Imprinting in education: personal, environmental, sociocultural, cognitive-psychological and synergetic perspectives

Introduction. The role of modern didactics consists in both the search for effective teaching methods and taking into account individual, environmental and cultural learning conditions for positive imprinting of knowledge and motivation for education. Goal. Conducting a comprehensive analysis of the phenomenon of imprinting in education based on methodological approaches to develop a theoretical basis for optimal principles, didactic mechanisms and methods for deep acquisition of knowledge, values and behavior patterns, and the formation of socio-cultural and moral guidelines. Materials and methods. The theoretical and methodological basis of the study is a synthesis of scientific approaches: personal (assumes adaptation of methods of influence to a specific student, taking into account the psychological profile and current emotional state); cognitive-behavioral (focuses on the possibility of changing mental processes when transforming patterns of thinking and behavior); sociocultural (reveals the role of the environment and cultural factors on the comprehensive development of the individual); environmental (considers information-rich educational environment as an active factor that forms and directs the imprinting process); synergetic (allows to identify nonlinear, self-organizing processes of interaction of genetic, neurobiological, environmental factors, providing an understanding of their mutual influence and the dynamics of the formation of stable educational patterns). Results and discussion. The conducted study made it possible to substantiate the system of contextual and didactic principles that determined the requirements for the content, organization and methodology of training. In this aspect, didactic mechanisms and methods that ensure the imprinting of semantic and behavioral structures in the educational process were determined. They are mediated by socio-cultural and environmental factors, as well as ensuring cognitive imprinting through self-organization processes in educational systems. Conclusion. It can be concluded that imprinting in education is a complex, multi-aspect phenomenon formed under the influence of personal characteristics, environmental conditions, socio-cultural factors, cognitive-psychological mechanisms and synergetic interactions, which requires a systematic approach to its study for the purpose of further application of the theory in pedagogical practice.

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