Daniela Savino, Francesco Del Sorbo


The surprising potential of emotions lies in being a union of knowledge and behaviors linked to the ability to respond to different events in the environment in which the human being is present (Natalini, 2022). What said makes clear the link that exists between the cognitive, emotional and ethical axis, especially when it comes to talk about the primary relationships as the Attachment relationships. In this regard, it is possible to investigate the link that exists between relationality, corporeality and learning, and the consequences that it generates in the educational field (Mastrogiuseppe, 2023).

Recent neuroscientific research (Panksepp, 2014) and the connections with the educational axis (Immordino-Yang, Gotlieb, 2017), highlight how in learning environments, in moments of acquisition of new knowledge, both the emotional component and the body with its representative and creative capacity play an important role , so much so as to be able to generate a didactic action which, in the educational relationship, turns out to be useful both for the development of the sense of self and relationality (Ammaniti, Ferrari, 2020).

The “relational self” needs to meet the “physical self” (Röhricht, 2021), therefore, a teacher training that aims at being able to respond to new educational emergencies cannot ignore a critical thematization of relational competence, also through corporeality;  it is an urgency both for students, for their preparation for life and social contexts, and for teachers, who must be able to connect the issues relating to the teaching-learning process to the emotional and socio-relational skills necessary for their own professional and human development.

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