Which mental model for inclusive cities that are learning

Abstract

the complex dynamics engendered by distributive asymmetry, climate change, and the effects of mass movement of people and cultures, in the context of transformations informed by processes of shifting and permanency, pose a question of a political and social but also cultural and epistemological nature. The promotion of learning processes focusing on these problems and on pertinent solutions emerges as a central aspect for the construction of a plural and inclusive city and it implies the cognizance of what can be referred to as citizenship. The article discusses a different approach to the crucial concepts of learning, intersubjectivity, and the relationship between our body and the environment of which it is part. The objective is the formulation of a definition of the concept of mind different from those still dominant, which can support new mindfulness of the range of problems affecting urban territories and the type of solution that needs to be adopted.