This work stems from a strong dialogue between psychology, neurosciences and physical and sport sciences in education, united by the enhancement of the multiperspective scientific paradigm of the Embodied Cognition (from now on EC) (Gallese, 2005). Some peculiar practical applications of this approach (Sousa, 2010) show, first of all, the relationship between body and enhancement of learning and memory; in addition, they show the importance of knowing brain development in evolutionary age in order to understand the behavior of children and adolescents; the particularity of the influence of the social environment and the cultural climate on learning, as well as the brain’s ability to create new neurons until old age, and its modifiability (concept of plasticity). Starting from the analysis of the body as a scientific mediator of the learning process at neurobiological (Rizzolatti, 2005) and neuro phenomenological (Gallese, 2006) level, a fertile field of study focuses on scientific evidence (Margiotta, 2013) that EC, through its embodied actions (Gomez Paloma, 2013), can offer to the world of didactics (Borghi, Caruana 2013), and on how to develop methodologies that effectively meet students’ educational, and also special, needs (Ianes, 2013). In this direction, the goal is to define and validate an “EC-Based model” (Gomez Paloma & Damiani 2015) to enhance corporeality as learning environment and context (setting). All this assuming that the key principles of the Embodied Cognition provide new opportunities for enhancing the differences in learning processes (Cottini, 2014) and implement didactic methodologies adapted to students ‘ needs.
Il presente lavoro nasce da un forte dialogo tra Psicologia, Neuroscienze e Scienze Motorie e Sportive in ambito educativo, accomunate dalla valorizzazione del paradigma scientifico multiprospettico dell’Embodied Cognition (da ora EC), (Gallese, 2005). Alcune peculiari applicazioni operative di tale approccio (Sousa, 201 0), mostrano innanzitutto il rapporto tra movimento fisico e potenziamento dell’apprendimento e della memoria; inoltre l’importanza di conoscere lo sviluppo del cervello in età evolutiva per comprendere il comportamento di bambini ed adolescenti; la particolarità dell’influenza dell’ambiente sociale e il clima culturale sull’apprendimento, nonché la capacità del cervello di generare nuovi neuroni fino alla tarda età e la sua modificabilità (concetto di plasticità). Partendo dall’analisi del corpo come mediatore scientifico del processo di apprendimento a livello neurobiologico (Rizzolatti, 2005) e neurofenomenologico (Gallese, 2006), un fertile ambito di studio si focalizza sulle evidenze scientifiche (Margiotta, 201 3) che l’EC, con i suoi atti incarnati (Gomez Paloma, 201 3), può offrire al mondo della didattica (Borghi, Caruana 201 3) e su come costruire metodologie che rispondano efficacemente ai bisogni educativi, anche speciali, degli studenti (Ianes, 201 3). In questa direzione, l’obiettivo del presente lavoro è quello di delineare e validare un modello “EC Based” (Gomez Paloma & Damiani 201 5) per valorizzare la corporeità come ambiente di apprendimento e contestualizzazione (setting). Tutto ciò partendo dal presupposto che i principi chiave dell’Embodied Cognition offrono inedite opportunità di valorizzazione delle differenze dei processi di apprendimento (Cottini, 201 5), rivelandosi estremamente funzionali a realizzare metodologie didattiche innovative.
Embodied Cognition: il ruolo del corpo nella didattica
GOMEZ PALOMA, FILIPPO;
2016-01-01
Abstract
This work stems from a strong dialogue between psychology, neurosciences and physical and sport sciences in education, united by the enhancement of the multiperspective scientific paradigm of the Embodied Cognition (from now on EC) (Gallese, 2005). Some peculiar practical applications of this approach (Sousa, 2010) show, first of all, the relationship between body and enhancement of learning and memory; in addition, they show the importance of knowing brain development in evolutionary age in order to understand the behavior of children and adolescents; the particularity of the influence of the social environment and the cultural climate on learning, as well as the brain’s ability to create new neurons until old age, and its modifiability (concept of plasticity). Starting from the analysis of the body as a scientific mediator of the learning process at neurobiological (Rizzolatti, 2005) and neuro phenomenological (Gallese, 2006) level, a fertile field of study focuses on scientific evidence (Margiotta, 2013) that EC, through its embodied actions (Gomez Paloma, 2013), can offer to the world of didactics (Borghi, Caruana 2013), and on how to develop methodologies that effectively meet students’ educational, and also special, needs (Ianes, 2013). In this direction, the goal is to define and validate an “EC-Based model” (Gomez Paloma & Damiani 2015) to enhance corporeality as learning environment and context (setting). All this assuming that the key principles of the Embodied Cognition provide new opportunities for enhancing the differences in learning processes (Cottini, 2014) and implement didactic methodologies adapted to students ‘ needs.File | Dimensione | Formato | |
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