NEUROPEDAGOGY, EMOTIONS, AND LEARNING. Towards a new science of personality

There is a common thread that links the educational experiences of great pedagogues from the past to the latest discoveries in the field of neuroscience. Some important insights, derived from scientific observation and field experiences, regarding the processes by which individuals acquire knowledge of the world and develop their consciousness and personality, were first made by physicianslike Itard and S嶲uin. These insights were later taken up anddeepened by Maria Montessori's research on childhood and herscientific-anthropological pedagogy, as well as the experiences of great pedagogues like O. Decroly and C. Freinet.For today's educators, these insights form the outline of a paththat has never stopped and is now confirmed by the studies of prominent neuroscientists such as A. Damasio, L.Fogassi, and G. Rizzolatti. The themes of knowledge and consciousness intertwine as crucial areas of educational, neurobiological, and neurophysiological research. This necessitates a new approach, a new pedagogical paradigm characterized by the scientific-experiential contributions of aninter disciplinary science, born from the dialectic of the biological and the social: "neuropedagogy".