By exploring the connections between the analysis of emotions in autopoietic biology and the phenomenological tradition, together with the examination of metaphors highlighted by embodied semantics, we intend to reformulate the vision of metaphorical experiential learning (MEL) through the prism of a model called Metaphorical Emotional Experiential Learning (MEEL, Tarsi, Tarantino, Del Gottardo, 2024). This model is intended to simplify the design of training interventions, particularly in outdoor training modalities, with a specific focus on the simultaneous development of cognitive and non-cognitive skills. Furthermore, the model aims to effectively orient educational initiatives towards the creation of emotionally integrated and more impactful learning experiences. The paper explores the main components of the intervention model, which include the design of targeted activities, the creation of a safe space for emotional exploration, and the facilitation of critical reflection on the experience. Insights are also provided into the theoretical foundations of the model and possible operational and inclusive perspectives for its implementation.

Keywords: Metaphorical-Emotional-Experiential Learning (MEEL), Autopoietic Biology, Phenomenological Tradition, Embodied Semantics, Cognitive and Non-Cognitive Skills.