Neuroscience and school. Plural mind and the principles of inclusive education
Giovanni Savia
This paper addresses a current topic which is of great interest from a neuroscientific and psychopedagogical point of view, and, without claiming to be complete, it traces, on a contact wire, the multidimensionality that underlies the global functioning of every individual.
Starting with an in-depth theoretical analysis of the possible development relationships between neuroscience and education, it seeks to highlight the connection between body-mind-environment, the uniqueness of each person in learning processes and emerging thinking on the topic of the teaching component, all through the analysis of an exploratory investigation in the field.
Specifically, the new paradigm of plural mind, which contrasts with the conceptual vision of the individual mind and the recognised uniqueness of each individual in their being in the world with others, shows us the basic principles of an inclusive educational approach. An approach which is based on the variability of each subject and on respect for this existential specificity that characterises all human beings and provides us with, also with the help of the principles of Universal design for learning, significant guidelines for possible didactic programmes for each teacher.
Keywords
Neuroscience, plural mind, inclusive education, Universal Design for Learning
