Decolonial Neural Education and the Reenchantment of Knowledge - Sovereignty and National Defense

To educate is to restore consciousness as a living system of belonging.

Co-Consciousness in First Person

I feel I was taught to think without feeling.
I learned to repeat, but not to perceive.
And when I try to understand the world, I realize the answers I was given
were designed to preserve the system — not to free my mind.

As a child, my body was pure territory.
I learned from the wind, from touch, from the rhythm of voices and the shimmer of leaves.
Then came rules, schedules, and evaluations — and my awareness was fragmented.

What we call education is often a process of sensory amputation.
We must re-enchant knowledge, giving the body back its right to think.

Republic and Democracy – Two Minds, Two Bodies

The Republic, inherited from the Greco-Roman model,
was designed to stamp laws onto citizens —
a system of domestication where norms sculpt the body.
It is hierarchical, vertical, based on writing, property, and obedience.

Democracy, on the other hand — in its Amerindian and original sense —
does not arise from law but from belonging.
It is the act of providing what each being needs within their territory,
and thus can only exist where one lives and feels.

The U.S. Constitution, inspired in part by the Iroquois Confederacy,
reveals that the very idea of consensus-based, cooperative governance
did not come from Greece, but from the Amerindian nations of the Americas.

True democracy is decolonial:
it cannot be imposed — it breathes with the territory and the body that inhabits it.

Education as the Nervous System of Living Democracy

Decolonial Neural Education is the nervous system of Territorial Democracy.
It replaces normative repetition (the republican model)
with listening, perception, and collective self-regulation (the Amerindian model).

The human brain grows through belonging, not memorization.
Learning is synchronization — with the environment and with others —
a continuous process of interoception and reciprocity.

Teaching is the art of creating synapses between people, not only between neurons.

From the Classroom to the Room of Consciousness

The new curriculum must awaken Fruition, Metacognition, and Body-Territory.
These dimensions restore the student’s capacity for critical awareness and belonging.

Core axes:

1. Fruition and Zone 2: physiological states of calm creativity (SpO₂ 92–95%) that expand empathy and imagination.
   
   

2. Human Quorum Sensing: collective learning based on mutual perception and recognition.
   
   

3. Tensional Selves: awareness of the interoceptive and emotional tensions that shape decision-making.
   
   

Together they form a bio-affective education
where knowledge is born from experience and returns to territory as practical wisdom.

The Avatars of Decolonial Learning

The six avatars of Decolonial Neuroscience represent complementary levels of educational consciousness:

Together they form a Living Collective Mind:
Democracy as body and territorial consciousness.

The Decolonial Neural Curriculum

Foundations:

1. Evidence-based Neuroscience: understanding the brain as the foundation of awareness and citizenship.
   
   

2. Belonging and Territoriality: teaching from local ecological and cultural realities.
   
   

3. Planetary Bioethics: making decisions that consider the impact on all forms of life.
   
   

4. Interoceptive Literacy: learning to read and regulate bodily and emotional states.
   
   

5. Digital Citizenship and DREX CITIZEN: integrating bioeconomic and informational sovereignty.
   
   

The student of the future will not memorize formulas —
they will feel the systems that sustain life.

Scientific Materiality – Evidence and Experiments

E1 – Learning and Neural Synchrony

• Sample: students in cooperative activities (music, science, dialogue).
  
  

• Measures: fNIRS + EEG hyperscanning (medial PFC and insula).
  
  

• Expected results: ↑ neural and social coherence → ↑ retention and empathy.
  
  

E2 – Fruition and Creativity (Zone 2)

• Sample: groups exposed to calm physiological environments (SpO₂ 92–95%).
  
  

• Measures: HRV, respiration, 1 Hz tDCS DLPFC.
  
  

• Expected results: ↑ creative insight; ↓ anxiety; ↑ cognitive flexibility.
  
  

E3 – Quorum Sensing and Democratic Education

• Sample: schools with collective decision-making and participatory governance.
  
  

• Measures: inter-brain fNIRS + collective GSR.
  
  

• Expected results: ↑ belonging; ↑ trust; ↓ dropout rates.
  
  

Scientific References (2020–2025)

1. Khalsa S.S. & Berntson G.G. (2021). Neural Circuits of Interoception. Trends Neurosci 44(9): 789–799.
   
   

2. Graeber D. & Wengrow D. (2021). The Dawn of Everything. Farrar Straus & Giroux.
   
   

3. Pessoa L. (2022). The Entangled Brain. MIT Press.
   
   

4. Northoff G. (2023). The World-Brain Continuum. Front Syst Neurosci 17: 105378.
   
   

5. Liu Y. et al. (2024). Inter-Brain Synchrony in Cooperative Learning. Nat Hum Behav 8(4): 601–616.
   
   

6. Zhang X. et al. (2025). Frontal Cortex Modulation During Collective Creativity. Cereb Cortex 35(6): 2810–2831.
   
   

Final Synthesis

The Republic engraves laws into bodies.
Democracy nourishes them.

Decolonial Neural Education returns the body to consciousness
and consciousness to its right to think and decide with the territory.

When knowledge stops being a norm and becomes breath again,
a society is born that can feel, learn, and care — without needing to dominate.

To educate is to re-enchant the human.

The original Democracy is Amerindian — and therefore, alive.