Communication, neuroplasticity and polarization in highly academic individuals Comunicación, neuroplasticidad y polarización en personas de alto nivel académico

Abstract

Epistemic rigidity in individuals with advanced training strengthens polarization. This study explores its relationship with neuroplasticity and proposes communication strategies for academic dialogue. The text adopts an interdisciplinary perspective with a qualitative basis, articulating contributions from cognitive neuroscience, scholarly communication theory, and epistemic psychology. The methodology consisted of a documentary and critical analysis of updated scientific literature, selected for its empirical and theoretical relevance on topics such as cognitive rigidity, epistemic biases, academic tribalism, adult neuroplasticity, dissent strategies, and deliberation environments. The primary sources were high-impact peer-reviewed articles published between 2018 and 2024, obtained from academic databases such as Scopus, Web of Science, and Google Scholar. Texts were selected based on criteria of thematic relevance and theoretical validity, favoring authors who have worked with polarized university samples or academic communities. Furthermore, a critical-reflexive approach was integrated that connects scientific findings with scenarios of real university life: publications, discursive disputes, theoretical cleavages, and communicative practices that reinforce polarization. No empirical fieldwork was conducted, given that the objective was not to quantify perceptions, but rather to understand the underlying mechanisms that hinder dialogical thinking in individuals with specialized training. Throughout the analysis, specific quotes from the authors are incorporated, with precise insertion within the argumentative thread. No new sources were added, meeting the criterion of fidelity to the original text.