This work represents an interesting contribution of neurosciences to the recent studies in the field of education through which, today, we know that the brain makes the reality of the past and weaves a tapestry that combines feelings, information and experiences. Feelings, knowledge and experiences are the subject of historical debate on the connection between body and mind. The whole body-mind, in its fascinating complexity, not to suppose that there are single-discipline studies, thorough exhaustive and rigorous, can provide a comprehensive model of its cerebral operation and its use. The mind, in fact, can be defined as a process - rather than as a structure - and this mind- process is building as shared construction (co-construction) with other minds. It follows that biological and psychological events are linked in a relationship of circular causality, which is hardly possible to identify a primary determinant. In this perspective, the body assumes a meaning and a educational determinant value. On the bases of these presuppositions envisaging an interdisciplinary relationship between Neurosciences and Didactic, there seems to be the new epistemic horizon through which to explore this circular reaction of body and mind. Neurosciences offer a new prospective to the study of brain activities separated from emotions such as traditional philosophy has supported, but they open up to a new set of analysis creating a fruitful subject, Neuro-Didactic, where education becomes the promotion of human evolution. Therefore, the aim of this study is to investigate how the meta category Neuro-Didactic can rise to the interpretative mind-body relationship and, at the same time, encourage the growth of a Being who feels with his mind's eye speaking of the heart.

The NeuroDidactic. Mind and body between Pedagogy and Neurosciences

GOMEZ PALOMA, FILIPPO;
2013

Abstract

This work represents an interesting contribution of neurosciences to the recent studies in the field of education through which, today, we know that the brain makes the reality of the past and weaves a tapestry that combines feelings, information and experiences. Feelings, knowledge and experiences are the subject of historical debate on the connection between body and mind. The whole body-mind, in its fascinating complexity, not to suppose that there are single-discipline studies, thorough exhaustive and rigorous, can provide a comprehensive model of its cerebral operation and its use. The mind, in fact, can be defined as a process - rather than as a structure - and this mind- process is building as shared construction (co-construction) with other minds. It follows that biological and psychological events are linked in a relationship of circular causality, which is hardly possible to identify a primary determinant. In this perspective, the body assumes a meaning and a educational determinant value. On the bases of these presuppositions envisaging an interdisciplinary relationship between Neurosciences and Didactic, there seems to be the new epistemic horizon through which to explore this circular reaction of body and mind. Neurosciences offer a new prospective to the study of brain activities separated from emotions such as traditional philosophy has supported, but they open up to a new set of analysis creating a fruitful subject, Neuro-Didactic, where education becomes the promotion of human evolution. Therefore, the aim of this study is to investigate how the meta category Neuro-Didactic can rise to the interpretative mind-body relationship and, at the same time, encourage the growth of a Being who feels with his mind's eye speaking of the heart.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11386/4253672
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