Bücher von Luca Tateo

This book is aimed at appreciating and further developing the work of Pina Boggi Cavallo. She was a scholar that fully embodied the spirit of the first cognitive revolution in psychology, whose ideal was to consider human being in its totality. The focus of scientific investigation in her work, were the processes of thought, as connected to the affective and ethical dimensions, the social construction of the developing Self within the real context of its making.The book is organized in three sections:Sowing: the selected works of Pina Boggi Cavallo translated in English;Fertilizing: invited commentaries which develop the ideas of Pina Boggi Cavallo in the current and future scientific landscape;Cultivating: invited chapters by international scholars, including some who collaborated with her.

In the last decade, a great variety and volume of scholarly work has appeared on mind-wandering, a mental process involving a vast range of human life, connected with "e;first-person perspective"e; and "e;personhood"e;, submental thinking, mental autonomy, etc. While different and emerging features that flow into and out of one another (second field, mental travel, visual imagery, inner speech, unspecific memory, autobiographical memory, fantasies, introspection, etc.) and negative and positive approaches seem to describe mind-wandering, we offer an interdisciplinary theoretical and empirically informed and informative overview on mind-wandering studies and methodologies oriented toward the educational field. The aim is to transform and enrich the debate on mind-wandering but also to show how theoretical arguments and research findings could inform the teaching-learning context.This groundbreaking book, moves along three representations of developed scientific knowledge: imaginary lines, circles and spirals. The first section, "e;The Lines"e;, develops new lines of inquiry on attention (selective and sustained) and mind-wandering, the influence of age and mind-wandering, embodiment, consciousness and experience and mind-wandering. In the second section, the "e;Circles"e;, groups of Chapters on the same topic, methodology (tasks and measurement), intervention (auditory beat stimulation and mindfulness practices) and creativity, recreate a dance of interacting parts in which there are always profitable, decisive and retroactive exchanges between the information that each group or author activates. The last section, "e;The Spirals"e;, critically discusses the absence of a unified theoretical perspective, in the pedagogical field, attentive both to the processes of emergence and the interactions between parts.