Cognition as a process in dynamic systems

The article argues that a neurophenomenological approach is essential for education in the digital society, where learning requires co-developing observation and analysis skills alongside the ability to design and implement actions to reduce complexity and increase capacity for action. It connects neurophenomenology with related theories to provide a hermeneutical framework, then reviews cognitive approaches to learning with an emphasis on new literacies tied to advances in information technologies. The conclusions stress the importance of pedagogical innovations in the digital age that can facilitate inclusive education and learning environments.

Study at a glance

Abstract

The purpose of this article is to show the importance of the neurophenomenological approach for education, specifically in the digital society, where, more than ever, learning requires the co-development of our observation and analysis skills in conjunction with our abilities to design and implement actions in our surroundings in order to reduce complexity and increase our capacity for action. To this end, the connections between neurophenomenology and related theories will be firstly addressed. These theories provide us with the hermeneutical framework to introduce then some of the most relevant cognitive approaches to learning, with emphasis on new literacies related to advances in information technologies. Finally, the most relevant conclusions of the study are summarized, stressing the importance of promoting pedagogical innovations in the age of digital technologies that can facilitate inclusive education and learning environments.