Building a setting that takes into account the body dimension means observing the space, the learning environment in its physical and architectural dimension and how much it is possible to experience, move, stay together, be alone or in a group. In the current educational context, the theme of educational spaces is central: we are faced with what some call a “turning point in space” (Santoianni, 2017). Educating the body to express all its potential means ed- ucating to be in contexts in a dynamic and flexible, not lead children to experiences completely unstructured, nor control them in a way too directional, abstractly following a plan centered on the goal to be reached, rather than on the people involved. Knowledge is acquired and developed by the organism as a feeling that is produced by the body-in-action: a feeling of the body as it acts in the world (Damasio, 2000). Therefore, it becomes necessary to adapt the teaching methods to a formation that is in line with laboratory pathways for the development of corporeal- ity (Palumbo, 2015), now mortified by the remoteness and rarefied physical contacts. The Dad imposed by the new scenario, therefore, requires that learning practices be modified in such a way that, rather than training, they undergo a transformation, through experiential activities, through the body as an instrument of communication with a world in continuous evolution.

BODIES AND SPACES IN DIGITAL EDUCATION: WHICH DANCE IN A GAME OF MIRRORS? SUGGESTIONS FOR AN EDUCATIONAL UBIQUITY

PALUMBO CARMEN
2020

Abstract

Building a setting that takes into account the body dimension means observing the space, the learning environment in its physical and architectural dimension and how much it is possible to experience, move, stay together, be alone or in a group. In the current educational context, the theme of educational spaces is central: we are faced with what some call a “turning point in space” (Santoianni, 2017). Educating the body to express all its potential means ed- ucating to be in contexts in a dynamic and flexible, not lead children to experiences completely unstructured, nor control them in a way too directional, abstractly following a plan centered on the goal to be reached, rather than on the people involved. Knowledge is acquired and developed by the organism as a feeling that is produced by the body-in-action: a feeling of the body as it acts in the world (Damasio, 2000). Therefore, it becomes necessary to adapt the teaching methods to a formation that is in line with laboratory pathways for the development of corporeal- ity (Palumbo, 2015), now mortified by the remoteness and rarefied physical contacts. The Dad imposed by the new scenario, therefore, requires that learning practices be modified in such a way that, rather than training, they undergo a transformation, through experiential activities, through the body as an instrument of communication with a world in continuous evolution.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11386/4765062
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