The Biocognitive Processes of Education

Abstract

This article studies the dynamic nature of knowledge in order to better identify its formative devices, both in the epistemic and in the applicative aspects. Jacob's metaphor on nature as "bricoleur" is, in our intentions, a descriptive frame of how intelligence works and moves. The relationship between biology and pedagogy will be clarified in order to elaborate operative hypotheses. The hermeneutical perspective will use the category of "real esthetic aesthetics" developed by Bateson as the basis of a theory of knowledge aimed at elaborating processes of learning optimization. The analysis of theories and their aporias in the international debate is based on a constant revision of the model in relation to its evidence. The verification was assessed on the consistency between objectives, assumptions and categories used; finally, between these elements and the possibility of their resettlement. Expected results are operative proposals on cognitive modifiability.