NeuroPedagogy is the science of education and human personality that integrates the social-educational aspect of pedagogy and the biological aspect of neurology . During the twentieth century the Western world was increasingly invaded by clinical psychological theories that cannot be scientifically validated because they ignore the principles of the scientific method such as those of the falsifiability and repeatability of the observed phenomenon (in this case of the "diagnosed" disorder.)

All this prepares the cultural ground - social and scholastic - to welcome the psychological culture of the disorder which, to the first difficulty of living, growing, learning or understanding, finds an answer in the clinical-diagnostic practice of interventions of a "psychological" nature and in the shameful and anti-scientific intelligence measurement tests (IQ), deliberately ignoring the potential of a "distributed", creative and supportive intelligence in the surrounding educational world.

Medicalizing is more convenient: diagnosis, recipes, drugs, psychologist and the boy fragmented among various experts. How many children are declared dyslexic or dysgraphia at the first uncertainties, at overturned letters, without giving them adequate way and even less time to dissolve confused perceptions that it is up to the teacher to clarify with the many resources that pedagogy suggests. (Grazia Honegger Fresco, Italian Montessori pedagogist who passed away in 2020).

In the history of Italian pedagogy and medicine there are two women, forerunners of the transition to a neuropedagogical approach through a strong criticism against the psychologization of education: Maria Montessori and Antonietta Bernardoni, both women doctors and researchers who have known and respected each other. Both with initial medical-clinical training have arrived at a scientific pedagogical approach, (which today we would call neuropedagogical) demedicalizing and disalienating, in the study of human personality. For Maria Montessori it was the "normalization" of children locked up in asylums through scientific pedagogy and “Education for a new world”. For Antonietta Bernardoni it was the healing of the so-called "mentally ill", through the assemblies of Popular Therapeutic Activity - now Assemblies of Continuous Reciprocal Education of the Bernardoni collective. (See the book available in the conference library “Everyday life as history without fear and without psychiatry. Available both in Esperanto and in Italian.

The answer must therefore be sought not in presumed alterations of presumed intra- psychic structures, but in the anthropo-evolutionary, scientific, moral, spiritual and political sense of a brain and its history, a brain that sinks the roots of its intelligence to the periphery of the body where the sense organs (sight, hearing, touch, smell, taste, movement...) encounter the periphery of the outside world: the intelligence and emotions aroused by the educational environment in which this brain is immersed In other words, we are speaking of a mind and its consciousness, wich is fruit of the incarnation of a dialectic of the biological and the social which developed in the course of processes – phylogenetic and ontogenetic – still far from being fully understood. To the participants in this conference, readers / listeners, we offer two points of reflection while waiting, if they deem it useful, to deepen its content by reading the book by Antonietta Bernardoni which is available in the bookshop in Italian "Daily life as history without fears and without psychiatry” and in Esperanto “La ĉiutaga vivo kiel historio sen timoj kaj sen psikiatrio ”.

1. Will the pedagogical sciences really have to be supplanted by psychiatry, psychology and psychoanalysis?
2. Are the psychiatrist and the psychologist hopelessly destined to become "the teachers of teachers"?