Scientific ethics and etiquette of uzbek students in writing
DOI:
https://doi.org/10.5281/zenodo.11419120Keywords:
Education, young teachers, sub-consciousness, conscious awareness, psychoanalytic approaches, emotional intelligence, teacher-student relationshipsAbstract
The article emphasizes the importance of young teachers understanding the role of the unconscious mind in learning processes. It suggests that such knowledge can lead to healthier relationships between teachers and students, fostering empathy and tolerance. By recognizing the underlying mechanisms driving behaviour, teachers can adapt their approaches to meet students' needs effectively, creating a friendlier classroom environment conducive to learning. Human learning involves both conscious and unconscious processes, shaping perception, cognition, and behaviour. Unconscious mechanisms often guide responses without explicit awareness, influenced by automatic evaluation systems prioritizing positive assessments. Mental representations, constructed spontaneously and influenced by imagery, play a significant role in guiding thoughts and behaviours, aiding in decision-making. Psychoanalytic approaches, embracing observer subjectivity, offer insights into human activity, particularly in educational settings. Recognizing and addressing unconscious stressors are crucial for positive educational outcomes and supporting students' emotional well-being, underlining the importance of emotional intelligence in teacher-student relationships.
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