[Applause]
it takes me a breath to talk about
emotional short circuits I could
ask you to come here to look at you and the
short circuit would then leave me
I take care of children who do not make it and di
children who are struggling at school me
children who are struggling to grow
children who do not feel like children
who suffer and this has changed the
My story is my story as a scientist
so the other day I was in a polo shirt
learning where to help these
children in this polo learning one
of these girls looked at me because I was
I was worried about how to start today at
talk to you in a few minutes of what
we do and why I’m here and
I looked at her and told her, you know, I do not know
where to start
she smiled she told me
from the beginning you have to start you start
always from the beginning
and so here you see them in some
way represents my beginning mine
beginning of scientist and my departure
to go to study to understand what
what from a certain point of view me
has fascinated for a long time
that is, the relationship between the brain and the
mind between the brain and the soul between thing
we feel and how is it possible that
we feel like that and then I spent years
years to fascinate me for this
extraordinary brain structure is
an extraordinary structure thousandths
second, at this moment you have
millions of billions of connections that
they start a whole transformation
of what you have been of what
you will be and to change all this are
the information that is entering and
that somehow sow a few
something new that determines pruning in
what you have been until now
and new generations this miracle that
measures a mechanism called the zone
of proximal development is one of the
more fascinating processes of life is
what represents being
people that each of us moment after
moment chooses to be then afterwards
have studied all these so much
mechanisms are back I’m back in
Italy and what happened to me that I have
met a baby I met him in
a green corridor of hospital walls
they were really terrible, they give the idea
of something that did not cure but
oppressed this child had eight adults
together with him besides his parents
various assistants various teachers the
hospital and the nurse told him
that I was there as I was
done was a gesture from afar in
bottom to the corridor
that is, I lowered and smiled at him
this gesture meant that he is
I ran towards me and took me for
the gown and told me that word
that you read and the last hour I of
I do not know anything about this baby
but what I know is that he changed it
trajectory of my story from
scientist because I thought that if
everything we knew did not help one
child and if a whole community that is
he moved to the point of giving him eight adults
he was not helping him because he was
he was asking for help from a weird in
shirt in a green hospital corridor
something in all this our system
he did not help and so I went back to
I started studying again
what in terms so of di
deep science sciences is called
neuroplasticity and in educational terms
it is called strengthening of the zone of
possible development ie I started to
study how they could be exercised
brain domains in determining
improvements in language in
memory concentration capacity
of attention and numerical intelligence
I became good good to the point that
the children changed and from a point of
I had a great deal of research
success because in terms of research
experimental what we got was
what is called its potential
better than the structure
individual neuropsychological if I can
give you an example is the brain gem i
thousandths of a second
the memories we print through
the information we receive
so if we want to understand what it does
for example life at school in a
child enough that we do a calculation is
a calculation that I gave to the ministry
many years ago, that is, let’s make thousandths
of second for hundredths of a second
for tenths of a second for seconds for
minutes for hours for days for months for
years and a child is school you get one
number that tends to infinity that
number measures what each of the
adults who will meet determines in his
connect but the transformation of his self
it is an immense power and therefore my son
in a second grade theme has
wrote that his mom when he finished
to learn to become a scientist
put to be the teacher of the teachers
because I began to explain to
teachers what was determined in the
neuroplasticity and human potential
and I was convinced I had made it
but it was not like that because why
some time later and in this there
let’s get closer to the accommodation that I want
talk to meet another child a child
to which we had obtained a change in
terms of cognitive profile
extraordinary because he had recovered
a standard deviation and a half from
what is called generically
patient of general intelligence and
at a certain point this child tells me
but now that you’ve taken the errors from me
remove that hurt me and I was not
prepared to understand the relationship between
the error of the mind and the pain in the
mind and above all I had not reflected
on what perhaps the mechanism of the
pain but if now I would ask you
a thousand adult people to remind you of the
your life and your mistakes and not
I mean mistakes at school of reading
write and count
but the errors of life and I asked you
if they have a more important track
in your story the mistakes you have
made the pain that caused you and
what is it that determines the reaction in
you
I think the answer would be unanimous is
the pain that determines the answer but
what pain is, it is for you to explain it to you
in a few minutes otherwise me
scold you ask for degrees of
freedom that is, I ask you to do that
that somehow helps us understand
immediately give me a pinched but strong but
just a pinch and I ask you this
what is pain and suffering?
pain because because we have millions
of alert that from the structure that we
we’re going to hit send us some
neuro electric information why
from the brain through the system
peripheral nervous this reboiled king
biochemical that produces energy sends
information and says alerted grief
because he tells us he’s sorry because he’s there
we must remember that we no longer have to
use that kind of
situation because it hurts so it goes
to trace the memories because he says
run away from there that hurts you
So what are these emotions
extraordinary
here you can read are processes
incredible at the neuro-instinct level
I will explain this to my students
biochemical kettle that produces energy
because we sleep and produce 3
hearts we’re awake like this
moment we produce 9 but just one
emotion a drop whatever
emotion as then what I now feel
and that causes that although I explain
these things to a lot more contexts
complex I’m much more excited
now because a big purpose is
to speak with you at the end ve
I will tell
and this emotion is so powerful
that although to my brain is a lot
trained my voice manifests it and me
I can not control the voice because
the most powerful emotion of the system
cognitive is the great decision maker and is a
intelligent decision maker who has only one
two answers and the answer and it hurts me either
it’s good for me
it hurts or makes me feel good
born in our evolutionary system for
tell us if it hurts if you hold and search
if it is good for you, it is as you say it
he says through a mechanism
extraordinary type and racial if we
we have a moment a moment of joy
we have a peak and racial in which
the wave that manifests itself is a wave ad
very high intensity but short short
short and because it is a very high wave
intensity and short short short because
must trace the memory of joy but
as joy is as good as any
mechanism that is good for the brain
must look again and then there is the
short the moment of joy because so
the mechanism of the will be triggered
looking for joy but if in the
joy we experience anxiety anxiety fear
then the wave is very different because
because low intensity is below
threshold consciousness and does not show up
from the mind, stall underneath because why
must give a haller that says remember
remember remember remember escapes from here
that hurts you runs from here that you
it pains
and here is our circuits come
paths from waves that say escape
because it hurts you and the energy that
we produce and an energy that tells us
run away that there is pain it seems that there
both way out
and instead there is as I told you it is not the
mind that controls emotions is not
this is a great illusion from
cognitive scientist at some point
I had to give up provoked you the
comfort for example as emotion there
successful caused the agreement will now
order you to try the one understood
you can not succeed
but look, we have gods
switches and these switches are
catalysts we can not light the
light in here with the strength of the
we must go
to the right switch and the switch
right for the emotions we owe it
understand what it is for example if I ask you
please look into each other’s eyes
with the other with understanding go
please hug 30 seconds from
courage
marco please give a caress one
caress of comfort here if we now
measure and measure with the beat
heart we measured the temperature
we looked at indicators like color
of the skin and acidity the acidity of the
sweat that has been emanated we will have
all a change of indices because we
we have activated neuro circuits
very powerful electric and these are the
organizers these are the
switches thought that 30 seconds of
embrace commands the amygdala to produce
the site china that the hormone that determines
at the time of delivery the possibility of
a woman to resist pain
thirty seconds of hug then like
my son says, I have now put myself
to go around explaining to people
that we can learn to watch children
in the eyes learn to embrace them
learn to caress them implies
put in the memory circuit
permanent that are of emotions that
they build well and not bad
being and water and bread, science is
returned to water and bread and in which
memories go emotions emotions are
interesting because while we
we use a lot of effort for
example to study to remember us
we go to energy consumption
the memories that come instead
determined by an immediate trace
they are memories that hold emotions but
if then we at some point in the
our emotional short circuit
let’s do something like what happens
always, that is, while for example I
I learn study I struggle hardly
anxiety my memory puts into memory
what I study but also the anxiety with which
I did it all
I return to take from the drawer
of my memory what I have studied
we only take information back
that I put there but also the motions with
which the path and therefore the anxiety enters
in the circuit and becomes an information
that sends me short and if I learn
with fear I will recover the fear
and if I learn with a sense of dis-ease
I will resume the disapproval
but if I open myself with challenge myself
I will take up the challenge to myself and
I told you this first for thousandths
second up to years of times when
the educating system can determine
pollution in mental circuits o
pandemic healing and I am for
this healing pandemic also
because from a person of science what
I must also read the sciences a
side and research on genetic engineering me
they shook because why
studying what happens to mice that
during pregnancy they are put
in the frozen water and then they come
have been brought to life and realized
data that should make us think that
it does not happen only to mice that theirs
puppies remain with the alert of the
fear for three generations at least that is
as if the memories of pain do not
they were only individual but trans
generational this means us
we pass on to protect ours
children what they must protect
what are the two most emotions
worrying and that worry me more
the sense of guilt and the fear of these
I can not talk to you but I can tell
what are the antagonistic emotions to
guilt to the great antagonist and
the right to error
if we put ourselves in this
awareness that we must grow
our children in the right to error
in the error as a modification process
and continuous improvement changes the
level of awareness we said
whispers and voices
Well if we say good good good
we give information completely
different because it is the emotion that
let’s transit through
the indicator that we are using that
go to that great decision maker tells him
protected or not protected and now there
I tell the last child because I have
eighteen seconds
this last child tells you why
I came here doing a madness between
a congress and the high
because I’m leaving for Paris a
congress on the brain that puts me
much more anxiety still therefore is not
a good day but then why
I came here I tell you with the story
of anselm anselmi a child asperger ad
very high cognitive functioning as
rayman to give you an idea I met him
a few years ago because the parents two
doctors told me it’s okay you help
many children in their difficulties help
he too who speaks four languages
solves math problems as if
was in the second year of university
draws to the Duomo of Milan in a few
seconds without errors but just look at it
and gets excited and goes into all those
typical proto behaviors typical of the
important autistic syndromes and therefore
I had never tried to help one
baby in what is the area of
proximal development of emotions but I have
thought that in this brain
extraordinary if the two structures are
structures that is synchronously
they cooperate I could help you
emotions with cognition and what I have
done
I asked him to score in a notebook
all the things he thought he was doing
fear angst put it in
vulnerability and each of this
link the strategy with which to win it
this vulnerability
this strategy did not matter
that the
more often than not it was a strategy of the
all up to how to stamp your feet on the ground
beat and snap your fingers but this
caused this flow of current
anxiety would go away then he has
compiled notebooks and notebooks of these
his solutions and came to present it
at a congress of teachers 100
teachers we had trained listen to
word he not to have moments of
reaction not favorable to many people e
all teachers do not behave in
way to shake it but at some point
while he spoke one of the teachers
gets excited and starts crying gets up
and then applauds all teachers
100 teachers start crying yes
they raise applauds are moved
so he panics and escapes me
I’m going to get him behind a curtain
knock down on the ground I take it for the
pinkie we find ourselves a chocolate and
I have to finish fast and fast
chocolate he tells me you’ve got it
saw the multiplier say no
really what do you mean
there were 100 teachers some lucangeli
some young people not so much on average
There will be another 25 years at school
each of them will have at least 25 pupils
in class then with this hour of
lesson I helped in my life
62,500 children and I am here for this
I’m here and I want to say it because you me
help you make science
helpful are here and I want to say it
because you helped me make some
cee help us because we are so many a
to do science that is helpful and to do
so that you become very very many
many ways more than 60 2,500 people
thank you and good life
[Applause]
it takes me a breath to talk about
emotional short circuits I could
ask you to come here to look at you and the
short circuit would then leave me
I take care of children who do not make it and di
children who are struggling at school me
children who are struggling to grow
children who do not feel like children
who suffer and this has changed the
My story is my story as a scientist
so the other day I was in a polo shirt
learning where to help these
children in this polo learning one
of these girls looked at me because I was
I was worried about how to start today at
talk to you in a few minutes of what
we do and why I’m here and
I looked at her and told her, you know, I do not know
where to start
she smiled she told me
from the beginning you have to start you start
always from the beginning
and so here you see them in some
way represents my beginning mine
beginning of scientist and my departure
to go to study to understand what
what from a certain point of view me
has fascinated for a long time
that is, the relationship between the brain and the
mind between the brain and the soul between thing
we feel and how is it possible that
we feel like that and then I spent years
years to fascinate me for this
extraordinary brain structure is
an extraordinary structure thousandths
second, at this moment you have
millions of billions of connections that
they start a whole transformation
of what you have been of what
you will be and to change all this are
the information that is entering and
that somehow sow a few
something new that determines pruning in
what you have been until now
and new generations this miracle that
measures a mechanism called the zone
of proximal development is one of the
more fascinating processes of life is
what represents being
people that each of us moment after
moment chooses to be then afterwards
have studied all these so much
mechanisms are back I’m back in
Italy and what happened to me that I have
met a baby I met him in
a green corridor of hospital walls
they were really terrible, they give the idea
of something that did not cure but
oppressed this child had eight adults
together with him besides his parents
various assistants various teachers the
hospital and the nurse told him
that I was there as I was
done was a gesture from afar in
bottom to the corridor
that is, I lowered and smiled at him
this gesture meant that he is
I ran towards me and took me for
the gown and told me that word
that you read and the last hour I of
I do not know anything about this baby
but what I know is that he changed it
trajectory of my story from
scientist because I thought that if
everything we knew did not help one
child and if a whole community that is
he moved to the point of giving him eight adults
he was not helping him because he was
he was asking for help from a weird in
shirt in a green hospital corridor
something in all this our system
he did not help and so I went back to
I started studying again
what in terms so of di
deep science sciences is called
neuroplasticity and in educational terms
it is called strengthening of the zone of
possible development ie I started to
study how they could be exercised
brain domains in determining
improvements in language in
memory concentration capacity
of attention and numerical intelligence
I became good good to the point that
the children changed and from a point of
I had a great deal of research
success because in terms of research
experimental what we got was
what is called its potential
better than the structure
individual neuropsychological if I can
give you an example is the brain gem i
thousandths of a second
the memories we print through
the information we receive
so if we want to understand what it does
for example life at school in a
child enough that we do a calculation is
a calculation that I gave to the ministry
many years ago, that is, let’s make thousandths
of second for hundredths of a second
for tenths of a second for seconds for
minutes for hours for days for months for
years and a child is school you get one
number that tends to infinity that
number measures what each of the
adults who will meet determines in his
connect but the transformation of his self
it is an immense power and therefore my son
in a second grade theme has
wrote that his mom when he finished
to learn to become a scientist
put to be the teacher of the teachers
because I began to explain to
teachers what was determined in the
neuroplasticity and human potential
and I was convinced I had made it
but it was not like that because why
some time later and in this there
let’s get closer to the accommodation that I want
talk to meet another child a child
to which we had obtained a change in
terms of cognitive profile
extraordinary because he had recovered
a standard deviation and a half from
what is called generically
patient of general intelligence and
at a certain point this child tells me
but now that you’ve taken the errors from me
remove that hurt me and I was not
prepared to understand the relationship between
the error of the mind and the pain in the
mind and above all I had not reflected
on what perhaps the mechanism of the
pain but if now I would ask you
a thousand adult people to remind you of the
your life and your mistakes and not
I mean mistakes at school of reading
write and count
but the errors of life and I asked you
if they have a more important track
in your story the mistakes you have
made the pain that caused you and
what is it that determines the reaction in
you
I think the answer would be unanimous is
the pain that determines the answer but
what pain is, it is for you to explain it to you
in a few minutes otherwise me
scold you ask for degrees of
freedom that is, I ask you to do that
that somehow helps us understand
immediately give me a pinched but strong but
just a pinch and I ask you this
what is pain and suffering?
pain because because we have millions
of alert that from the structure that we
we’re going to hit send us some
neuro electric information why
from the brain through the system
peripheral nervous this reboiled king
biochemical that produces energy sends
information and says alerted grief
because he tells us he’s sorry because he’s there
we must remember that we no longer have to
use that kind of
situation because it hurts so it goes
to trace the memories because he says
run away from there that hurts you
So what are these emotions
extraordinary
here you can read are processes
incredible at the neuro-instinct level
I will explain this to my students
biochemical kettle that produces energy
because we sleep and produce 3
hearts we’re awake like this
moment we produce 9 but just one
emotion a drop whatever
emotion as then what I now feel
and that causes that although I explain
these things to a lot more contexts
complex I’m much more excited
now because a big purpose is
to speak with you at the end ve
I will tell
and this emotion is so powerful
that although to my brain is a lot
trained my voice manifests it and me
I can not control the voice because
the most powerful emotion of the system
cognitive is the great decision maker and is a
intelligent decision maker who has only one
two answers and the answer and it hurts me either
it’s good for me
it hurts or makes me feel good
born in our evolutionary system for
tell us if it hurts if you hold and search
if it is good for you, it is as you say it
he says through a mechanism
extraordinary type and racial if we
we have a moment a moment of joy
we have a peak and racial in which
the wave that manifests itself is a wave ad
very high intensity but short short
short and because it is a very high wave
intensity and short short short because
must trace the memory of joy but
as joy is as good as any
mechanism that is good for the brain
must look again and then there is the
short the moment of joy because so
the mechanism of the will be triggered
looking for joy but if in the
joy we experience anxiety anxiety fear
then the wave is very different because
because low intensity is below
threshold consciousness and does not show up
from the mind, stall underneath because why
must give a haller that says remember
remember remember remember escapes from here
that hurts you runs from here that you
it pains
and here is our circuits come
paths from waves that say escape
because it hurts you and the energy that
we produce and an energy that tells us
run away that there is pain it seems that there
both way out
and instead there is as I told you it is not the
mind that controls emotions is not
this is a great illusion from
cognitive scientist at some point
I had to give up provoked you the
comfort for example as emotion there
successful caused the agreement will now
order you to try the one understood
you can not succeed
but look, we have gods
switches and these switches are
catalysts we can not light the
light in here with the strength of the
we must go
to the right switch and the switch
right for the emotions we owe it
understand what it is for example if I ask you
please look into each other’s eyes
with the other with understanding go
please hug 30 seconds from
courage
marco please give a caress one
caress of comfort here if we now
measure and measure with the beat
heart we measured the temperature
we looked at indicators like color
of the skin and acidity the acidity of the
sweat that has been emanated we will have
all a change of indices because we
we have activated neuro circuits
very powerful electric and these are the
organizers these are the
switches thought that 30 seconds of
embrace commands the amygdala to produce
the site china that the hormone that determines
at the time of delivery the possibility of
a woman to resist pain
thirty seconds of hug then like
my son says, I have now put myself
to go around explaining to people
that we can learn to watch children
in the eyes learn to embrace them
learn to caress them implies
put in the memory circuit
permanent that are of emotions that
they build well and not bad
being and water and bread, science is
returned to water and bread and in which
memories go emotions emotions are
interesting because while we
we use a lot of effort for
example to study to remember us
we go to energy consumption
the memories that come instead
determined by an immediate trace
they are memories that hold emotions but
if then we at some point in the
our emotional short circuit
let’s do something like what happens
always, that is, while for example I
I learn study I struggle hardly
anxiety my memory puts into memory
what I study but also the anxiety with which
I did it all
I return to take from the drawer
of my memory what I have studied
we only take information back
that I put there but also the motions with
which the path and therefore the anxiety enters
in the circuit and becomes an information
that sends me short and if I learn
with fear I will recover the fear
and if I learn with a sense of dis-ease
I will resume the disapproval
but if I open myself with challenge myself
I will take up the challenge to myself and
I told you this first for thousandths
second up to years of times when
the educating system can determine
pollution in mental circuits o
pandemic healing and I am for
this healing pandemic also
because from a person of science what
I must also read the sciences a
side and research on genetic engineering me
they shook because why
studying what happens to mice that
during pregnancy they are put
in the frozen water and then they come
have been brought to life and realized
data that should make us think that
it does not happen only to mice that theirs
puppies remain with the alert of the
fear for three generations at least that is
as if the memories of pain do not
they were only individual but trans
generational this means us
we pass on to protect ours
children what they must protect
what are the two most emotions
worrying and that worry me more
the sense of guilt and the fear of these
I can not talk to you but I can tell
what are the antagonistic emotions to
guilt to the great antagonist and
the right to error
if we put ourselves in this
awareness that we must grow
our children in the right to error
in the error as a modification process
and continuous improvement changes the
level of awareness we said
whispers and voices
Well if we say good good good
we give information completely
different because it is the emotion that
let’s transit through
the indicator that we are using that
go to that great decision maker tells him
protected or not protected and now there
I tell the last child because I have
eighteen seconds
this last child tells you why
I came here doing a madness between
a congress and the high
because I’m leaving for Paris a
congress on the brain that puts me
much more anxiety still therefore is not
a good day but then why
I came here I tell you with the story
of anselm anselmi a child asperger ad
very high cognitive functioning as
rayman to give you an idea I met him
a few years ago because the parents two
doctors told me it’s okay you help
many children in their difficulties help
he too who speaks four languages
solves math problems as if
was in the second year of university
draws to the Duomo of Milan in a few
seconds without errors but just look at it
and gets excited and goes into all those
typical proto behaviors typical of the
important autistic syndromes and therefore
I had never tried to help one
baby in what is the area of
proximal development of emotions but I have
thought that in this brain
extraordinary if the two structures are
structures that is synchronously
they cooperate I could help you
emotions with cognition and what I have
done
I asked him to score in a notebook
all the things he thought he was doing
fear angst put it in
vulnerability and each of this
link the strategy with which to win it
this vulnerability
this strategy did not matter
that the
more often than not it was a strategy of the
all up to how to stamp your feet on the ground
beat and snap your fingers but this
caused this flow of current
anxiety would go away then he has
compiled notebooks and notebooks of these
his solutions and came to present it
at a congress of teachers 100
teachers we had trained listen to
word he not to have moments of
reaction not favorable to many people e
all teachers do not behave in
way to shake it but at some point
while he spoke one of the teachers
gets excited and starts crying gets up
and then applauds all teachers
100 teachers start crying yes
they raise applauds are moved
so he panics and escapes me
I’m going to get him behind a curtain
knock down on the ground I take it for the
pinkie we find ourselves a chocolate and
I have to finish fast and fast
chocolate he tells me you’ve got it
saw the multiplier say no
really what do you mean
there were 100 teachers some lucangeli
some young people not so much on average
There will be another 25 years at school
each of them will have at least 25 pupils
in class then with this hour of
lesson I helped in my life
62,500 children and I am here for this
I’m here and I want to say it because you me
help you make science
helpful are here and I want to say it
because you helped me make some
cee help us because we are so many a
to do science that is helpful and to do
so that you become very very many
many ways more than 60 2,500 people
thank you and good life
[Applause]
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