Formazione & insegnamento
ISSN: 2279-7505 | Published: 2014-12-31
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Title: Mind, brain, education: the dynamic "force" of intelligence
Abstract: Developing learning objectives that reflect the idea that intelligence is constituted by an expandable repertoire of abilities, and that therefore it is possible, through personal efforts, to make it increase in an incremental way, is the pedagogic imperative of the XXI century.In fact, intelligence or "adaptive behaviour" is connected to cognitive modifiability and plasticity, which finds a solid neuroscientific base in the ecological plasticity of the brain.Drawing on the idea of intelligence as a modifiable entity, a force that drives the organism to change itself, by sustaining the possibility of teaching intelligence and that human beings may continue to improve their cognitive functioning up to the end of their days, Feuerstein method not only lines up to neuroscientific research, but straight to the laws of Physics.Passing from the analogy that mechanical physics allows us to make among a conception of intelligence as dynamic agent and the physical concept of oscillatory motion, it is possible to come to define intelligence as a physical force able to maximize the future liberty of action, conducting the individual system toward the best of the possible futures.A new pedagogical culture, calling itself to the new methods of cognitive enrichment, to educational neuroscience and incredibly to the laws of physics, emphasizes how academic results and critical thinking must constitute two indispensable outcomes of learning today, for whatever age group.
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Title: Mente, cervello, educazione: la "forza" dinamica dell'intelligenza
Abstract: Sviluppare obiettivi d'apprendimento che riflettano l'idea che l'intelligenza sia costituita da un repertorio espandibile di abilità e che quindi sia possibile, attraverso gli sforzi personali, farla aumentare in modo incrementale, è l'imperativo pedagogico del XXI secolo.L'intelligenza o "comportamento adattivo" è infatti connessa alla modificabilità e alla plasticità cognitiva, che trova un solido fondamento neuroscientifico nella plasticità ecologica del cervello.Basandosi su un'idea di intelligenza come entità modificabile, una forza che guida l'organismo a cambiare se stesso, sostenendo la possibilità di insegnare l'intelligenza e che l'essere umano possa continuare a migliorare il proprio funzionamento cognitivo fino alla fine dei suoi giorni, il metodo Feuerstein si allinea non solo alla ricerca neuroscientifica, ma addirittura alle leggi della Fisica. Passando dall'analogia che la fisica meccanica ci consente di fare tra una concezione dell'intelligenza come agente dinamico e il concetto fisico di moto oscillatorio, è possibile arrivare a definire l'intelligenza come forza fisica capace di massimizzare la futura libertà d'azione. Una forza tale da condurre il sistema individuo verso il migliore dei futuri possibili.Una nuova cultura pedagogica, appellandosi ai nuovi metodi di arricchimento cognitivo, alle neuroscienze dell'educazione e incredibilmente alle leggi della Fisica, enfatizza oggi come i risultati accademici e il pensiero critico debbano costituire due esiti irrinunciabili dell'apprendimento, per qualunque fascia d'età.
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Title: Mind, cerveau, éducation: la «force» dynamique de l'intelligence
Abstract: Développer des objectifs d'apprentissage qui reflètent l'idée que l'intelligence est constituée d'un répertoire extensible de compétences et qu'il est donc possible, à travers les efforts personnels, de l'augmenter de manière progressive, est l'impératif pédagogique du 21e siècle. L'intelligence ou le «comportement adaptatif» est en fait lié à la modification et à la plasticité cognitive, qui trouve un fond de base neuroscientifique solide dans la plasticité écologique de la plasticité écologique du cerveau. Babasant une idée de l'intelligence en tant qu'entité modifiable, une force qui guide le corps à se changer, soutenant la possibilité d'enseigner l'intelligence et que l'être humain peut continuer à améliorer son fonctionnement cognitif jusqu'à la fin de ses jours, la méthode Feurstein s'aligne non seulement sur la recherche neuroscientifique, mais même sur les lois de la physique.En passant de l'analogie que la physique mécanique nous permet de faire entre une conception de l'intelligence en tant qu'agent dynamique et le concept physique du mouvement oscillatoire, il est possible de définir l'intelligence comme une force physique capable de maximiser la liberté d'action future.Une force telle que pour mener le système individuel vers le meilleur avenir possible. Une nouvelle culture pédagogique, faisant appel aux nouvelles méthodes d'enrichissement cognitif, aux neurosciences de l'éducation et incroyablement aux lois de la physique, souligne aujourd'hui comment les résultats académiques et la pensée critique doivent constituer deux résultats essentiels de l'apprentissage, pour tout groupe d'âge. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Mente, cerebro, educación: la "fuerza" dinámica de la inteligencia
Abstract: Desarrollar objetivos de aprendizaje que reflejen la idea de que la inteligencia está compuesta por un repertorio de habilidad expandible y que, por lo tanto, es posible, a través de los esfuerzos personales, aumentarla de manera incremental, es el imperativo pedagógico del siglo XXI. La inteligencia o el "comportamiento adaptativo" está de hecho conectado a la modificación y la plasticidad cognitiva, que encuentra una base neurocientífica sólida en la plasticidad ecológica de la plasticidad ecológica del cerebro. Babas en una idea de inteligencia como una entidad modificable, una fuerza que guía al cuerpo a cambiarse a sí mismo, apoyando la posibilidad de enseñar inteligencia y que el ser humano puede continuar mejorando su funcionamiento cognitivo hasta el final de sus días, el método Feuerstein se alinea no solo con la investigación neuroscientífica, sino incluso a las leyes de la física.Pasando de la analogía que la física mecánica nos permite hacer entre una concepción de la inteligencia como agente dinámico y el concepto físico del movimiento oscilatorio, es posible definir la inteligencia como una fuerza física capaz de maximizar la libertad de acción futura.Una fuerza como para llevar a cabo el sistema individual hacia el mejor futuro posible. Una nueva cultura pedagógica, que atrae a los nuevos métodos de enriquecimiento cognitivo, a la neurociencia de la educación e increíblemente a las leyes de la física, enfatiza hoy cómo los resultados académicos y el pensamiento crítico deben constituir dos resultados esenciales del aprendizaje, para cualquier grupo de edad. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Mente, cérebro, educação: a "força" dinâmica da inteligência
Abstract: Desenvolver objetivos de aprendizagem que refletem a idéia de que a inteligência é composta por um repertório expansível de habilidade e que, portanto, é possível, por meio de esforços pessoais, aumentá -la de maneira incremental, é o imperativo pedagógico do século XXI. A inteligência ou "comportamento adaptativo" está de fato conectado à modificação e plasticidade cognitiva, que encontra uma base neurocientífica sólida na plasticidade ecológica da plasticidade ecológica do cérebro. Babasar em uma idéia de inteligência como uma entidade modificável, uma força que orienta o corpo a se mudar, apoiando a possibilidade de ensinar inteligência e que o ser humano pode continuar a melhorar seu funcionamento cognitivo até o final de seus dias, o método de feuersstein alinha não apenas à pesquisa neurocientífica, mas mesmo às leis da física.Passando da analogia que a física mecânica nos permite fazer entre uma concepção de inteligência como um agente dinâmico e o conceito físico de movimento oscilatório, é possível definir a inteligência como uma força física capaz de maximizar a liberdade de ação futura.Uma força como conduzir o sistema individual em direção ao melhor futuro possível. Uma nova cultura pedagógica, apelando aos novos métodos de enriquecimento cognitivo, à neurociência da educação e incrivelmente às leis da física, enfatiza hoje como os resultados acadêmicos e o pensamento crítico devem constituir dois resultados essenciais da aprendizagem, para qualquer faixa etária. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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