Embodied Cognition and Teacher’s Training

The current scenario forces to radically rethink the mission and contents of teaching: to have knowledge of knowledge in order to teach to live becomes the main object of this change. As pointed out by Morin (2015), we are constantly threatened by making mistakes without knowing it; we are bound to interpretation and need methods for our perceptions, ideas and worldviews to be as reliable as possible. It needs to introduce, from early grades to university, the knowledge of knowledge; it doesn’t need only to teach how to read, write or acquire disciplines and professional knowledge, nor it needs only to facilitate specialized professional training, but it needs to introduce a basic culture including the knowledge of knowledge. The world of school is experiencing a crisis, but teachers have the great power to try to make it better. Our contribution aims to explore some issues and problems related to teachers’ training, and to map out options to make it more appropriate and effective, according to Morin’s indications, that is, an “EC-based” approach.