身体哲学视域下的教学思维:困厄、始源与转向

On the Teaching Thinking from the Perspective of Body Philosophy:Dilemma, Origin and Transformation

教学思维作为一种情境性较强的思维,要求教师身体的充分感受和体验才得以鲜活存在。然而,由于哲学上由来已久的身心分离观点一直有意无意的影响,导致教学实践中教师教学思维与身体的脱节。事实上,身体作为教学思维的始源性存在,其境域性、主体间性、生成性、实践性等特点让其与教学思维密不可分。因此,教师需要正视并重视身体在场的始源性作用,牢固教学思维的存在根基;调动身体的生理机制以体验教学现场,予以教学思维的积极反馈;感受身体知觉体验的表达机制,以便教学思维的内容释放和利用“身体图式”与教学情境良性互动,促进教学思维的意义生成。

Teaching thinking,as a kind of strong situational thinking,requires teachers to fully feel and experience the body before it can truly exist.However,due to the long-standing separation of mind and body in philosophy,teachers’teaching thinking and practice have been affected intentionally or unintentionally,which leads to the disconnection between teachers’teaching thinking and body in their teaching practice.In fact,as the origin of teaching thinking,the body is inseparable from teaching thinking because of its characteristics of context,inter-subjectivity,generation and practicality.Therefore,teachers should face up and pay attention to the original function of physical presence,and firm the foundation of teaching thinking;mobilize the physiological mechanism of the body to experience the teaching scene and give the positive feedback of teaching thinking,feel the expression mechanism of body perception experience,for contents release of teaching thinking and the positive interaction between“body schema”and teaching situation to promote the meaning generation of teaching thinking.