MORAL REASONING IN EDUCATION THROUGH NEUROBIOLOGY

According to the theoretical framework described, values education focuses on establishing a constructivist perspective regarding pedagogical action, not conceived as a denial of values as objectives or ideals, but rather focuses on the premise that it is the same person. the one that is self-constructing its learning through social interaction where it assimilates values, discards anti-values and reorganizes its own regulations or scale of values in a hierarchical way. In short, what is intended to be assessed is the moral experience or qualification of an action as good or bad, as due or wrong (dichotomies) that we carry out on a daily basis. The notions of duty and goodness are the basic categories of moral experience. What is done when judging morally is to divide human actions into two antagonistic and opposing groups. In every social conglomerate there are qualifications of actions more or less shared by its members, to guide the moral experience in decision making. Therefore, it is exposed as a problem: how is neurobiology related to moral reasoning and education? Being then the objective to determine the relationship and behavior of neuroscience with moral reasoning and education.