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Article Title: The Enactive Didactics for Enactive Mind: The Evolution of a Learning Model
by Carla Cozzarelli, Stefano Di Tore, Rosa Sgambelluri, Carmen Palumbo, and Felice Corona.

Abstract:
The term "enactive mind" comes from the Varela work and the concept of "activation" underlines. Approach you enactive involves two concepts: from a side than the perception he consists in an action to his time driven by the perception coming from that action date and from the other but the cognitive structures they emerge from the recurring sensory- motor schemes which allow the action to be perceptively driven. In the specific one, approach him EM places like a frame to frame a series of phenomena considered essential for the comprehension of the concept of adaptation as social as the necessity of considering the relation world complexity as, the importing time constraints present in it, the nature and the modes in which mechanisms of this adaptation allow the formation of the social knowledge. In the EM approach the child "activates the social world" selectively perceiving it in the terms of what which is immediately essential for a social action, while the mental representations (the social knowledge) of this individualized world build themselves based on the repeated experiences ripened by these actions driven by the perception, become then deeply you root in the history of relational actions of the child to be tools for the adaptation to the world in which alive. The enactive vision, although it recalls in the meaning the concept of representation as mode to know, tries to exceed it in favor of the corporeality, that is an incorporate mind (embodied mind). A corollary of this theory is that subjects with autism learn on the people in a deviating way with respect to the typical social development process.

Keywords: enactive mind, awareness social incarnate, empathy, topology of salience, eye-tracking, human motion display, closed field/open field

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