Moreover, according to his theory, a child’s mind develops on the basis of the signs belonging to a specific social context and every high psychic function first develops in the social relations and it gets internalized by the individual just in a second time. With his researches on the split brain, he marked the turning point in the re-establishment of the connectionism approach to cerebral functions that, in few years, fully recognized the functional specificity together with the relative independency of the two hemispheres by getting away from the concept of the prevalence of the left hemisphere on the right one considered as “minor”. Therefore, neuropedagogy works together with neurodidactic that must not just be intended as a “special didactic” which tools, methods and contents for learning processes aiming to fight disabilities, but it must be considered as a didactic process that makes use of significant learning tools and exercises for long and short term memories. If the symbolic interactionism is activated when the gesture is no more considered as a response to the stimulus of the others it assumes a meaning, it becomes a signifier, or better, a significant symbol. In his work Mind, self and society, Mead affirms that the individual mind and the self arise out of this process of symbolic interaction as he starts attaching a meaning to the objective reality surrounding him. We have also made use of the theoretical contribution of IPNP and the neurodidactic approach which are based on the emotional feedback and an empathic process underlying a satisfactory level of recognition since it’s more spontaneous and unconditioned, given the modalities and the subject we have chosen to propose.
Implied Neuropedagogy and symbolic interactionism an interpretative system for the gesture language
CORONA, Felice;DI TORE, STEFANO;COZZARELLI, CARLA
2012-01-01
Abstract
Moreover, according to his theory, a child’s mind develops on the basis of the signs belonging to a specific social context and every high psychic function first develops in the social relations and it gets internalized by the individual just in a second time. With his researches on the split brain, he marked the turning point in the re-establishment of the connectionism approach to cerebral functions that, in few years, fully recognized the functional specificity together with the relative independency of the two hemispheres by getting away from the concept of the prevalence of the left hemisphere on the right one considered as “minor”. Therefore, neuropedagogy works together with neurodidactic that must not just be intended as a “special didactic” which tools, methods and contents for learning processes aiming to fight disabilities, but it must be considered as a didactic process that makes use of significant learning tools and exercises for long and short term memories. If the symbolic interactionism is activated when the gesture is no more considered as a response to the stimulus of the others it assumes a meaning, it becomes a signifier, or better, a significant symbol. In his work Mind, self and society, Mead affirms that the individual mind and the self arise out of this process of symbolic interaction as he starts attaching a meaning to the objective reality surrounding him. We have also made use of the theoretical contribution of IPNP and the neurodidactic approach which are based on the emotional feedback and an empathic process underlying a satisfactory level of recognition since it’s more spontaneous and unconditioned, given the modalities and the subject we have chosen to propose.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
