Skip to main navigation menu Skip to main content Skip to site footer
Cortica

Literature Review

Vol. 1 No. 1 (2022): Research and perspectives in educational neuroscience

Learning mediation Times of being: A phenomenological approach of the temporality of learnings

  • Lydie Ramascopaslier
DOI
https://doi.org/10.26034/cortica.2022.1946
Submitted
March 17, 2022
Published
2022-03-21

Abstract

Crossed looks between philosophy and neuro-sciences on conation.

Objectives: To understand the conative phenomenon as a whole, as well as its involvement in the cognitive processes that contain it. Fundamental anchors: Philosophy, Philosophy of Education, Phenomenology, Neurosciences, Neurosciences of Education, Cognitive psychology. Definitions: Conation is an ensemble of psychic processes leading to action. Observations: The desire to know can be considered as a vital emotional drive. It is accompanied by the concept of obviousness. However, in the conative process of a learner, the will of knowing must inevitably be followed by the will to learn; generating a cascade of volitional device that will lead to the action. We know that there is a difference between wanting and willing to; and that wanting must inevitably followed by action... Questions: There are evidence that this fact, proven many times in human research on behavior, has prompted us to question and investigate the conative process as a whole. How do we transform the desire to know into a desire to learn? How do we encourage and transform the will to succeed into actual efforts to achieve that goal? Hypotheses: Using Philosophy concepts of these processes through the philosophical and neurosctienfic perspectives. Merleau-Ponty’s phenomenology reveals these processes as an "existential modality" rooted in the discovery of a temporality to be actualized by adequate pedagogical support during school learning, to develop the desire to know, the desire to do into acting with responsibility. Conclusions: The learning of temporality plays an essential role in conation. Empirical results in Learning Mediation, based on the latest studies relating to first-order executive functions such as attention, memory, inhibition, cognitive flexibility, etc., suggest its relevance and importance in the school curriculum, this relevance starting at the age of 4.

References

  1. Altimus, C. M., Marlin, B. J., Charalambakis, N. E., Colón-Rodriquez, A., Glover, E. J., Izbicki, P., Johnson, A., Lourenco, M. V., Makinson, R. A., McQuail, J., Obeso, I., Padilla-Coreano, N., Wells, M. F., & for Training Advisory Committee (2020). The Next 50 Years of Neuroscience. The Journal of neuroscience : the official journal of the Society for Neuroscience, 40(1), 101–106. https://doi.org/10.1523/JNEUROSCI.0744-19.2019 DOI: https://doi.org/10.1523/JNEUROSCI.0744-19.2019
  2. Augustin d'Hippone, Confessions (vers 400),trad. E Khodoss, livre XI, § XIV, XVIII et XX.
  3. Astolfi J.- P. (2006). L’erreur, un outil pour enseigner, ESF Editeur.
  4. Augustin, Confessions, (1998.) Livre XI, XVIII. 23, trad. Péronne et Ecalle remaniée par P. Pellerin, Nathan.
  5. Berridge K. C. (2009). Wanting and Liking: Observations from the Neuroscience and Psychology Laboratory. Inquiry (Oslo, Norway), 52(4), 378. https://doi.org/10.1080/00201740903087359 DOI: https://doi.org/10.1080/00201740903087359
  6. Bosch, O. J., & Young, L. J. (2018). Oxytocin and Social Relationships: From Attachment to Bond Disruption. Current topics in behavioral neurosciences, 35, 97–117. https://doi.org/10.1007/7854_2017_10 DOI: https://doi.org/10.1007/7854_2017_10
  7. Boutinet J.- P. (1990). Anthropologie du projet.
  8. Boutinet J.-P. (1993). Le projet, un défi nécessaire face à une société sans projet, Paris L’Harmattan, 1992 ; Psychologie des conduites à projet, Paris, Puf, coll. «Que sais-je ?», n° 2770.
  9. Boutinet J.-P. (2010) Grammaires des conduites à projet, Paris, Puf. DOI: https://doi.org/10.3917/puf.bouti.2010.01
  10. Brosch T., Scherer K.R., Grandjean D., & Sander D. (2013). The impact of emotion on perception, attention, memory, and decision-making. Swiss Medical Weekly. 14; 143, w13786. https://doi.org/10.4414/smw.2013.13786 DOI: https://doi.org/10.4414/smw.2013.13786
  11. Buzsáki, G., & Llinás, R. (2017). Space and time in the brain. Science (New York, N.Y.), 358(6362), 482–485. https://doi.org/10.1126/science.aan8869 DOI: https://doi.org/10.1126/science.aan8869
  12. Cam, P. (2006). Philosophy and the school curriculum: some general remarks. Critical and creative thinking. Australian Journal of Philosophy and Education 14, 35–51.
  13. Damasio, A. R. (1994). Descartes' error and the future of human life. Scientific American 271(4),144. https://doi.org/10.1038/scientificamerican1094-144 DOI: https://doi.org/10.1038/scientificamerican1094-144
  14. Damasio, A. R. (1996). The somatic marker hypothesis and the possible functions of the prefrontal cortex [and discussion]. Philos. Trans. R. Soc. B Biol. Sci. 351 1413–1420. https://doi.org/10.1098/rstb.1996.0125 DOI: https://doi.org/10.1098/rstb.1996.0125
  15. Damasio, A. R. (2003), Spinoza avait raison. Joie et tristesse, le cerveau des émotions, Paris, Odile Jacob.
  16. Dastur, F. (2002). Dire le temps. Esquisse d’une chronologie phénoménologique, Encre Marine, Fougères, 1994, deuxième édition (Encre Marine, Livre de poche).
  17. Dastur, F. (2004). La phénoménologie en questions : Langage, altérité, temporalité, finitude, Vrin, Paris.
  18. Dastur, F. (2015). Penser ce qui advient, coll. « les Dialogues des petits Platons », Les Petits Platons, Paris.
  19. Deleuze, G., & Spinoza, Coll. (1970). S.U.P. « Philosophes » PUF, Paris.
  20. De Libera, A. (2017). La volonté et l'action, Cours du Collège de France 2015, Vrin.
  21. Depraz, N. (2000). La conscience, Paris, A. Colin, coll. Synthèse.
  22. Depraz, N. (2004). Special issue on Attention. In Continental Philosophy Review (ed. with A. Steinbock), Dordrecht, Kluwer.
  23. Depraz, N. (2006). Comprendre la phénoménologie. Une pratique concrète, Paris, A. Colin.
  24. Depraz, N. (2009). Plus sur Husserl : une phénoménologie expérientielle, Paris, éd Atlande.
  25. Depraz, N. (2014). Le phénomène, Paris, Bréal, La philothèque « Notions ». DOI: https://doi.org/10.14375/NP.9782749533940
  26. Depraz, N. (2014). Première, deuxième, troisième personne, édité par N. Depraz, Bucharest, Zeta Books.
  27. Depraz, N., (2014). Attention et vigilance, à la croisée de la phénoménologie et des sciences cognitives, Coll. Epiméthée,. DOI: https://doi.org/10.3917/puf.depra.2014.01
  28. Depraz, N., (2018). Surprise, an emotion ? (N. Depraz & A. Steinbock eds.), (University of Carbondale, 18-), Springer, Heidelberg. DOI: https://doi.org/10.1007/978-3-319-98657-9
  29. Depraz, N., (2020). Les représentations mentales. Comment les concevoir ? Comment s'en passer? (en coll. avec R. Künstler), Paris, Editions Matériologiques.
  30. Dukes, D., Abrams, K., Adolphs, R., Ahmed, M. E., Beatty, A., Berridge, K. C., Broomhall, S., Brosch, T., Campos, J. J., Clay, Z., Clément, F., Cunningham, W. A., Damasio, A., Damasio, H., D'Arms, J., Davidson, J. W., de Gelder, B., Deonna, J., de Sousa, R., Ekman, P. & Sander, D. (2021). The rise of affectivism. Nature human behaviour, 5(7), 816–820. https://doi.org/10.1038/s41562-021-01130-8 DOI: https://doi.org/10.1038/s41562-021-01130-8
  31. Feldman, R. (2017). The Neurobiology of Human Attachments. Trends in Cognitive Science. 21(2), 80-9 https://doi.org/10.1016/j.tics.2016.11.007 DOI: https://doi.org/10.1016/j.tics.2016.11.007
  32. Fenouillet, F. (2003). La motivation, Dunod.
  33. Groman, S. M., Ikemoto, S., Rushworth, M., Taylor, J. R., & Whelan, R. (2020). Introducing the PLOS ONE Collection on the neuroscience of reward and decision making. PloS one, 15(10), e0240505. https://doi.org/10.1371/journal.pone.0240505 DOI: https://doi.org/10.1371/journal.pone.0240505
  34. Hoffmans-Gosset M. -A. (1987). Apprendre l'autonomie, apprendre la socialisation / préface de Louis Porcher. — Lyon : Chronique sociale.
  35. Houdé, O. (2011). Imagerie cérébrale, cognition et pédagogie [The neural impact of cognitive training]. Medecine Sciences (Paris) 27(5), 535-9
  36. https://doi.org/10.1051/medsci/2011275020 DOI: https://doi.org/10.1051/medsci/2011275020
  37. Houdé, O. (2014). Apprendre à résister, Paris, Le Pommier, « Manifestes ». DOI: https://doi.org/10.3917/sh.bedin.2014.01.0116
  38. Houdé, O. (2016). Histoire de la psychologie, Paris, PUF, coll. " Que sais-je ?". DOI: https://doi.org/10.3917/puf.houde.2016.01
  39. Houdé, O. (2019). Comment raisonne notre cerveau (Que sais-je ? La Bibliothèque), Paris, PUF. DOI: https://doi.org/10.3917/puf.houde.2018.02
  40. Houdé, O. (2019). L'intelligence humaine n'est pas un algorithme, Paris, Odile Jacob.
  41. Houdé, O. (2019). 3-System Theory of The Cognitive Brain: A Post-Piagetian Approach, New York and London, Routledge. DOI: https://doi.org/10.4324/9781315115535
  42. Houdé, O. (2020). L'inhibition au service de l'intelligence. Penser contre soi-même, Paris, PUF.
  43. Houdé, O. (2021). L'intelligence, Paris, PUF, coll. " Que sais-je ?".
  44. Houdé, O. (2021) L'école du cerveau : De Montessori, Freinet et Piaget aux sciences cognitives, Mardaga.
  45. Husserl, E. (1986) Méditations cartésiennes : Introduction à la phénoménologie, Vrin, «Bibliothèque des textes philosophiques ».
  46. Husserl, E. (1964) Leçons pour une phénoménologie de la conscience intime du temps, PUF, Coll. « Épiméthée »1994, 4ème édition ; 1ère édition.
  47. Husserl, E. (2009). Phénoménologie de l’attention, Paris, Vrin.
  48. Goswami, U. (2004). Neuroscience and education. Br J Educ Psychol. 74(Pt 1), 1-14 https://doi.org/10.1348/000709904322848798 DOI: https://doi.org/10.1348/000709904322848798
  49. Jankélévitch, V. (2010). L’irréversible et la nostalgie, Flammarion, Paris.
  50. Jankélévitch, V. (2011). Le sérieux de l’intention, Flammarion, Paris.
  51. Kerlan, A. (2003) Philosophie pour l’éducation, le compagnonnage philosophique en éducation et en formation, Paris, ESF.
  52. Kolk, S. M., & Rakic, P. (2022). Development of prefrontal cortex. Neuropsychopharmacology : official publication of the American College of Neuropsychopharmacology, 47(1), 41–57. https://doi.org/10.1038/s41386-021-01137-9 DOI: https://doi.org/10.1038/s41386-021-01137-9
  53. Lachaux, J.-Ph. (2011). Le cerveau attentif, contrôle, maîtrise et lâcher-prise, Ed. Odile Jacob, Paris.
  54. Lachaux, J.-Ph. (2015). Le cerveau funambule : comprendre et apprivoiser son attention grâce aux neurosciences, Odile Jacob.
  55. Lachaux, J.-Ph. (2016). Les petites bulles de l'attention, se concentrer dans un monde de distraction, Odile Jacob.
  56. Lachaux, J.-Ph. (2020). La magie de la concentration, apprendre à se concentrer à table, à l'apéro, entre amis, Odile Jacob.
  57. La Garanderie, A. (1984). Le dialogue pédagogique avec l'élève. Paris, Éditions du Centurion.
  58. La Garanderie, A. (1997). Critique de la raison pédagogique, Paris, Ed. Nathan.
  59. La Garanderie, A. (2002). Comprendre les chemins de la connaissance, Lyon, Chronique Sociale.
  60. Leng, L. (2020). The Role of Philosophical Inquiry in Helping Students Engage in Learning. Frontiers in psychology, 11, 449. https://doi.org/10.3389/fpsyg.2020.00449 DOI: https://doi.org/10.3389/fpsyg.2020.00449
  61. Lipman, M. (1995). À l'école de la pensée, Bruxelles, De Boeck Université, 1995 (traduction de Nicole Decostre) p. 287-289.
  62. Lipman, M. (1977). Discovering Philosophy (1st edition, New York: Appleton Century Crofts, 1969; 2nd edition, Englewood Cliffs, Prentice Hall.
  63. Lipman, M. (1976). Philosophy for Children (edited with Terrell Ward Bynam) (Oxford: Basil Blackwell).
  64. Lipman, M. (1980). Social Inquiry (instructional manual to accompany Mark; N.J.: IAPC.
  65. Lipman, M. (1988). Philosophy Goes to School (Philadelphia: Temple U. Press.
  66. Lipman, M. (1988). Getting Our Thoughts Together, with Ann Gazzard (Upper Montclair, NJ: IAPC.
  67. Lipman, M. (1993). Thinking Children and Education (Dubuque, Iowa: Kendall/Hunt.
  68. Lipman, M. (1996). Deciding What to Do (Instructional Manual to Nous, New Jersey;IAPC.
  69. Lipman, M. (2003). Thinking in Education (New York: Cambridge University Press, 1991; 2nd edition.
  70. Locke, J. (1972). Essai philosophique concernant l’entendement humain, trad. P. Coste, Paris, Vrin.
  71. Luo, L., Rodriguez, E., Jerbi, K., Lachaux, J. P., Martinerie, J., Corbetta, M., Shulman, G. L., Piomelli, D., Turrigiano, G. G., Nelson, S. B., Joëls, M., de Kloet, E. R., Holsboer, F., Amodio, D. M., Frith, C. D., Block, M. L., Zecca, L., Hong, J. S., Dantzer, R., Kelley, K. W., & Craig, A. D. (2010). Ten years of Nature Reviews Neuroscience: insights from the highly cited. Nature reviews of Neuroscience, 11(10), 718–726. https://doi.org/10.1038/nrn2912 DOI: https://doi.org/10.1038/nrn2912
  72. Malmberg, K.J., Raaijmakers, J.G.W. & Shiffrin, R.M. 50 years of research sparked by Atkinson and Shiffrin (1968). (2019) Memory and Cognition 47, 561–574. https://doi.org/10.3758/s13421-019-00896-7 DOI: https://doi.org/10.3758/s13421-019-00896-7
  73. Mashour, G. A., Roelfsema, P., Changeux, J. P., & Dehaene, S. (2020). Conscious Processing and the Global Neuronal Workspace Hypothesis. Neuron, 105(5), 776–798. https://doi.org/10.1016/j.neuron.2020.01.026 DOI: https://doi.org/10.1016/j.neuron.2020.01.026
  74. McEwen, BS. (2016). In pursuit of resilience: stress, epigenetics, and brain plasticity. Annals of the New York Academy of Sciences 1373(1), 56-64 https://doi.org/10.1111/nyas.13020 DOI: https://doi.org/10.1111/nyas.13020
  75. Merleau-Ponty, M. (1945). Phénoménologie de la perception, NRF.
  76. Merleau-Ponty, M. (1953) Éloge de la philosophie, leçon inaugurale faite au Collège de France, NRF, Gallimard.
  77. Merleau-Ponty, M. (1964) Signes, NRF, Gallimard, 1960Merleau-Ponty M., Le Visible et l’invisible, publié par Cl. Lefort, Gallimard.
  78. Merleau-Ponty, M. (1968). Résumé de cours (1952-1960), Gallimard.
  79. Miller, E., K. (2000). The prefrontal cortex and cognitive control. Nature Reviews of Neuroscience. 1(1), 59-65. https://doi.org/10.1038/35036228 DOI: https://doi.org/10.1038/35036228
  80. Núñez, R., & Cooperrider, K. (2013). The tangle of space and time in human cognition. Trends in Cognitive Science 17(5), 220-9. https://doi.org/10.1016/j.tics.2013.03.008 DOI: https://doi.org/10.1016/j.tics.2013.03.008
  81. Maela, P. (2012). L'accompagnement comme posture professionnelle spécifique: L'exemple de l'éducation thérapeutique du patient. Recherche en soins infirmiers. 110, 13-20. https://doi.org/10.3917/rsi.110.0013 DOI: https://doi.org/10.3917/rsi.110.0013
  82. Patocka, J. (1988). Le monde naturel et le mouvement de l’existence humaine, trad. E Abrams, Dordrecht, Kluwer.
  83. Posner, M. I., Rothbart, M. K., & Ghassemzadeh, H. (2019). Restoring Attention Networks. The Yale journal of biology and medicine, 92(1), 139–143. PMCID: PMC6430178
  84. Sander, D. (2013) Models of emotion: the affective neuroscience approach. In Handbook of Human Affective Neuroscience, Cambridge University Press.
  85. Shonkoff, J., P. (2011). Protecting brains, not simply stimulating minds. Science. 19, 333 (6045):982-3. https://doi.org/10.1126/science.1206014 DOI: https://doi.org/10.1126/science.1206014
  86. Shonkoff, J. P., Boyce, W. T., Levitt, P., Martinez, F. D., & McEwen, B. (2021). Leveraging the Biology of Adversity and Resilience to Transform Pediatric Practice. Pediatrics. 147(2), e20193845. https://doi.org/10.1542/peds.2019-3845 DOI: https://doi.org/10.1542/peds.2019-3845
  87. Squire, L. R., & Dede, A. J. (2015). Conscious and unconscious memory systems. Cold Spring Harbor perspectives in biology, 7(3), a021667. https://doi.org/10.1101/cshperspect.a021667 DOI: https://doi.org/10.1101/cshperspect.a021667
  88. Srikala, B., & Kishore, K. K. (2010). Empowering adolescents with life skills education in schools - School mental health program: Does it work?. Indian journal of psychiatry, 52(4), 344–349. https://doi.org/10.4103/0019-5545.74310 DOI: https://doi.org/10.4103/0019-5545.74310
  89. Stocker, K., Hartmann, M., Martarelli, C. S., & Mast F. W. (2016). Eye Movements Reveal Mental Looking Through Time. Conscioussness and Cognition 40(7):1648-1670. https://doi.org/10.1111/cogs.12301 DOI: https://doi.org/10.1111/cogs.12301
  90. Ricœur, P. (1965). Existence et herméneutique, article paru dans Dialogue, Revue Canadienne de philosophie, Cambridge University Press. p. 26.
  91. Thönes S., & Stocker K. A. (2019). standard conceptual framework for the study of subjective time. Conscioussness and Cognition. 71: 114-122 https://doi.org/10.1016/j.concog.2019.04.004 DOI: https://doi.org/10.1016/j.concog.2019.04.004
  92. Wittmann, M. (2009). The inner experience of time. Philosophical transactions of the Royal Society of London. Series B, Biological sciences, 364(1525), 1955–1967. https://doi.org/10.1098/rstb.2009.0003 DOI: https://doi.org/10.1098/rstb.2009.0003
  93. Whitmoyer, K. (2015). The disarticulation of time: the Zeitbewustein in Phenomenolgy of perception. Journal of the British Society for Phenomenologyp. 46(3), 213-232. https://doi.org/10.1080/00071773.2015.1021205 DOI: https://doi.org/10.1080/00071773.2015.1021205