Neuro-pedagogy and the Development of the Educational System: A Scientific Approach Bridging Neurolinguistics and Educational Sciences

Abstract

This work seeks to highlight neuro-pedagogy as an interdisciplinary approach grounded in neurolinguistics, neuroscience, and educational sciences, with the aim of reconstructing educational practice on the basis of a scientific understanding of the learning brain. The theoretical section clarifies the nature of this emerging field and distinguishes it from quasi-scientific discourses, while emphasizing its role in bridging the gap between the laboratory and classroom practices. It also presents key brain mechanisms relevant to learning—such as neuroplasticity, memory systems, attentional dynamics, the function of emotion, the importance of multisensory processing, and individual differences—as foundational principles for redesigning learning situations. The applied section focuses on linguistic learning difficulties, particularly dyslexia, dysgraphia, and speech and language disorders, from a neuro‑linguistic perspective that interprets them as differences in processing patterns rather than mere “low achievement.” In this context, early identification and brain-based intervention are assigned a central place, through simple yet sensitive diagnostic protocols and targeted classroom support strategies. The work further underscores the centrality of teachers’ training in educational neuroscience and a culture of error as a prerequisite for the effectiveness of any project aiming to integrate the neural dimension into educational policies. It concludes that reforming the educational system requires an epistemological shift from a pedagogy of content to a pedagogy of the learning brain, thereby ensuring deeper learning and a more inclusive, equitable, and effective school.