Perspective Chapter: Inclusive Ethics as a Key Competence for Teachers in the Embodied Cognition Perspective

Abstract

The chapter explores a central theme for future world education: ethics as the essence and necessity of teacher education in the perspective of long-life learning. Particularly, the assumption of the idea of ethics as a scientific, natural, and humanistic dimension, as well as a valuable and political one, is consistent with the embodied cognition approach and the “embodied-based” training models aimed at the development of life—soft skills. In this sense, it is possible to identify the construct of ethical competence as an essential competence underpinning inclusive professionals and teachers in primes. A priority objective is, therefore, to provide a scientific definition of ethical competence and to operationalize it through the implementation of embodied cognition-based approaches and strategies. In addition to the definition of the theoretical framework, the chapter will also present the findings of a preliminary survey examining various dimensions of ethical competence among teachers in training at specialization courses for support activities in four Italian universities, aimed at designing training courses for their development and implementation.