Emerging Theories in Bioeducational field

Abstract

For almost a century, pedagogy has had to face the problem of framing its relationship with biology in the educational space. It will be the introduction of the cultural variable to complex the relationship between pedagogy and biology to make it acceptable in the Italian pedagogical landscape. In this research the individual and social, natural and contextual, biological and cultural elements come to interact in the same entanglement so producing the birth of bioeducational sciences. The entry of bioeducational sciences in the pedagogical landscape of the beginning of 2000 was marked by the explicit desire to establish a disciplinary field whose correlative, interactionist and integrative approach led to the maturation of the need to unravel the interpretative knot of the one-sided approach of the pedagogical approach already highlighted in the mid-twentieth century. It was necessary to discuss a plurality of topics left on the table of the previous debate, living questions on which over the last ten years various interpretative positions have been put into play. The field of studies of bioeducational sciences brings into focus some key concepts that introduce emerging theories of cognitive educability and primary implicit processing.