About reliability of joyful learning. From Isomorphism between Knowledge and Play to 'Neurodidatics Skills' of Trainers

Moving from the evidence of neuroscience about the importance of "joyful" dimension in the learning process, both in childhood than in adulthood, the essay discusses about isomorphism - neurobiologically founded - between knowledge and play. It moves from one stydy in particular, as a pre- text for neuropedagogical reflection around the "joy": joy in education process is described like an epistemological and didactic interweaving between form and content, knowledge and passion, dimensions of meaning and relationship. The landing is related to the acceptance of the systemic dimension in the design and evaluation of adult education: the appearance of "joyful", therefore, does not coincide with lightness and dilution of knowledge but with the understanding of its complexity. The invitation, both epistemological as pragmatic, is the recognition of the indispensability of "neurodidatics skills" (Rivoltella, 2012) for anyone involved in education and relationships.