Rethinking didactics in light of neuroscience. Body, visuospatial ability and empathy: an exploratory research
Abstract
Neuroscience and cognitive science have shown the interconnections between perception, action, emotion and cognition in knowledge/interaction with the world and their role in learning difficulties at school. It is therefore considered that the improvement of physical and emotional skills through the teaching processes in “complex classes” today. This research identifies a conceptual framework to connect development and educational perspectives and to identify the possession of skills and knowledge essential for the development of “crossmodal skills” (physical, emotional, empathy) in primary school pupils, in order to achieve adequate educational courses, for their ability and empowerment. In fact, the first data seem to support the initial hypothesis of a “general” lack of such skills.
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