Meaningful, affective and social learning in the algorithm domain

That emotions are closely linked to learning is an established fact, already considered in classical philosophical elaborations. However, scientifically grounding this acquisition and making it objectively intrinsic to real educational design have posed and still pose difficulties, the problem of teaching practices that are not always convincing and the risk of unstable learning that is difficult to transfer into everyday life. The contribution aims to provide food for thought on learning processes by integrating scientific discoveries from different fields of knowledge, with a view to reasoning on their constructive use in educational contexts, school in particular, and in teaching practices. Central will be to place this reflection within the current issue of the pervasiveness of artificial intelligence in the various social spheres and the impact of algorithms on the construction of educational learning.