Embodied cognition and education sciences: the question of talent


  • Umberto Margiotta Ca' Foscari University of Venice
Keywords: embodied cognition; cognitive modifiability; talent’s education.

Abstract

In this article we propose a critical, reflexive, link between Embodied Cognition framework and Sciences of Education, trough a critical analysis of the theory of structural cognitive modifiability of Reuven Feuerstein. We argue that these link found the learning constitution of agent that has at its disposal a way of coupling its means of action and its means of sensation to expand their personalized strategies of learning and to support innovation and change. On this point, we wish to draw attention to the fact that, in human development, learning anticipates development of human systems of action. On this basis, and in coherent fashion at the reference  theoretical level, we are led to formulate the three following points: (1) With reference to the theory of autopoiesis, the paradigm of enaction shows that cognition implies a generative organization of self, which involves a characteristic circularity at all level of evolution of learning potential, in human agents. (2) The structural cognitive modifiability replays the scheme of circularity from the nascent sensory-motor level in terms of enaction for any effort at the successive characterization of the organization and the lived experience of learning /thinking agents. (3) Consequently, talent is not a gift, but consists in the multiple, longlife, enactive development of learning potential. So the talent’s education will improve the future of democracy and education in this century. 

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Published
2018-04-30
How to Cite
Margiotta, U. (2018). Embodied cognition and education sciences: the question of talent. Fundamental and Applied Researches in Practice of Leading Scientific Schools, 26(2), 3-18. Retrieved from https://farplss.org/index.php/journal/article/view/293