摘要
随着具身理论的发展及其在学科领域的拓展,具身相关概念成为教育学的研究热点。回溯具身概念介入教育的发展史,大致经历了教育学的身体转向、教育研究的“具身化”发展以及“具身+”教育概念的重构三个阶段。具身相关研究全方位地渗透在教育脉络中,为扭转身心二元对立等问题提供了新视角和新思路,但仍存在过度具身化、具身的异化、具身形式化等问题。具身概念的未来研究,需坚守教育学的基本立场,警惕具身理论的“拿来主义”;秉持学术批判的态度,反思具身理论本身的局限性;挖掘中国传统具身思想,凸显具身研究的本土化视野和文化特色;兼顾哲学思辨与实证研究,实现具身研究方法的多元融合。
With the development of the theory of embodiment and its expansion in the field of disciplines,the concept of embodiment has become a hot topic in pedagogy.In retrospect,the historical development of the concept of embodiment in education has gone through three stages,namely,the turn to the body in pedagogy,the development of"embodiment"in educational research,and the reconstruction of the concept of"embodiment+"education.The embodiment-related researches has permeated all aspects of the context of education,providing new perspectives and new ideas for reversing the dichotomy between mind and body,but there are still problems,such as over-embodiment,alienation of embodiment,and formalization of embodiment.Future research on embodiment should:adhere to the basic stance of pedagogy and avoid simply"borrowing"embodiment theory mechanically to education;to uphold the attitude of academic criticism and reflect on the limitations of embodiment theory;highlight the localized vision and cultural characteristics in research of the traditional Chinese embodied thought;and achieve the integration of diversified research methods with comprehensive account of philosophical speculation and empirical research.
作者
刘继萍
Liu Jiping(Capital Normal University)
出处
《当代教育科学》
北大核心
2025年第4期38-46,69,共10页
Contemporary Education Sciences
基金
北京市博士后科研活动经费资助项目“中小学课堂生活中审美体验的构成性研究”(项目编号:2022-ZZ-153)的研究成果之一。
关键词
教育学
具身
反思
pedagogy
embodiment
reflection
