The enactive value of education. From learning brain to learning consciousness

Drawing on the contribution of John Dewey and embodied cognition, this article tackles the close connection between perception, action and reflec- tion. The aim is to articulate a conception of education and the learning expe- rience aligned with human flourishing. Sections 1 and 2 explore the centrality from a gnoseological point of view of the trinomial mind, body and environ- ment, while section 3 focuses on the concept of reflective thinking proposing a holistic view of learning.