Formazione & insegnamento
ISSN: 2279-7505 | Published: 2011-12-31
This landing page is part of an alternate academic indexing and SEO initiative curated by Pensa MultiMedia and the Executive Editorial Office.
Main Article Landing Page: https://ojs.pensamultimedia.it/index.php/siref/article/view/915
Full Text HTML (viewer): missing data
Full Text PDF (viewer): https://ojs.pensamultimedia.it/index.php/siref/article/view/915/886
Full Text HTML (file): missing data
Full Text PDF (file): https://ojs.pensamultimedia.it/index.php/siref/article/download/915/886
Alternate URL (this mirror): https://formazione-insegnamento.eu/2011-9/3-Suppl/915-empathy-and-literature-a-neurocognitive-approach-to-educ
Title: Empathy and literature A neurocognitive approach to education goals in textual didactics
Abstract: In the educational activities, some key competences for lifelong learning are: communication in the mother tongue, social and civic competences, and cultural awareness and expression. They can be closely connected and usefully promoted by using the teaching of literature. The paper highlights how and why these competences belong to the context of reading literary texts in the schools, especially if this kind of teaching is based on cognitiveneuroscience research and takes into consideration the neural correlates of empathy involved in reader's response to literature.
Keywords:
Title: Empatia e letteratura Un approccio neurocognitivo agli obiettivi formativi della didattica del tes
Abstract: Nelle attività formative, la comunicazione nella lingua materna, le competenze sociali e civiche e la consapevolezza ed espressione culturale sono alcune competenze chiave per il lifelong learning. Possono essere collegate strettamente e vantaggiosamente promosse servendosi dell'insegnamento della letteratura. Il presente lavoro evidenzia come e perché queste competenze appartengono al contesto della lettura scolastica di testi letterari, specialmente se tale tipo di insegnamento ha basi di ricerca neuroscientifica e prende in considerazione i correlati neurali dell'empatia implicati nella rispostadel lettore alla letteratura.
Keywords:
Title: Empathie et littérature Une approche neurocognitive des objectifs de formation de l'enseignement TES
Abstract: Dans les activités de formation, la communication dans la langue maternelle, les compétences sociales et civiques et la sensibilisation et l'expression culturelle sont des compétences clés pour l'apprentissage tout au long de la vie.Ils peuvent être connectés strictement et avantageusement promus en utilisant l'enseignement de la littérature.Ce travail met en évidence comment et pourquoi ces compétences appartiennent au contexte de la lecture de l'école des textes littéraires, surtout si ce type d'enseignement a des bases de recherche neuroscientifique et prend en considération les corrélats neuronaux de l'empathie impliqués dans la réponse du lecteur à la littérature. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Title: Empatía y literatura Un enfoque neurocognitivo para los objetivos de entrenamiento de la enseñanza de TES
Abstract: En las actividades de capacitación, la comunicación en el lenguaje materno, las habilidades sociales y cívicas y la conciencia y la expresión cultural son algunas habilidades clave para el aprendizaje permanente.Se pueden conectar estrictamente y ventajosamente promovidos utilizando la enseñanza de la literatura.Este trabajo destaca cómo y por qué estas habilidades pertenecen al contexto de la lectura escolar de textos literarios, especialmente si este tipo de enseñanza tiene bases de investigación neurocientíficas y tiene en cuenta los correlatos neuronales de la empatía implicados en la respuesta del lector a la literatura. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Title: Empatia e literatura Uma abordagem neurocognitiva para os objetivos de treinamento do ensino de TES
Abstract: Nas atividades de treinamento, a comunicação na língua materna, as habilidades sociais e cívicas e a conscientização e a expressão cultural são algumas habilidades -chave para a aprendizagem ao longo da vida.Eles podem ser conectados estritamente e vantajosamente promovidos usando o ensino da literatura.Este trabalho destaca como e por que essas habilidades pertencem ao contexto da leitura escolar de textos literários, especialmente se esse tipo de ensino tiver bases de pesquisa neurocientíficas e levar em consideração os correlatos neurais da empatia implicados na resposta do leitor à literatura. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Aziz-Zadeh, L., Wilson, S. M., Rizzolatti, G., Iacoboni, M. (2006). Congruent embodied representations for visually presented actions and linguistic phrases describing actions. Current Biology, 16, 1818-1823
Baron-Cohen, S. (2011). Zero degrees of empathy. A new theory of human cruelty. London: Allen Lane.
Battro, A. M., Fischer, K. W., Lena, P. J. (Eds.) (2008). The Educated Brain. Essays in Neuroeducation. Cambridge (UK): Cambridge University Press.
Blakemore, S. J., Decety, J. (2001). From the perception of action to the understanding of intention. Nature Reviews Neuroscience, 2(1), 561-567
Caine, R. N., Caine, G., McClintic C., Klimek, K. (2004). 12 Brain/Mind Learning Principles in Action: The Fieldbook for Making Connections, Teaching, and the Human Brain. Thousand Oaks (CA): Corwin Press.
De Vega, M., Leon, I., Diaz, J.M. (1996). The representation of changing emotions in reading comprehension. Cognition and Emotion, 10, 303-321
Decety, J., Ickes, W. (2009). The Social Neuroscience of Empathy. Cambridge: the MIT Press.
Doherty, M. J. (2009). Theory of Mind. New York: Psychology Press.
Gallese, V., Goldmann, A. (1998). Mirror neurons: in reflection. Trends in Cognitive Sciences, 2, 493-501
Gardner, H. (2006). Multiple intelligences. New horizons. New York: Basic Books.
Graesser, A. C., Bowers, C., Olde, B., White, K., Person, N. K. (1999). Who knows what? Propagation of knowledge among agents in a literary story world. Poetics, 26, 143-175
Green, M.C. (2004). Transportation into narrative worlds: The role of prior knowledge and perceived realism. Discourse Processes, 38(2), 247-266
Hardiman, M. (2003). Connecting brain research with effective teaching: The Brain-Targeted Teaching Model. Landam (MD): Rowman & Littlefield Education.
Harris, P. L. (2000). The work of the imagination. Malden (MA): Blackwell.
Iacoboni, M. (2005). Understanding others: imitation, language and empathy. In S. Hurley e N. Chater (Eds.), Perspectives on imitation: from neuroscience to social science (vol. 1): Mechanisms of imitation and imitation in animals. Cambridge (MA): the MIT Press.
Iacoboni, M. (2008). I neuroni specchio. Come capiamo ciò che fanno gli altri. Torino: Bollati Boringhieri.
Immordino-Yang, M. H., McColl, A., Damasio, H., Damasio. A. (2009). Neural correlates of admiration and compassion. PNAS, 106(19), 8021-8026
Keen, S. (2007). Empathy and the novel. Oxford: Oxford University Press.
Levorato, M. C. (2000). Le emozioni della lettura, Bologna: Il Mulino.
Mar, R. A., Oatley, K., Hirsch, J., de la Paz, J. Peterson, J. B. (2006). Bookworms versus nerds: Exposure to fiction versus non-fiction, divergent associations with social ability, and the simulation of fictional social worlds. Journal of Research in Personality, 40(5), 694-712
Mar, R. A., Oatley, K., Peterson, J. B. (2009). Exploring the link between reading fiction and empathy: ruling out individual differences and examining outcomes. Communications, 34, 407–28
Miall, D. S. (2009). Neuroaesthetics of literary reading. In M. Skov e O. Vartanian (Eds.), Neuroaesthetics. New York: Baywood. Empatia e letteratura 177
Miall, D. S., Kuicken, D. (1999). What is literariness? Three components of literary reading. Discourse Processes, 28, 121-138
Oatley, K. (1997). Psicologia ed emozioni. Bologna: Il Mulino.
Oatley, K. (2011). Such stuff as dreams. The psychology of fiction. Oxford: Wiley Blackwell.
Oatley, K., Keltner, D., Jenkins, J. M. (2006). Understanding emotions. Malden, MA: Blackwell.
Oatley, K., Mar, R. A. (2005). Evolutionary pre-adaptation and the idea of character in fiction. Journal of Cultural and Evolutionary Psychology, 3, 179-174
Petter, G. (2002). L’adolescente impara a ragionare e a decidere. Introduzione allo studio del pensiero formale e delle condizioni in cui si formano le decisioni. Firenze: Giunti.
Pfeifer, J. H., Dapretto, M. (2009). “Mirror, mirror in my Mind”: Empathy, Interpersonal Competence, and the Mirror Neuron System. In J. Decety e W. Ickes (Eds.), The Social Neuroscience of Empathy. Cambridge (MA): the MIT University Press.
Rizzolatti, G. (2005). The mirror neuron system and imitation. In S. Hurley e N. Chater (Eds.), Perspectives on imitation: from neuroscience to social science (vol. 1): Mechanisms of imitation and imitation in animals. Cambridge (MA): the MIT Press.
Rizzolatti, G., Sinigaglia, C. (2006). So quel che fai. Il cervello che agisce e i neuroni specchio. Milano: Raffaello Cortina.
Robinson, J. (2007). Deeper than reason. Emotion and its role in literature, music, and art. Oxford: Clarendon Press. Rosen, H. J., Perry, R. J., Murphy, J., Kramer J. H., Mychack P., Schuff, N., Weiner, M., Levenson, R. L. e Miller, B. L. (2002). Emotion comprehension in the temporal variant of frontotemporal dementia. Brain, 125(Pt 10), 2286-2295
Saarni, C. (1990). Emotional competence: How emotions and relationships become integrated. In R. Thompson (Ed.), Socioemotional development (pp. 115–182) [Nebraska Symposium on Motivation, 36]. Lincoln: University of Nebraska Press.
Salovey, P. Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9, 185-211
Siegal, M. e Varley, R. (2002). Neural systems involved in theory of mind. Nature Reviews Neuroscience, 3, 462-471
Singer, T., Seymour, B., O’Doherty, J., Kaube, H., Dolan, R. J., Frith, C. D. (2004). Empathy for pain involves the affective but not sensory components of pain. Science, 203, 11571162
Wolf, M. (2007). Proust and the Squid. The Story and Science of the Reading Brain. New York: Harper Collins.
Zunshine, L. (2006). Why we read fiction: theory of mind and the novel. Columbus: Ohio State University Press.
Zwaan, R. A (2004). The immersed experiencer: toward an embodied theory of language comprehension. In B. H. Ross (Ed.), The psychology of learning and motivation (vol.44). New York: Academic.
Plaut, D.C. Karmiloff-Smith, A. (1993). Representational development and theory-of-mind computations. Behavioral and Brain Sciences, 16, 1, 70-71
World Health Organization (WHO). (1997). Life skills education for children and adolescents in schools: Programme on mental health: World Health Organization, Geneva 1997. Retrieved from: http://whqlibdoc.who.int/hq/1994/WHO_MNH_PSF_937A_ Rev.2.pdf.
European Parliament and the Council (2006). Recommendation 2006/962/EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning. Retrieved from http://europaeu/legislation_summaries/education_ training_youth/lifelong_learning/c11090_en.htm. Giuseppe Longo 178