论教学的对象思维及其超越

On the Object Thinking and Its Transcendence in Teaching

知觉的局限性引发知觉经验的视角性,这是对象思维的根源。受对象思维的影响,教学中的身体和空间也被对象化。教学中的对象思维包括身体的客观化、意识的主体化和空间的背景化,在教学实践中表现为身体隐匿、理性俯瞰和境域抽离,对象思维让教学陷入了简单化、线性化和“去生命”化的浅层化困境。20世纪以来,哲学、生理学、心理学和认知科学等逐渐认识到对象思维的局限性,特别是梅洛—庞蒂的空间现象学研究,把身体从客观世界拉回了被知觉的现象世界,开始关注身体的重要性。主要奠基于哲学、心理学的教育学也开始批判教学中的对象思维。超越教学的浅层化困境,就是要超越对象思维,走向现象思维,即从浅层教学走向深度教学,实现教学身体现象化、教学空间境域化和教学活动具身化。

The limitation of perception leads to the perspective of perceptual experience, which is the root of object thinking. Influenced by object thinking, the body and space in teaching are also objectified. Object thinking in teaching includes the objectification of the body, the subjectivization of mind, and the contextualization of space. In teaching practice, it is manifested as physical concealment, rational overlooking, and realm separation. Object thinking leads teaching into theshallow dilemma of simplification, linearization, and“ignoring life”. Since the 20th century, philosophy, physiology, psychology and cognitive science have gradually realized the limitations of object thinking, especially Merleau-Ponty’s research on spatial phenomenology, which has pulled the body back from the objective world to the perceived phenomenal world, and began to pay attention to the importance of the body. Pedagogy, which is mainly based on philosophy and psychology, also began to criticize object thinking in teaching. To transcend the surface dilemma of teaching is to surpass object thinking, and move towards phenomenon thinking, that is, from surface teaching to in-depth teaching, so as to realize the phenomenalization of body, the contextualized of space, and the embodiment of activities.