Author Archives: Giorgio Bertini

About Giorgio Bertini

Research Professor. Founder Director at Learning Change Project - Research on society, culture, art, neuroscience, cognition, critical thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, leadership, sustainability, thinkers, futures ++

Transnational Professionals

This review answers recent calls to consider the transformative role of transnational professionals in contemporary globalization. It departs from the dominant perspective, which views professions as constrained by states’ geographical boundaries and by organizations such as nationally based professional associations. Transnational professionals have particular … Continue reading

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Human Creativity and Consciousness: Unintended Consequences of the Brain’s Extraordinary Energy Efficiency?

It is proposed that both human creativity and human consciousness are (unintended) consequences of the human brain’s extraordinary energy efficiency. The topics of creativity and consciousness are treated separately, though have a common sub-structure. It is argued that creativity arises from a … Continue reading

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Implications for Social Impact of Dialogic Teaching and Learning

The science of dialogic teaching and learning has especially flourished over the last four decades across age-groups, cultures, and contexts. A wide array of studies has examined the uniqueness of dialogue as a powerful tool to lead effective instructional practices, … Continue reading

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Collective Feelings: Or, the Impressions Left by Others

This article examines ‘collective feelings’ by considering how ‘others’ create impressions on the surfaces of bodies. Rather than considering ‘collective feeling’ as ‘fellow feeling’ or in terms of feeling ‘for’ the collective, the article suggests that how we respond to … Continue reading

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The University Mental Health Charter

The mental health of university students and staff has been a focus of increasing concern in the UK, with a weight of evidence suggesting that large numbers of students and staff are experiencing poor mental health, while a part of their university. The number of students … Continue reading

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Learning to Be Conscious

Consciousness remains a formidable challenge. Different theories of consciousness have proposed vastly different mechanisms to account for a phenomenal experience. Here, appealing to aspects of global workspace theory, higher-order theories, social theories, and predictive processing, we introduce a novel framework: the self-organizing metarepresentation account … Continue reading

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Social Learning Strategies: Bridge-Building between Fields

While social learning is widespread, indiscriminate copying of others is rarely beneficial. Theory suggests that individuals should be selective in what, when, and whom they copy, by following ‘social learning strategies’ (SLSs). The SLS concept has stimulated extensive experimental work, … Continue reading

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Social cognition and the human brain

Humans are exceedingly social animals, but the neural underpinnings of social cognition and behavior are not well understood. Studies in humans and other primates have pointed to several structures that play a key role in guiding social behaviors: the amygdala, … Continue reading

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The Need for Sleep in the Adolescent Brain

Sleep is a basic need. Mounting evidence suggests this is particularly true during adolescence, a developmental period involving substantial changes in the brain regions supporting cognition, learning, and emotion. Although sleep loss is a normative psychosocially and biologically driven developmental process, it occurs … Continue reading

Posted in Adolescents, Brains, Sleep | Tagged , ,

Social cognition in the first year

Although the study of infancy has answered many important questions about the human capacity for social cognition, the relatively young field of developmental social cognition is far from reaching its adulthood. With the merging of developmental, behavioral and neurocognitive sciences, … Continue reading

Posted in Infants, Social cognition, Toddler | Tagged , ,