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oapen-20.500.12657-626262024-03-28T08:18:43Z Chapter Il potenziale corporeo nell’azione didattica SIBILIO, Maurizio GALDIERI, MICHELA Corporeality action didactics thema EDItEUR::J Society and Social Sciences::JN Education The stimulating reflections in the field of the new cognitive sciences have added breath of life to studies on didactics towards an original reinterpretation of educational practices based on the valorization of the body as a founding pedagogical device of educational and training processes. The emergence of an embodied vision of cognition and the recognition of a dynamic dialogicality between the organism and the environment have prompted the construction of new research paths, creating the conditions for the recognition of the learning, communicative, simulative and vicarious potential of corporeity in teaching-learning processes. Teaching, as a science of human interaction, is enriched with verbal, iconic and bodily codes, manifesting teaching postures and corporeity that highlight its nature as a complex adaptive system. 2023-05-01T13:38:34Z 2023-05-01T13:38:34Z 2022 chapter ONIX_20230501_9791221500066_42 2704-5781 9791221500066 https://library.oapen.org/handle/20.500.12657/62626 ita Studies on Adult Learning and Education application/pdf Attribution 4.0 International chapter-37248.pdf https://books.fupress.com/doi/capitoli/979-12-215-0006-6_16 Firenze University Press 10.36253/979-12-215-0006-6.16 The stimulating reflections in the field of the new cognitive sciences have added breath of life to studies on didactics towards an original reinterpretation of educational practices based on the valorization of the body as a founding pedagogical device of educational and training processes. The emergence of an embodied vision of cognition and the recognition of a dynamic dialogicality between the organism and the environment have prompted the construction of new research paths, creating the conditions for the recognition of the learning, communicative, simulative and vicarious potential of corporeity in teaching-learning processes. Teaching, as a science of human interaction, is enriched with verbal, iconic and bodily codes, manifesting teaching postures and corporeity that highlight its nature as a complex adaptive system. 10.36253/979-12-215-0006-6.16 bf65d21a-78e5-4ba2-983a-dbfa90962870 9791221500066 14 11 Florence open access
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The stimulating reflections in the field of the new cognitive sciences have added breath of life to studies on didactics towards an original reinterpretation of educational practices based on the valorization of the body as a founding pedagogical device of educational and training processes. The emergence of an embodied vision of cognition and the recognition of a dynamic dialogicality between the organism and the environment have prompted the construction of new research paths, creating the conditions for the recognition of the learning, communicative, simulative and vicarious potential of corporeity in teaching-learning processes. Teaching, as a science of human interaction, is enriched with verbal, iconic and bodily codes, manifesting teaching postures and corporeity that highlight its nature as a complex adaptive system.
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