Technique is no longer the object of our choice, but it is our environment, where everything is technically interconnected. This interdependent relationship determines a Copernican revolution, intended as a transition from a Darwinian evolution of species to an antro-technomorphic evolution. The “technical objects”, in their function of bodily-cognitive prostheses, are part of the activities of the processes among “social actors”. In this scenary the theory of the “distributed cognition” takes full account not only of people, but also of the environmental/material instruments, both on a communicative and a cognitive-bodily level; indeed, in cognitive processes the representations - which are formed by the sensory structures and particularly by the visual and auditory ones - are constituted, whereby the “distributed cognition” turns out to be the most appropriate to be taken into account for the educational activities. It is a theoretical approach that, instead of focusing exclusively on the internal cognitive processes, highlights the interactions among people, objects and representations both internal and external to a cognitive system, among the coordination mechanisms used by social actors, between the ongoing forms of verbal and non-verbal communication and both the silent and explicit knowledge. This led to a qualitative change in the horizon of existential meanings, sense of reality and paradigms of knowledge.
Il disvelamento degli oggetti tecnici nelle dinamiche della conoscenza
MARIA ANNARUMMA
2018-01-01
Abstract
Technique is no longer the object of our choice, but it is our environment, where everything is technically interconnected. This interdependent relationship determines a Copernican revolution, intended as a transition from a Darwinian evolution of species to an antro-technomorphic evolution. The “technical objects”, in their function of bodily-cognitive prostheses, are part of the activities of the processes among “social actors”. In this scenary the theory of the “distributed cognition” takes full account not only of people, but also of the environmental/material instruments, both on a communicative and a cognitive-bodily level; indeed, in cognitive processes the representations - which are formed by the sensory structures and particularly by the visual and auditory ones - are constituted, whereby the “distributed cognition” turns out to be the most appropriate to be taken into account for the educational activities. It is a theoretical approach that, instead of focusing exclusively on the internal cognitive processes, highlights the interactions among people, objects and representations both internal and external to a cognitive system, among the coordination mechanisms used by social actors, between the ongoing forms of verbal and non-verbal communication and both the silent and explicit knowledge. This led to a qualitative change in the horizon of existential meanings, sense of reality and paradigms of knowledge.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
