Neuroeducation in the light of Embodied Cognition: an innovative perspective

Abstract--"Neuroeducation" and "Educational Neuroscience" are labels that refer to a branch of knowledge which is the subject of a rather heated debate amongst researchers. This new area, arising from an exchange between Neuroscience and Educational Sciences, is generally and mistakenly described as a context where educationally relevant evidence from neuroscientific field are "translated" into educational methodologies to directly foster pupils' learning performances in schools. Actually, as indicated above, it is a complicated matter since recent reviews show that there is neither full agreement about the kinds of topics that should be included in the area of Educational Neuroscience nor a common lexicon that enables problems, issues and topics to be clearly defined. Therefore, this article would help to shed some light on this matter and to accomplish two main purposes: (1) to define the theoretical features of a new perspective, the Radical Embodied Cognition, which can clarify the relationship between Neuroscience and Education avoiding the most recurrent troublesome issues; (2) to define, within this framework, storytelling as an approachable to manage and measure continuous learning processes for students in different learning contexts.