Ethical requirements and boundaries of conduct for educators in the digital environment: Neurolinguistic foundations

Abstract

Introduction: Developing critical thinking in children begins at different stages of their growth. The role of parents, teachers, and the environment in the development of critical thinking is fundamental. The development of critical thinking and truth recognition in children is a complex, evolving process influenced by individual factors and the environment. This study highlights the predominance of social media users under the age of 19 with developing worldviews and limited critical thinking. Material and methods: The study adopts a psycholinguistic approach to dissect the multifaceted dynamics at play within the digital realm of education. Results: The article examines the development of neurobiology as an interdisciplinary field with an emphasis on activation vectors of the central and peripheral nervous system. This highlights the importance of neuroscience in understanding the interaction between mental awareness and physical reality. The study divides neuroscience into "hard" and "soft" branches, with the latter encompassing cognitive science, neuroethics, and linguistic sciences such as cognitive linguistics, psycholinguistics, and neuro-linguistic programming. It emphasizes the role of language in consciousness and understanding personal brain activity. Conclusions: The study highlights the need for ethical guidelines in neuroscience and highlights the importance of neuroethics as a field of study of the ethical, legal, and social implications of neuroscience research and technology implementation. This requires interdisciplinary collaboration and social responsibility among researchers in this new field.