The study of our mind as complex system implies the understanding of cognition in terms of socially organized phenomena. Similarly we need to observe our behavior as network of interactions, emotionally and mutually connected. Consequently in the context of educational processes we must extend the paradigm of science as shared reflection. In this perspective it's essential reconsider the qualitative aspects of educational relationship within the framework of scientific research.
Inside of debate we find keywords like mediation, communication, sharing, empathy, exchange, participation, embodiment.
What are the guidelines that we can create and share how research opportunities?
Chapter Identità corporea e coevoluzione. - (Corporeal Identity as E...
Yes of course. Unfortunately this link is not considered in depth due to which we don't find committed and dedicated professionals. Emotional stability, commitment resulting from meditation may surely improve learning process where learners may participate in the learning process with full involvement of their minds and hearts comparable to the conventional learning where there is use of mind but merely heart.
I agree with you!
I think that the comparative study (pedagogy and neuroscience) of mediation processes whitin education, as well as the study of the dynamics of communication and sharing of learning strategies, together with the individual and collective potentialities of growth, that are related to empathic interactions, represent a perspective of research and interdisciplinary studies that seems to be extremely important and rich in experimental outcomes.
Excellent Idea. This is the essence of pedagogical process which when adopted produced Socrates, Plato, Aristotle, Jabr Bin Hayyan, Ibn Al-Haithem, Ibne Seena and many other great Philosopher whose meditation resulted in hundreds of inventions that have changed the world especially science, health, technology.
Perfect.
In essence, the interplay of pedagogic mediation with neuroscience studies pushes in the direction of a manifold and different assessment of cognitive processes, as well as of investigation approaches. Therefore, not just a "productive" mind, but also a "reflective" and "meditative" mind. Not only actions that are functional to one or multiple outcomes, but rather collaborative interactions founded on empathic understanding of the other.
Dear Mauro Carboni, My view point is that the emerging scientific interchange between pedagogical reflection and neuroscience can improve the understanding of developmental processes because the theories of pedagogical and neuroscientific practice mindful awareness skills that facilitate learning.
Dear Afaq Ahmad,
Basically we could rephrase the question in the following way:
What contribution can give pedagogical reflection in the light of its experience in educational context, to further developments in scientific research, and vice versa, which methodological aid or which new perspective of formative design it can come from the neuroscience studies?
What are the actual margins of interaction between fields of study and research so apparently distant among them?
Dear Mauro Carboni, You are correct "Margins of interaction should be as small as we can" and that comes from collaborative approach and team work.
Dear Afaq Ahmad,
Wise words! Intention, motivation, willingness to design and build together are fundamental elements.
Equally and at the same time we can even more think and reflect on the current state of the art.
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