Apprendimento e Insegnamento nella prospettiva dell’Enattivismo
Titolo Rivista: EDUCATION SCIENCES AND SOCIETY 
Autori/Curatori: Elio Damiano 
Anno di pubblicazione:  2016 Fascicolo: 2 Alignment, attunement, co-activity, co-regulation. Convergent trajectories? Lingua: Inglese 
Numero pagine:  22 P. 11-32 Dimensione file:  0 KB
DOI:  10.3280/ess2-2016oa3949
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This article deals with one of the structural problems of Enaction, namely <Solipsism>, which had already been the target of criticisms that were directed against its early (remote) anticipations in Edmund Husserl’s Phenomenology, and is the raison d’être of internal corrections such as <Empathy> (Einfühlung) and the <Mimetic Mind Theory>. In particular, in the context of educational research, the focus on the subject produces a <Mirror Syndrome> that involves the overturning of Learning on Teaching, as the use of categories such as <Attunement>, <Alignment> and <Co-Activité> demonstrates. Enaction can exit from this contradiction, while maintaining its own framework, by re-calling knowledge that the ‘subject-teacher’ builds through the action of teaching and the resistances opposed  by the ‘subject-pupil’.


Keywords: enaction; empaty; phenomenology; teaching; learning; constructionism

Elio Damiano, in "EDUCATION SCIENCES AND SOCIETY" 2/2016, pp. 11-32, DOI:10.3280/ess2-2016oa3949

   

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