Within the wide landscape defined over the past decades by social neuroscience, the action seems to be the key concept for knowledge acquisition. Consistently, the most recent interpretations of body mimicry as a vehicle for the sharing of experiences within a dyad in interaction appears to constitute a valid reflection on the role that mirror neurons, and the intersubjectivity supported by them, may have for the cognitive development and reflexivity in learning. Within this enactive perspective, that contemplates the central role of action and the experience derived therefrom, the knowledge acquisition, the learning and the Self-development become possible through an embodied experience and requires a meaningful grounding in the intersubjective interactions. The present contribution aims in outlining the main points on which and enactive perspective to learning is grounded, highlighting the role played by the latest neuroscientific findings to support this approach.
Keywords: Enactivity, embodiement, intersubjectivity, learning, social neurosciences