身心理论视阈下舞蹈教育之反思与构想

Reflection and Conception of Dance Education from the Perspective of Psychosomatic Theory

身体是心灵的居所,对于舞蹈教育这一强调身体表现在场的教育形态而言,身体是审美的、身体是要被不断规训的,身体也是要在不断规训中强化审美。但同时舞者的身体理应又是充满情感意识、直觉判断、思辨反馈的,理应是可以自我不断修正,是在自我意识的辨识与修正、调试下,去更快适应新的空间场域、适应新的情感之力,适应新的情感之意的具有高度自觉能力的身体。最终将身体运行的内在逻辑进行外化,在气与力的融合中,用身体意象来构筑一个新的世界。“内”是心灵在身体机能投射后的联动协调,“外”是身体在联动机制运作之下与外界产生关系之后,又回馈给身体本身的,对于身体新的认识。因此舞蹈教育理应是“身心一体”的。这种基于身体哲学与心理层面的理论整合无疑为舞蹈教育的“身心一体化”探究带来了方法论。其指导价值就在于扭转传统舞蹈教育过程中,在立足于“身心二元论”基础上,视学生身体为“工具”,舞蹈教师为“工具主人”的现状,建构以“人”为中心的舞蹈教育观,发挥舞蹈“人”的主体性观念,通过身体动作经验发挥舞蹈作为表现性艺术的特性,从我“拥有”身体到我“就是”身体,走向现代舞蹈教育的发展方向。

Dance is a kind of conscious movement based on body technique. Dance education should combine knowledge, construct emotion and generate comprehension through the perceptive discovery of the body: a body with a soul. It not only embodies the positive effect of body practice on the construction of real knowledge emphasized by body aesthetics, but also contains the view of psychological philosophy, and the view of the mind, as a rational soul, is the entity form of human beings. The most critical point is to clarify the absolute position of psychosomatic theory, which regards the body and mind as a dialectical and integrated unity, that is, “the body is a mentalized body, and the mind is a physicalized mind”. This integration of philosophy and psychology undoubtedly brings a methodology for the exploration of the “integration of mind and body” of dance education. Its guiding value lies in reversing the current situation that in the process of traditional dance education, based on the “mind-body dualism”, students’ bodies are regarded as “tools” and dance teachers are “masters” of “tools”. It is necessary to construct the concept of dance education centered on “human”, give play to the subjective concept of “human” in dance, develop the characteristics of dance as an expressive art through the experience of body movements, from “I own” the body to “I am” the body, and move towards the development of dance education and modernization.