Pedagogy of Lucid Dreams — a New Direction of Educational Activities in the Context of an Inclusive Paradigm

Some facts about the benefits of lucid dreaming pedagogy in the context of educational activities and life are considered, which can be taken into account by educators working with children and youth with special educational needs. Children of two groups are considered: children with special mental and psychological needs and children with specific problems in the context of sensory and motor functions of the body. Children with physical problems cannot be fully rehabilitated; in some cases, such children are unhappy due to significant impairments in their motor functions. According to the paradigm of the “world created by God as just”, such children can and should be happy and find fulfillment in the social environment, in learning and in physical activity. For this purpose, the authors propose to apply the “pedagogy of lucid dreaming,” which shows that lucid dreams are the most important educational resource. The “pedagogy of lucid dreaming” is conceptualized. It turns out that according to the spiritual and religious paradigm, which expresses the dictum that “God created a just world,” children with special educational needs should be full-fledged social beings, successful and happy in our world. As a special psychophysiological state of the human body, dreams are a kind of “parallel” reality, psychophysiologically equivalent to this reality. If the main task of a human being as a representative of Homo sapiens is to cognize and master the inner and outer worlds, then sleep accounts for about a third of the manifestation of these worlds, measured in the time of human life. Thus, a person is immersed in dreams for many years of his or her life. The nature of this “somnambulistic reality” remains largely a mystery that can be understood using both objective experimental data and subjective control data. The latter can be an effective heuristic tool for understanding the phenomenon of “REM sleep” with dreams, in which people, as a rule, do not control their behavior and are not aware of themselves. At the same time, the main theoretical and practical toolkit of lucid dreaming pedagogy is the concept of functional asymmetry of the human brain hemispheres, which reveals three strategies of human reflection and mastery of the world: right-hemispheric, left-hemispheric, interhemispheric — paradoxical, meditative, which combines the first two strategies, when artistic and rational thinking activities as two polar strategies of cognition of the world are integrated within one person.