从“意识主体”到“身体主体”:身体哲学视域下的主体教育审思

From Conscious Subject to Body Subject:Rethinking the Subject Education Based on the Perspective of Body Philosophy

现代哲学的“身体转向”所确立的“身体主体”概念及其主体哲学思路,颠覆了奠基于笛卡尔意识哲学的“意识主体”概念及其主体哲学思路。由此,深受后者影响的现代主体教育理论必然需要基于新的主体哲学视域进行重新审视。基于“意识主体”概念的现代主体教育虽然对于解决特殊历史阶段我国教育“目中无人”的困境发挥了极大的理论效力,然而,由于它主要从作为“意识主体”的人出发来建构主体教育的基本思路,人的身体主体性是被忽视的。由此导致无论是在主体教育的理论还是实践中,身体相关因素的教育意义无法得到关注和发挥,身体相关的教育实践一直处在边缘化地位,人的完整性被割裂。因此,基于身体哲学视域,从身体主体理论出发,更新主体教育中的“主体”和“人”的概念,确立人是“身体主体”;基于身体主体重新发现和确立身体的教育意义;将主体教育的目的指向“完整的人”的培养,以取代“独立的人”的发展,或许是当前解决主体教育理论发展困境的可能出路。

The concept of“body subject”and its philosophical thinking of subject,established by the“body turn”of modern philosophy are subverting the concept of“conscious subject”and its philosophical thinking of subject based on Descartes’philosophy of consciousness.Therefore,the modern subject education theory,which is deeply influenced by the latter,must be re-examined based on the new subject philosophical perspective.Although the modern subject education based on the concept of“subject of consciousness”has played a great theoretical role in solving the dilemma of“no one in sight”in China’s education at a special historical stage,the subjectivity of the human body is ignored.Because the basic thinking of subject education is mainly constructed from the perspective of human beings as“subjects of consciousness”.As a result,no matter in the theory or practice of subject education,the educational significance of body-related factors cannot be paid attention to and exerted.The body-related educational practice has always been in a marginalized position,and the integrity of human beings is separated.Therefore,based on the perspective of body philosophy,updating the concepts of“subject”and“person”in subject education and establishing human as a“body subject”from the body subject theory.Rediscovery the education meaning of body based on the“body subject”and establish the aim of subject education is to replace the development of“independent human beings”with the cultivation of“complete human being”,which may be a possible solution to the dilemma of the development of subject education theory in our country.