A teaching pedagogical paradigm in the neuroscience

Authors

  • Luciana Lussiatti Liceo Istituto Sociale

DOI:

https://doi.org/10.33539/aletheia.2014.n2.1090

Keywords:

neuroscience, Teaching Pedagogical Paradigm (TPP), Ignatian Pedagogical Paradigm (IPP), learning, memory, relationship, mirror neurons.

Abstract

The present article is based on an earlier reflection in the field of neuroethics; it was freely used as a contribution in a seminar during Ignatian schools’s teachers’ training in Italy. We are talking about an Ignatian Pedagogical Paradigm (IPP) consolidated in tradition that since the final drafting of Ratio Studiorum was carried out in 1599, has constituted the starting point for schools and universities of Jesuits, and has served, also as a constant reference point for Ignatian congregations participating in educational services. If learning’s sciences progress and evolve through comparison and assessment of experiences; neuroscientific studies may, somehow, contribute to the confirmation of the effectiveness of a teaching method in the study of the understanding of the brain’s functioning. It would, therefore, to find a possible correspondence between the transmission of knowledge and the organization of neural networks, in order to verify, or disprove, the appropriateness of the ways in which knowledge is presented.

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Author Biography

Luciana Lussiatti, Liceo Istituto Sociale

Diplomada en Medicina y Cirugía, Máster en Bioética. Actualmente, trabaja en el Liceo Istituto Sociale de la Compañía de Jesús de Turín (Italia). Colabora con el Centro di Formazione per l’Attività Educativa deiGesuitid’Italia (CeFAEGI), es miembro de la Sociedad del Sagrado Corazón

Published

2014-12-30

How to Cite

Lussiatti, L. (2014). A teaching pedagogical paradigm in the neuroscience. Alétheia, 2(1), 39–50. https://doi.org/10.33539/aletheia.2014.n2.1090