Per una revisione della teoria della pedagogia naturale
Abstract
Riassunto: Con pedagogia naturale si intende un sistema di apprendimento sociale basato sulla comunicazione ostensiva e finalizzato alla trasmissione di conoscenze tra adulti e bambini. Secondo la teoria della pedagogia naturale i bambini sono in grado di riconoscere l’intenzione comunicativa dell’adulto, quando quest’ultimo si indirizza specificatamente a loro tramite segnali ostensivi. La teoria prevede inoltre che i bambini, molto precocemente, attribuiscano ad altri membri della comunità non presenti nel puntuale contesto di apprendimento i contenuti informativi acquisiti pedagogicamente. Sebbene Csibra e Gergely abbiano finora negato un rapporto tra mentalizzazione e pedagogia naturale, sostengo che forme molto premature di mindreading siano componenti fondamentali per tale sistema di apprendimento infantile, come gli ultimi risultati sperimentali sembrano mostrare.
Parole chiave: Pedagogia naturale; Mindreading; Test della falsa credenza; Cognizione sociale; Teoria della simulazione vs Teoria della teoria
The Natural Pedagogy Theory Revised
Abstract: Natural Pedagogy refers to social learning based on ostensive communication between adults and infants which results in rapid and efficient transmission of cultural information. The theory predicts that children are able to recognize communicative intention when adults address them using ostensive signals. Furthermore, natural pedagogy predicts that infants ascribe the knowledge they have acquired to others according to what is called the “assumption of universality”. In other words, infants are able to ascribe informative contents to others even when they are outside the bounds of the learning context. Although Csibra and Gergely have so far denied any type of relationship between natural pedagogy and mindreading capacities, I suggest that early mindreading capacities are components of the natural pedagogy system, as recent experimental findings on early Theory of Mind abilities appear to show.
Keywords: Natural Pedagogy; Mindreading; False-belief Task; Social Cognition; Simulation Theory vs. Theory-Theory
Parole chiave
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DOI: https://doi.org/10.4453/rifp.2017.0013
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