Reflection, learning and extended cognition. Neuro-pedagogical perspectives on reflection and learning

In what way can a neuropedagogical approach qualify and develop RPL didactics, with special attention to the body and the relationship in reflection and
learning processes?
The 3rd generation of cognition neuroscience incorporates completely that
there is a link between what happens in us as human beings and what happens
in our surroundings. Our reactions are therefor based on what happens in our
surroundings.
Previous experiences in learning situations are stored in the body, meanwhile as unconscious knowledge. This bodily knowledge can play out as self-efficacy, but it can also be painful experience and a story of failure and defeat. In a
neuropedagogical perspective on learning, the body becomes the link between
what happens in the brain and the outside world – mediated via somatic markers.
Learning is more than cognition and verbal expressions and is neither in the
brain nor in the outside world but rooted in the relationship. Neuropedagogy
thus sits midway between the theoretical map and the practical landscape and
offers a lantern with light at both ends.
The project is methodologically based on the principles of Design-Based
Research (DBR). Methodical based on portfolio in connection with quality
assurance and participant observation.
It is the teacher and the didactics that exemplarily ”tie it all together”, which
requires adaptability and reflection on one’s own practice and a break with habits. Shifting one’s attention to the habits requires several sets of eyes. The extra
eyes are obtained based on collegial observation and sparring to qualify the
action skills and reflection on one’s own practice. In a neuropedagogical perspective, there are no clear answers, but new hypotheses arise along the way, so
the didactic gaze will constantly change.