Neuro-didactics: a dialogic space between knowledge to innovate teaching and learning processes

Abstract

The article sought to highlight two main aspects: the relationship between some adult learning theories, such as experiential learning, transformative learning and brain based learning, and the implications of this relationship for teaching and learning methods. Its main purpose was to focus on the holistic perspective of learning in adult education, where next to the traditional theories are gaining attention other important dimensions such as emotions and the body, but also the relationship between brain functioning and learning. With the support of literature review the paper explored four important factors: a) the relationship between the characteristics of our brain and the learning process; b) the relationships between emotions and learning; c) the relationship between neuroscience and some adult learning theories; d) implications for didactical practices. All that suggested some important reflections on the potentiality of neurodidactics.