
approach serves as an effective tool for deeply
understanding ethical decisions, critically analyzing
personal perspectives, and applying them in real-life
situations.
RESULTS AND CONCLUSION
Based
on
the
above
analyses,
proposed
recommendations, and the outcomes of this approach,
the following conclusions can be drawn:
•
The neuro-pedagogical approach aligns ethical
education with young people's cognitive and emotional
development.
Through
role-playing
games,
simulations, situational analysis, reflection, and
methods that enhance critical and creative thinking,
young individuals develop a deeper understanding of
ethical concepts and acquire the skills necessary for
appropriate behavior in various social interactions.
•
Neuro-pedagogical methods help young
individuals accurately assess ethical issues, make
independent decisions, and develop a sense of
personal
responsibility.
Additionally,
neuro-
pedagogical technologies serve as an effective tool for
fostering ethical perspectives through creative
approaches and critical thinking.
•
Ethical discussions provide a crucial platform
for young people to gain a deeper understanding of
moral concepts and apply them in real-life situations.
Such discussions enhance their sense of social
responsibility and instill values such as respect,
humanism, and cooperation in addressing various
ethical and social issues. This approach can significantly
improve the effectiveness of ethical education in higher
pedagogical institutions.
REFERENCES
O‘zbekiston Respublikasi Qonuni, “Ta’lim to‘g‘risida”. –
Toshkent, 2020 yil 23 sentabr // O‘zbek
iston
Respublikasi qonun hujjatlari ma’lumotlari milliy
bazasi, 24.09.2020 y., 03/20/637/1313-son.
O‘zbekiston Respublikasi Prezidentining 2022 yil 28
yanvardagi
PF-60-
son
“2022
-2026-yillarga
mo‘ljallangan
Yangi
O‘zbekistonning
taraqqiyot
strategiyasi
t
o‘g‘risida”
PF
-60-son
Farmoni
//
Qonunchilik maʼlumotlari milliy bazasi, 29.01.2022 y.,
06/22/60/0082-son
O‘zbekiston Respublikasi Prezidentining 2019
- yil 29
–
apreldagi PF-5712-
son “O‘zbekiston Respublikasi xalq
ta’limi
tizimini
2030
–
yilgacha
rivojlantirish
konsepsiyasini tasdiqlash to‘g‘risida”gi Farmoni //
Qonun hujjatlari ma’lumotlari milliy bazasi. –
Toshkent,
29.04.2019 y., 06/19/5712/3034-son.
4.Golembo
A.
Psixologiya
i
neyropedagogika:
integrativnыy podxod.
-Moskva: Nauka, 2020.
–
S. 154
Liso
v Ye.V. Formirovaniye nravstvennыx kachestv u
molodeji sredstvami neyropedagogiki. -Kiyev: Naukova
dumka, 2021.
–
240 s.
Nazarov A.T. Moralnoye vospitaniye na osnove
neyrotexnologiy. -Tashkent: Uzbekistan, 2019.
–
230 s.
Sidorov A.G. Texnologii neyropedagogiki v obrazovanii.
-
Minsk: Vыsheyshaya shkola, 2019. –
275
Smirnov S.D. Neyropedagogika i nravstvennoye
vospitaniye. -Moskva: Akademiya, 2019.
–
S. 154.
Tohirov Sh. Axloqiy qarashlarning yoshlar ijtimoiy
munosabatlariga taʼsiri // Orienta
l Renaissance:
Innovative, educational, natural and social sciences.
2022. VOLUME 2 | ISSUE 4/2 ISSN 2181-1784.
–
B.118.
