Academic journal article Journal of Emerging Trends in Educational Research and Policy Studies

The Enactive Didactics for Enactive Mind: The Evolution of a Learning Model

Academic journal article Journal of Emerging Trends in Educational Research and Policy Studies

The Enactive Didactics for Enactive Mind: The Evolution of a Learning Model

Article excerpt


The term "enactive mind" comes from the Varela work and the concept of "activation" underlines. Approach you enactive involves two concepts: from a side than the perception he consists in an action to his time driven by the perception coming from that action date and from the other but the cognitive structures they emerge from the recurring sensory- motor schemes which allow the action to be perceptively driven. In the specific one, approach him EM places like a frame to frame a series of phenomena considered essential for the comprehension of the concept of adaptation as social as the necessity of considering the relation world complexity as, the importing time constraints present in it, the nature and the modes in which mechanisms of this adaptation allow the formation of the social knowledge. In the EM approach the child "activates the social world" selectively perceiving it in the terms of what which is immediately essential for a social action, while the mental representations (the social knowledge) of this individualized world build themselves based on the repeated experiences ripened by these actions driven by the perception, become then deeply you root in the history of relational actions of the child to be tools for the adaptation to the world in which alive. The enactive vision, although it recalls in the meaning the concept of representation as mode to know, tries to exceed it in favor of the corporeality, that is an incorporate mind (embodied mind). A corollary of this theory is that subjects with autism learn on the people in a deviating way with respect to the typical social development process.

Keywords: enactive mind, awareness social incarnate, empathy, topology of salience, eye-tracking, human motion display, closed field/open field


One of the enigmas anchors unsolved and between the most charming, regarding people with troubles of the autistic ghost are the big discrepancy between their good performances in the tasks of social reasoning and the approach adopted in the situations in which they are to act and interact. That happens when all the elements necessary for solving a problem are verbally given them but I am not able to apply spontaneously their analysis capacities to face the continuous requests placed by the daily social life (Klin et al ., 2000). Some, especially what do not have associated cognitive deficits, (Baron - (Cohen et al ., 1997), am able to solve difficulty level relatively raised tasks, without however showing the same capacities in the social adaptation.

This dichotomy reveals himself problems because, while it is possible to make their abilities improve through the teaching in think and accept some data reworking them, the new acquisitions can have a very limited effectiveness with respect to a real social integration and a real communication with the external world (Hadwin et al., 1997).

Our study concentrated its interest on the possession of those abilities which allow the subjects struck by troubles of the autistic ghost, with Q.I. in the rule, to face new situations bind to the surrounding world. The study's methodologies generally use, they base on explicit, often had verbally tasks, faces to ascertain if the subject has or not such abilities. However, the social context hard has himself this way: the subject must orient the attention on a few mattering aspects developing this way the use of cognitive and social problem solving abilities.

To study adequately the adaptation capacity the reference to an alternative theoretical perspective appears opportune (Klin et al., 2004), that he is based on a different series of socio-cognitive phenomena, like the bent of the people towards priority social stimuli; so as to attribute a meaning to that that see and think; to discriminate between the mattering information from the not important one and be intrinsically justified to solve some fundamental problems once identify. …

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