Warmup and “decomposed” teaching as devices for the development of executive functions, inclusion and responsible citizenship. A theoretical framework

Abstract

Within school contexts, the discomfort experienced by some adolescents is increasingly characterized by an emotional and cognitive disconnection that prevents or hinders alignment with the teacher’s didactic proposal. Consequently, an epistemological and methodological rethinking of teaching practices is required, one that leverages a restored balance between cognitive instruction, noncognitive skills, civic and moral values, and virtues. Through the analysis of warmup as an emotional and cognitive activation, and of “decomposed” teaching – in line with the principles of Biodidactics (Liverano, 2025a) – this paper offers a theoreticalpropositional contribution aimed at outlining a conceptual and methodological framework for the use of emotionalcognitive warmup and “decomposed” teaching as devices for the development of executive functions, inclusion, and responsible citizenship. These interconnected pedagogical devices can constitute a valid and effective option of meaning and educational significance for the development of civic and moral competencies, as well as holistic learning capable of fostering a more developed predictive capacity and an authentic sense of responsible citizenship. The article also provides indications on how it is possible to educate while instructing, formulating new proposals and operational implications for teacher training and instructional design.