Storia ed evoluzione. Dai paradigmi scientifici alle nuove frontiere dell'educazione

In this article we have attempted to investigate how, in the second half of the twentieth century, it has come to set up a comparison between the neurobiological paradigm, motivated scientist with a pedagogical one, fingerprint humanist, to the most recent tendencies of transhumanist thought. The critical facility of this essay refers to reflections which start Bateson’s epistemology. A setting that, through the theory of knowledge of school in Santiago, evidenced especially by the work of Maturana and Varela, there comes widely argued in its educational implications, with the dense pages of Morin. This is the theoretical framework that supports our argument. The clarification seems important to us because, as we learn from Bateson, the epistemological framework of our thinking determines the questions we ask and the procedures that we follow to find answers, to build solutions to problems, to come up with new ideas. Determines, therefore, the points of view. We started from the hypothesis that the sciences that study the life (neurobiology, cognitive neuroscience, biology) and those dealing with education can not speak foreign languages between them. The most recent studies show that as much life as education shall be on a multiplicity of levels of organization.