Pedagogical challenges in the techno-scientific intertwining: towards an embodied reading of cognitive experience

Interpreting reality as the sum of isolated elements is an attitude that has emerged throughout the history of Western thought, which, in its search for absolute truths, has adopted reductionist epistemological canons. The ambition established by modern science to control and predict events is reflected in a transmissive educational model, based on the unilateral transfer of knowledge. This work aims to consider the contribution of complexity sciences, which, in dialogue with lines of inquiry such as Embodied cognitive science, allow for a systemic view: the individual is body-mind-environment in relation, and knowledge emerges in the interconnections and unprecedented exchanges of this intersubjective network. Technologies, and in particular embedded ones such as Social Robots, fit into this intertwining with their presence, giving rise to mixed ecologies and helping to transform the cognitive experience. Going beyond the polarity between technophilia and technophobia becomes essential for a critical pedagogy: risks and possibilities are not defined by the artificial product itself, but by the relationship between it and the context of interactions in which it is immersed. A transdisciplinary reflection aimed at the ethical exploration of the trajectories that lie ahead is necessary to take responsibility for moral growth and sustainable planetary coexistence.