BODY, COGNITION AND ENACTIVE DIDACTICS

Abstract

Starting from the assumpitions of the enactive paradigm of the mind, the paper sheds light on some implications concerning the embodied and situated nature of those cognitive processes that can guide the educational process. The aim of the analysis is to highlight the centrality of the body and the need to design increasingly inclusive educational actions. These learning envorments can represent a dynamic framework for guided processes of meaningful discovery of others, of self and of reality.