教育的“身体”转向：理据、意蕴与路径——精神与身体的“二元合一”-《集美大学学报（教育科学版）》

文章信息/Info

Author(s):: WANG Jing-jing1; DU Yan-hong2; (1.Faculty of Education, Southwest University, Chongqing 400715, China;2.Preschool Education Department, Luoyang Normal University, Luoyang 471022,China)

摘要:: 从柏拉图时代起，人的身体与精神就被强行分开，教育被视为一种可“离身”的精神训练，身体仅作为一种“载体”或“容器”身份出现在教育场域。但心身统一的身体哲学转向及具身认知理论的发展挑战了这种教育观念。以哲学与心理学的身体转向为依据，尝试探讨教育的“身体”转向所蕴含的独特意蕴，通过身体促进学生“灵”与“肉”的和谐发展，通过身体张扬学生的生命个性，通过身体贯通教育与生活、学校与社会。以及实现教育“身体”转向的路径，包括克服反身性教育认知，理解学生身体行为的意义表达；强化教学体验性，弱化教学视听性；构建以身体为中介的师生主体间性。

Abstract:: From Plato, the human body and spirit were forced to separate, the education is seen as a spirit training which can be“away from the body” and the body only as a “carrier” or “containers” appears in the education field. But psychosomatic unity of body and the development of embodied cognition theory have challenged this concept of education. In this paper, based on the body of philosophy and psychology, this paper discusses the unique implication of the “body” to Education: promoting the harmonious of students “spirit” and “flesh” through the body; showing the students’ live and personality through the body; and connected the life and education, school and society through the body. And discusses the way to realize the education turn to “body” that including understanding the significance of the physical behavior of the students, and overcome reflexive awareness ;strengthening the experience teaching, weakening the audio-visual teaching; building the intermediary between the teachers and students that based on the body.