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14
Part One
Learning, planning and evaluation
without the need for complex reasoning. In addition, they allow us to
mimic the behaviour of others and empathise with them. Obviously,
from a pedagogical point of view, one cannot help thinking about the
implications in the imitation of the cognitive processes. With regard to
the empathy involved in our interactions and relationships, the mirror
neurons help us to empathise with others and with what is happening in
front of us; so, an environment full of stress and where there is interac-
tion and impulse towards understanding allows the mirror neuron sys-
tem to recognise and learn. According to Gardner, in the development
of his theory of “multiple intelligences”, when a class has a climate of
trust, deep changes occur that facilitate and promote learning, because
they come to change the pre-knowledge that each student possesses.
Among the intelligences identified by Gardner, the interpersonal one is
manifested through the ability to be with others by establishing positive
relationships and nurturing the very process of empathy, as it enables
for the emotions, motives and moods of others to be interpreted.
1.4.1
The contributions of the science of education
The environmental context, which is permanently transmitting new
reference learning and paradigms, makes it necessary to have the re-
quired cognitive and language tools that allow them to interact with
one another weaving a productive dialogue in an interactive and
reciprocal relationship. This is a relationship of continuous enrich-
ment where new cognitive and communication skills are enhanced.
Based on this premise, in a relationship of constant exchange and
interaction with the outside world, learning itself cannot follow a lin-
ear and flat path, especially when at the heart of the educational pro-
cess is the child (the future adult), whose learning is achieved mainly
through the observation of facts and phenomena.
Adapting to new situations always requires intelligence and skills that
prepare not only the child-learner but also the teacher who, in search
of the best practices and strategies for the successful attainment of
education, cannot ignore the contributions of education science and
the most significant training models in the organisation and creation
of the teaching relationship.
We see, then, how the child’s thinking operates and what mental
structures characterise the potential for the development of the cog-
nitive activity.