Pedagogical challenges in the techno-scientific intertwining: towards an embodied reading of cognitive experience
Parole chiave:
Technophilia vs technophobia, Embodied cognitive science, Robotica Sociale, Ecologie educative, Mente enattivaAbstract
Interpreting reality as the sum of isolated elements is an attitude that has emerged throughout the history of Western thought, which, in its search for absolute truths, has adopted reductionist epistemological canons. The ambition established by modern science to control and predict events is reflected in a transmissive educational model, based on the unilateral transfer of knowledge. This work aims to consider the contribution of complexity sciences, which, in dialogue with lines of inquiry such as Embodied cognitive science, allow for a systemic view: the individual is body-mind-environment in relation, and knowledge emerges in the interconnections and unprecedented exchanges of this intersubjective network. Technologies, and in particular embedded ones such as Social Robots, fit into this intertwining with their presence, giving rise to mixed ecologies and helping to transform the cognitive experience. Going beyond the polarity between technophilia and technophobia becomes essential for a critical pedagogy: risks and possibilities are not defined by the artificial product itself, but by the relationship between it and the context of interactions in which it is immersed. A transdisciplinary reflection aimed at the ethical exploration of the trajectories that lie ahead is necessary to take responsibility for moral growth and sustainable planetary coexistence.
Riferimenti bibliografici
Alessandri, G. (2014). Didattica e tecnologie: intersezioni. Complessità, coding, robotica educativa. Editoriale Anicia.
Bateson, G. (1972/1987). Steps to an ecology of mind. Collected essays in anthropology, psychiatry, evolution, and epistemology. Jason Aronson Inc.
Belpaeme T. et al. (2018). Social robot for education: A review, Science Robotics, 3, 1-9. DOI: 10.1126/scirobotics.aat5954
Boella, L. (2025). Per amore del mondo. L’ecologia e la nuova condizione umana. Lit Edizioni.
Ceruti, M. (2014). La fine dell’onniscienza. Edizioni Studium.
Ceruti, M., Damiano, L. (2010). Dare corpo alla mente. Humana.mente, 14, 79-100.
Damiano, L. (2009). Unità in dialogo. Un nuovo stile per la conoscenza. Mondadori.
Damiano, L., Dumouchel, P. (2018). Anthropomorphism in Human-Robot Co-evolution. Frontiers in Psycholgy, 9, 1-9. DOI: 10.3389/fpsyg.2018.00468
Damiano, L. (2020). Mente, robot ed ecologie sociali miste. Per un’epistemologia sperimentale dei robot sociali. Sistemi intelligenti, 1, 27-39.
Damiano, L. (2021). Homes as human-robot ecologies. An epistemological inquiry on the “domestication” of robots, in Ar-gandoña, A., Malala, J. & Peatfield, R.C. (a cura di). The Home in Digital Age. Routledge, London and New York, 80-102.
Dumouchel, P., Damiano, L. (2017). Living with robots. Harvard University Press.
Gallese, V., Morelli, U. (2024). Cosa significa essere umani? Corpo, cervello e relazione per vivere nel presente. Raffaello Cortina Editore.
Lehmann, H., Murru, M.F. (2024). Human-Machine Communication (HMC): modelli comunicativi e robotica sociale, in Murru, M.F. (a cura di). Intelligenza artificiale: un’agenda di ricerca. Università degli studi di Bergamo, 77-101. DOI: 10.13122/978-88-97413-83-7
Massa, R. (1986/2003). Le tecniche e i corpi. Verso una scienza dell’educazione. Edizioni Unicopoli.
Maturana, H., Varela, F. (1985). Autopoiesi e cognizione. La realizzazione del vivente. Marsilio Editori.
Maturana, H., Varela, F. (1984/1992). The Tree of Knowledge. The Biological Roots of Human Understanding. Shambhala Publications.
Morin, E. (2000). La testa ben fatta. Riforma dell’insegnamento e riforma del pensiero. Raffaello Cortina Editore.
Morin, E. (2002). Il metodo. L'identità umana. Raffaello Cortina Editore.
Papert, S. (1980). Mindstorms. Children, Computers and Powerful Ideas. Basic Books.
Rivoltella, P.C., Rossi P.G. (2019). Il corpo e la macchina. Tecnologia, cultura, educazione. Editrice Morcelliana.
Rossi, P.G. (2007). Didattica enattiva. Complessità, teorie dell’azione, professionalità docente. FrancoAngeli.
Varela, F., Thompson, E. & Rosch, E. (1991/2024). La mente nel corpo. Scienze cognitive ed esperienza umana. Casa Editrice Astrolabio – Ubaldini Editore.
##submission.downloads##
Pubblicato
Come citare
Fascicolo
Sezione
Licenza
Copyright (c) 2026 Maria Brembilla
Questo lavoro è fornito con la licenza Creative Commons Attribuzione - Non commerciale - Non opere derivate 4.0 Internazionale.
