Between bioeducational trajectories and technological transition
Katiuscia Vitagliano
In the panorama of an electric pedagogy (D’Ambrosio, 2016) experience, in all its forms, acts directly and indirectly on human education, that is everything educates, regardless of the correctness of the content. The onlife paradigm confirms that human lives are increasingly intertwined with the non-real (Han, 2022), to the point of experiencing a hybrid context in which real life is fully absorbed by digital life, to the detriment of personal identity and human relationships. Today do we live to tell, or do we tell to live? In the digital state (Torchia, 2023) the risk of distortion and manipulation of the information conveyed increases. The new educational challenge is precisely that of accompanying the community towards the development of a critical sense, not to demonize a potential resource, but to recognize the boundary between virtual and real with a view to conscious use. Already in the Nineties years, with the work Bad Teacher Television (Popper, 1994), the complications of children’s overexposure to television programs were denounced and after thirty years it is still relevant, although the variety of devices handled by the youngest children has multiplied. Echoing Popper, a great resource for rediscovering the sense of reality could be Good Teacher Nature, if integrated into training courses designed with the aim of producing quality experiences (Dewey, 2014) that positively shape the structure of the embodied brain (Siegel, 2021). Of great reference are the studies on embodied methodologies,4 with a broad disciplinary scope, which legitimize the body as a receptive device in educational practices.
Keywords
Experience, body, nature, neuroscience, technology.
