This contribution delves into the institution of interdisciplinarity, in the light of CognitiveMotor Training, through an exploration of epistemic devices to reflect on issues relating to interdiscipli-narity, disability, inclusion and the construct of Knowing to educate. The aim of the research is to reflect: a) on the web of complexity that supports inclusion and scientific evolution; b) on how, epistemologically, the complex epistemological process is vitalised; c) on narrating how transdis-ciplinarity combines neuro-activation, Cognitive Motor Training and Inclusion through the apho-rism of "Knowing to educate". In particular, the need for a complex epistemic substratum emerges to dynamize transdisciplinarity in the inclusive dimensions inherent to the humanization process
Pellegrini, S. (2024). Interdisciplinarity, Disability and Inclusion: Knowing to Educate. Edukacyjna Analiza Transakcyjna, 13, 351–361. https://doi.org/10.16926/eat.2024.13.21
sara pellegrini
2024-01-01
Abstract
This contribution delves into the institution of interdisciplinarity, in the light of CognitiveMotor Training, through an exploration of epistemic devices to reflect on issues relating to interdiscipli-narity, disability, inclusion and the construct of Knowing to educate. The aim of the research is to reflect: a) on the web of complexity that supports inclusion and scientific evolution; b) on how, epistemologically, the complex epistemological process is vitalised; c) on narrating how transdis-ciplinarity combines neuro-activation, Cognitive Motor Training and Inclusion through the apho-rism of "Knowing to educate". In particular, the need for a complex epistemic substratum emerges to dynamize transdisciplinarity in the inclusive dimensions inherent to the humanization processI documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
