Author Archives: Giorgio Bertini

About Giorgio Bertini

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 ++

The Secret to Raising Smart Kids

Many people assume that superior intelligence or ability is a key to success. But more than three decades of research shows that an overemphasis on intellect or talent—and the implication that such traits are innate and fixed—leaves people vulnerable to … Continue reading

Posted in Kids, Parenting | Tagged ,

The Tree of Knowledge is not an apple or an oak but a banyan

In European societies, knowledge is often pictured as a tree: a single trunk – the core – with branches splaying outwards towards distant peripheries. The imagery of this tree is so deeply embedded in European thought-patterns that every form of … Continue reading

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When is Stress good for you?

The subtle flows and toxic hits of stress get under the skin, making and breaking the body and brain over a lifetime. Stress pervades our lives. We become anxious when we hear of violence, chaos or discord. And, in our relatively … Continue reading

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Growing Rhizomes and Collapsing Walls: Postmodern Paradigms for Design Education

The system and structure of architectural education is a resultant of two sets of forces. On one side, we have the inherent characteristics and peculiarities of architectural profession that drive its academic component and remain the same at any given point of … Continue reading

Posted in Rhizomatic learning, Rhizomatic pedagogy, Rhizomes | Tagged , ,

Beyond Urban Subcultures: Urban Subversions as Rhizomatic Social Formations

The article discusses what we term urban social formations and expands on prior work that predominantly examines urban ‘subcultures’ as opposed to the world city paradigm and homogeneous cityscapes. We describe the process of ‘subculturalization’ through which urban social formations after they have … Continue reading

Posted in Rhizomatic growth, Rhizomes, Urban, urbanism | Tagged , , ,

Rethinking Education through Contemporary Art

This article is part of a broader investigation exploring how contemporary art allows us to think about the process that underpins our teaching and learning in order to change it. We are tutors in initial teacher education and we teach, learn and communicate … Continue reading

Posted in Art, Education | Tagged ,

The evolution of animal ‘cultures’ and social intelligence

Decades-long field research has flowered into integrative studies that, together with experimental evidence for the requisite social learning capacities, have indicated a reliance on multiple traditions (‘cultures’) in a small number of species. It is increasingly evident that there is great variation … Continue reading

Posted in Animals, Culture, Evolution, Social intelligence | Tagged , , ,

Motivation, Emotion, and Cognition: Integrative Perspectives on Intellectual Functioning and Development

The central argument of this book is that cognition is not the whole story in understanding intellectual functioning and development. To account for inter-individual, intra-individual, and developmental variability in actual intellectual performance, it is necessary to treat cognition, emotion, and … Continue reading

Posted in Cognition, Emotions, Motivation | Tagged , ,

Handbook of Young Children’s Thinking and Understanding

This ground-breaking handbook provides a much-needed, contemporary and authoritative reference text on young children’s thinking. The different perspectives represented in the thirty-nine chapters contribute to a vibrant picture of young children, their ways of thinking and their efforts at understanding, … Continue reading

Posted in Children, Children's learning, Children's thinking | Tagged , ,

The Socratic Classroom: Reflective Thinking Through Collaborative Inquiry

This book provides a framework for a collaborative inquiry-based approach to teaching and learning suitable not only for formal educational settings such as the school classroom but for all educational settings. For teachers, educationalists, philosophers and philosophers of education, The … Continue reading

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