Some aspects of I. Kant's a priori theory in constructivist pedagogy

The article analyzes the possibility of applying the key provisions of I. Kant's apriorism idea to constructivism as one of the classical theories of learning. At the same time, emphasis is placed on the prospects of studying the specified problems in the optics of cultural neuroscience, which allows us to identify the specific features of learning as a process of constructing meanings. The study of human cognitive abilities, their genesis and subsequent development through the prism of naturalistic and culture-centric foundations substantiates the advisability of including neuropedagogy in the transdisciplinary locus of brain research, which is due to the fundamental transformations of modern educational technologies.