While singling out the dialogue between biology and culture as a privileged site where musical language can be read as “complex phenomenon”, this essay moves from a bioeducational perspective in order to analyze learning as a fundamentally adaptive process i.e. the result of a synergic pathway, permeated by inter-active dynamics that involve subjects in their inseparableness of mind, body and organism. he relationship body, sounds and action promotes original didactic musicalities, which, hinging on a bioeducational perspective of the teaching-learning process, represent a simplexity, as an accessible variation of the didactic action.

Carlomagno, N., Ciasullo, A., Orefice, C., Frauenfelder, E. (2013). Didactic "Harmonies" in a Bioeducational Perspective. EDUCATION SCIENCES & SOCIETY, 4(1), 151-158.

Didactic "Harmonies" in a Bioeducational Perspective

OREFICE, CARLO;
2013-01-01

Abstract

While singling out the dialogue between biology and culture as a privileged site where musical language can be read as “complex phenomenon”, this essay moves from a bioeducational perspective in order to analyze learning as a fundamentally adaptive process i.e. the result of a synergic pathway, permeated by inter-active dynamics that involve subjects in their inseparableness of mind, body and organism. he relationship body, sounds and action promotes original didactic musicalities, which, hinging on a bioeducational perspective of the teaching-learning process, represent a simplexity, as an accessible variation of the didactic action.
Carlomagno, N., Ciasullo, A., Orefice, C., Frauenfelder, E. (2013). Didactic "Harmonies" in a Bioeducational Perspective. EDUCATION SCIENCES & SOCIETY, 4(1), 151-158.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11365/1004269
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