Embodied Cognition (EC) is an interdisciplinary and multiperspective scientific theory whose characteristic, from a cultural and professional perspective, opens up interesting scenarios in the field of psychopedagogy. In particular, a prolific and extremely interesting area of study is now provided by the contribution of EC to the world of didactics (Caruana & Borghi, 2013). This work is part of this research horizon, investigating how the key principles of Embodied Cognition offer new opportunities to enhance differences in learning processes (Gomez Paloma & Ianes, a cura di, 2014). Starting from the analysis of the body as a scientific mediator of the learning process on a neurobiological (Rizzolatti & Sinigaglia, 2006) and neurophenomenological (Gallese, 2006) level, the study focuses on the scientific evidence (Margiotta, 2014) that EC can provide to teachers in the field of didactics. It represents a concrete springboard for delineating and validating an “EC-Based” model (Gomez Paloma & Damiani, 2015) to enhance corporeality as a cognitive system and a learning/ contextualization setting for the building of professional skills in the field of education.
L’Embodied Cognition (EC) è una teoria scientifica multiprospettica ed interdisciplinare la cui caratteristica, riflettendo sotto il profilo culturale e professionale, apre interessanti scenari nel campo della psicopedagogia. In particolare, un fertile ambito di studio, estremamente interessante, è dato al momento dall’apporto dell’EC al mondo della didattica (Caruana & Borghi, 2013). Il presente lavoro si inserisce in quest’orizzonte di ricerca, indagando come i principi chiave dell’Embodied Cognition offrano inedite opportunità di valorizzazione delle differenze dei processi di apprendimento (Gomez Paloma & Ianes, a cura di, 2014). Partendo dall’analisi del corpo come mediatore scientifico del processo di apprendimento a livello neurobiologico (Rizzolatti & Sinigaglia, 2006) e neurofenomenologico (Gallese, 2006), lo studio si focalizza sulle evidenze scientifiche (Margiotta, 2014) che l’EC può offrire al docente nell’ambito della didattica. Un concreto trampolino di lancio per delineare e validare un modello “EC Based” (Gomez Paloma & Damiani, 2015) per valorizzare la corporeità come dispositivo cognitivo e come ambiente di apprendimento e contestualizzazione (setting) per la costruzione di competenze professionali nell’ambito della formazione.
Embodied Cognition. Body, movement and sport for didactics
GOMEZ PALOMA, Filippo;TAFURI, Domenico
2016-01-01
Abstract
Embodied Cognition (EC) is an interdisciplinary and multiperspective scientific theory whose characteristic, from a cultural and professional perspective, opens up interesting scenarios in the field of psychopedagogy. In particular, a prolific and extremely interesting area of study is now provided by the contribution of EC to the world of didactics (Caruana & Borghi, 2013). This work is part of this research horizon, investigating how the key principles of Embodied Cognition offer new opportunities to enhance differences in learning processes (Gomez Paloma & Ianes, a cura di, 2014). Starting from the analysis of the body as a scientific mediator of the learning process on a neurobiological (Rizzolatti & Sinigaglia, 2006) and neurophenomenological (Gallese, 2006) level, the study focuses on the scientific evidence (Margiotta, 2014) that EC can provide to teachers in the field of didactics. It represents a concrete springboard for delineating and validating an “EC-Based” model (Gomez Paloma & Damiani, 2015) to enhance corporeality as a cognitive system and a learning/ contextualization setting for the building of professional skills in the field of education.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.