De medusas a humanos: vetas neurocientíficas hacia la innovación educativa

Abstract

Several pieces of research on neuroscience establish that both human beings and animals show reactive or adaptive behaviors required for processing specific brain functions to be recovered as specific or prospective adaptive behavior. Whether they are intentional or not, they influence and condition learning. As a consequence teachers’ ability to recognize their students’ neurodiversity and to design enriched environments that promote a holistic child development turn out extremely relevant. The teacher’s role during this process has to be to question their own actions, to evaluate and to investigate in order to be able to propose ways to transform their context within their own teaching practice. The area of cognitive neuroscience could positively bring light in this regard. This study seeks to highlight the need for these attitudes towards teaching to be adopted by practitioners, through an analogy with jellyfish, as an opportunity to get to know new perspectives and enhance learning.