Studies and historical-pedagogical reflections on Inclusive Technologies: from Theory of Mind to Artificial Intelligence

Abstract

The 1980s gave rise to in-depth studies on the development of the Theory of Mind in childhood, which led to the delineation of different theoretical perspectives, up to the discovery of 'mirror neurons'. The latter formed the scientific platform for integrating the different theoretical approaches, emphasising the role played by emotions in knowledge construction processes. Enhancing Jerome Bruner's contribution to such processes, the contribution will focus on a historical reconstruction of the relationship between learning and new inclusive technologies, in the context of the current socio-economic transformations and the digital revolution, which outline  new responsibilities of Pedagogy in constructing and sustaining "collective intelligences" in cyberspace.