从“离身”到“具身”:关于身体在教育中复归的审思

From“disembodiment”to“embodiment”:reflections on the return of body in education

传统的离身认知理论认为,认知即大脑对外界的表征性模拟和运算,基于此理论的教育教学实践趋向于“离身”。教与学发生于大脑,与“脖颈以下”的身体无涉,囿于离身认知的藩篱,离身教育出现了认识论的“以心代身”、方法论的“以心训心”、教学关系的“我-他”孤立及教学思维的情境化沦陷等一系列隐忧。具身认知理论强调心智活动源于身体,认知是身体的认知,从而颠覆了传统的身心二分论。从具身认知理论出发,转变离身性的教育认识和理念,构建具身性的教学方法论,促进教学场域的涉身化发展,利用身体间性重塑师生关系,并创设虚拟实体化的教学环境,从而实现其具身性在场、情境性统一、创生性发展和体验性延伸的四维联动,以促进身体在教学中的复归与教育事业的改革发展。

Traditional disembodied cognition holds that cognition is the representational simulation and operation of the brain to the outside world.Under this circumstance,education and teaching tend to be“disembodied”.Teaching and learning occur in the brain and are not related to the body“below the neck”.Confined to the barriers of disembodied cognition,disembodied education has a series of hidden worries,such as the epistemological“replacing the body with the heart”,the methodological“training the heart with the heart”,the isolation of the“I-he”in the teaching relationship and the contextualization of teaching thinking.Embodied cognition emphasizes that mental activity originates from the body,and cognition is the cognition of the body,subverting the traditional dichotomy of body and mind.Starting from embodied cognition,we should change the educational cognition and concept of disembodiment,construct the basis of embodied teaching methodology,promote the development of embodied teaching field,shape the relationship between teachers and students by using inter-body nature,create a virtual and materialized teaching environment,and realize the four-dimensional linkage of embodied presence,situational unity,creative development and experiential extension,so as to promote the return of body in classroom teaching and the innovative development of education.