Revitalization education in problem areas as a tool for the implementation of social welfare

Abstract

Achieving social well-being in problem areas requires social and economic activation, which is made possible by a change in the attitudes and behavior of the area’s inhabitants. In this systematic review article, the author points out that in order for current public interventions for people at risk in problem areas to be effective, the use of available research by neurobiologists is required. To this end, the author_ (1) made a synthetic characterization of problem areas in the world, with particular emphasis on social challenges; (2) reviewed both the available research written by neuroscientists and their subsequent conclusions, which may contribute to better explanations of the social consequences of transformation; (3) on this basis, the author formulated conclusions and recommendations for decision makers. In addition, a review of available research by neuroscientists will help to understand why efforts so far targeting marginalized social groups have been ineffective or insufficient. Revitalization education is defined as all the processes and interactions that aim to change the attitudes and behaviors of people, in particular children and adolescents, in order to contribute to the integration and inclusion of people at risk of social exclusion, and thus improve their well-being. Revitalization education should be directed at people who are caught up in a negative loop of social patterns. Since their fate is shaped by the influence of parents and teachers, the method used for reconstructing positive life patterns towards prodevelopment skills and competences should also be directed at these groups. The article discusses: social problems of marginalized areas; the impact of neuroscience on economic decision making; and recommendations formulated for educational activities.