Neurophenomenology and Didactic Intentionality

The study of the processes of human formation is not in itself peculiarly exclusive to the pedagogical discipline. Understanding the training process in terms of the process of change from a physiological, cognitive, affective, and relational point of view, it turns out to be the subject of a plurality of disciplines, from biology to psychology, from anthropology to sociology, knowledge that looks at the same object, but starting from different perspective angles. A pedagogical investigation of the formation process cannot, therefore, disregard the clarification of the point of view from which it is intended to analyze the dynamics of change underlying human formation. This point of view can be identified in the investigation of intentionality, which, as a necessary condition of every formative process in an educational key. In the light of what was analyzed within the Laboratory of Epistemology and Educational Practices of the University of Naples Federico II (LEPE), pedagogical teaching strategies have been tested and validated in the course of  general and social pedagogy with the aim of bringing out in university students the awareness of the enactive, implicit and intersubjective character of the intentionality that would guide their future training actions (Strollo, 2008). Starting from a reflection on these practices, we want to investigate the relationship between neurophenomenology and didactic intentionality.