Uniwersyteckie Czasopisma NaukoweNeuroboundaries in academic teaching
DOI:
https://doi.org/10.26881/head.2025.3.04Słowa kluczowe:
neurodidactics, educational boundaries, prediction error, stress, neuroplasticityAbstrakt
The article addresses educational boundaries from a neurobiological perspective. Boundaries are understood not only as structural frames that regulate roles, norms and expectations, but also as triggers of novelty, surprise and cognitive conflict–that is, prediction errors that activate neuroplastic processes. The author discusses the neural mechanisms underlying novelty detection (the role of the hippocampus, amygdala, prefrontal cortex, reward system and large-scale brain networks) and shows how moderate stress can act as a catalyst for learning, whereas excessive or chronic stress leads to avoidance, consolidation of fear and decreased motivation. The text also analyses individual predispositions to crossing boundaries, resulting from the interaction of genetic, neurobiological and experiential factors, and their consequences for exploration, tolerance of uncertainty and cognitive flexibility. In conclusion, the article argues that carefully designed educational situations which combine novelty with a sense of safety and permission to err can harness boundaries as a tool for consciously fostering development, curiosity and adaptive strategies for dealing with uncertainty and unpredictability.
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