具身认知的教育意义和潜在价值研究

Educational Significance and Latent Value of Embodied Cognition

随着第一代认知科学向第二代认知科学的转型,"具身认知"的影响越来越大,其对教育的现实意义更加凸现,其潜在价值亟须深入研究。在哲学层面探讨了从笛卡尔的离身二元论到梅洛-庞蒂、海德格尔等的身心统一观,具身性的由来;从认知科学理论发展的视角,阐释第一代代认知科学"离身"向第二代认知"具身"的转型。论文指出,"离身———具身"为一连续统,亟须整合;在此基础上,结合"知识———语言的隐喻"、"技能———身体的空间性"和"情感———身体的情境性"三个维度探讨具身认知对教育的意义和价值。

As the first generation cognitive science transforms to the second generation cognitive science, ＂Embodied Cognition＂ has more and more influence, what is the educational significance of Embodied Cognition？ Firstly, from Cartesian Dualism to the view of Merleau Ponty and Heidegger＇ s physical and mental unity, this paper elaborates the origin of＂Embodied Cognition＂ at the philosophical level. Then, from the perspective of cognitive science theory, it explains the transform from first generation cognitive science of ＂away from body＂ to second generation cognitive science of＂embodied＂. This paper argues that ＂away from body embodied＇is a continuum ,which needs to be integrated. On this basis, combined with ＂knowledge-language metaphor＂, ＂skills body spatiality＂ and ＂emotion body situation＂ in three dimensions, this paper explores the significance and value of ＂Embodied Cognition＇for Education.