The role of body in didactis: Scientific reflections and areas of application


  • Francesco Peluso Cassese Pensa MultiMedia Editore
  • Giulia Torregiani
  • Luisa Bonfiglio


The aim of this study is emphasize the important of corporeality within didactis. Neurodidactics identifies the relationship between the internal processes and the dynamics of the body movement, which identifies improvements in learning due to brain plasticity, making an important contribution to a didactic and disciplinary perspective by emphasizing the importance of knowledge acquisition through new ways of understanding environment, school organization and
new considerations of the subjects as teachers and students.
The body-manipulative activities represented a cornerstone of the activist position which, in the first half of the 20th century, created new scenarios for the didactics, by drawing more and more inspiration from the learning models that could enhance the natural disposition of the child “to act”, recognizing in the movement and action the preparatory function for the development of thought.
In this perspective, our interest is to destructuralize the current school that is at a standstill and limited to goals, and apply a global, experiential and dynamic didactics that considers education in its etymological meaning by stimulating the possibility of developing individual skills considering the resources of every student, motivating them to unleash their creative mind by opening it up to curiosity and to the discovery of new knowledge acquired with all of their body.




How to Cite

Peluso Cassese, F., Torregiani, G., & Bonfiglio, L. (2017). The role of body in didactis: Scientific reflections and areas of application. Formazione & Insegnamento, 15(2), 325–338. Retrieved from

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