Abstract

Spatial representations have been considered for their high didactical efficacy, as concept maps and mind maps. Graphical and spatial representations may be seen as key elements of knowledge management and may contribute to enhancing spatial knowledge. Even if isomorphisms between the physical and the mental dimension can be controversial in the field of spatial knowledge, it is nevertheless interesting to study the role of spatial interpretation in knowledge management processes. In science education, spatial skills are actually highly required due to the development of new technologies and their highly demanding spatial tasks they often work intertwined with other abilities, such as logical reasoning and verbal skills. Despite spatial knowledge being significative in the overall field of learning management, there is instead little research that shows its complex role in the comprehension of concepts in the humanistic fields, e.g. in philosophical conceptual reasoning. The Elementary Logic Theory—which underlies the philosophical maps of this Atlas—identifies at the basis of complex thinking prototypical knowledge units that may be activated in the possible collaboration between explicit and implicit thinking. In EL Theory, spatiality is considered the most suitable transition format for the hypothesized collaboration between implicit and explicit processing because it shares common aspects with both of them. The focus of EL Theory is to research particularly the role of the implicit in knowledge comprehension through spatial representations. In this Atlas, the role of Elementary Logic Theory is highlighted in shaping philosophical knowledge and comprehension of philosophical concepts and their intertwining.