The method involved in "Emotion to Know" does not frame learning in fragmented exercises, but rather in complex and articulated activities, with a strong association at an affective level, involving more concepts, more competences, and more abilities that are not only potential, but realized. The ways of knowing, the experiences, the education, the knowledge, and the didactics are not presented in a superficial and linear way like the shot of a gun, but are systemic, contextualised, articulated, and complex like the flight of a butterfly. It is an educational and didactic method that does not place experiences, learning, and notions in a superficial rational relation, but rather into a psycho-affective-relational one where learning is essentially a qualitative maturation of the experience, specifically designed to arouse the emotion to know and desire to exist including the competences to solve new and unexpected problems. Interventions in Special Education characterised by the Emotion to Know method aim to link learning to the consciousness and to discover the power of one's own body, through which it is possible to operate on objects, on others, and on the world. It is the power of being able to act and to want to act; to provoke a permanent and dynamic passage in a context of reciprocity, from person to person. Without these deep emotional attentions and/or preliminary strategies it often gets difficult to involve a person with a disability, because having as reference RATIONALITY and MOTIVATIONS in order to involve him/her in a project is frequently very difficult or impossible: these are sometimes absent. Therefore, it is essential to create the conditions for success, as it is from this success that the motivations derive. The possibilities of success have to be researched in those fields in which the person with the disability demonstrates even only minimal practical competences. The stringency and at the same time the flexibility of the Emotion to Know method, including actively involving children and people with disabilities in planning processes, making them active participants of the learning process, aims to ensure that the child / person acquires the ability to solve problems and to transfer what they have learned to new and unknown situations. Errors, therefore, also become part of the learning process. Consistent with Gestalt guidelines, the Emotion to Know method proposes respect for diversity and originality considering each of them as resources, and finding the educator in the role of the solicitor and provoker of opportunities rather than a mere transmitter of knowledge and pre-packaged and pre-planned content. The main research method to validate the effects of these projects of integration is action research. A detailed description of 'Emotion to Know' in both English and Italian will be available in a special issue of the due for publication in late 2011. Further information in Italian can be found by following the links listed below. The method was portrayed in the magazine "".
