论身体素养的哲学意蕴

On the Philosophical Implications of Physical Literacy

身体素养在教育、体育等领域备受关注,其哲学原理对理解身体素养的核心要义至关重要。从本体论角度看,身体素养的本体论意蕴深植于人类认知与身体经验的关系之中,其基于一元论,批判二元论,强调身体及经验对人类认知的塑造作用,且镜像神经元的发现为身体素养的一元论提供了神经生物学证据。在认识论方面,身体活动是认识世界的重要途径和媒介,身体素养的认识论原理强调动作与知觉的统一,具身认知理论和运动意向性理论等表明身体经验在概念形成和发展中起关键作用。方法论上,身体素养强调人类通过与世界的互动创造自己,可供性视角、生态动力学观点和预测加工理论为理解其实践提供了不同视角,强调环境设计和持续互动对身体素养发展的重要性。身体素养超越了体育教育的传统观念,其哲学意蕴丰富了对人类存在和发展的认识,为相关实践提供了理论基础。

Physical literacy has received much attention in the fields of education and physical education,sports,and beyond.Its philosophical rationale is crucial to understanding the core tenets of physical literacy.From an ontological perspective,the ontological significance of physical literacy lies in the relationship between human cognition and bodily experience.It is rooted in monism,criticizing dualism,and emphasizing the shaping role of the body and experiences on human cognition.The discovery of mirror neurons provides neurobiological evidence supporting the monistic view of physical literacy.Epistemologically,bodily activities serve as important means and mediators for knowledge acquisition.The epistemological principles of physical literacy emphasize the unity of action and perception.Embodied cognition theory and motor intentionality theory highlight the critical role of bodily experiences in conceptual formation and development.Methodologically,physical literacy highlights the idea that humans create themselves through interaction with the world.The affordance perspective,ecological dynamics,and predictive processing theory provide different perspectives for understanding the practice of physical literacy,emphasizing the importance of environmental design and sustained interaction in its development.Physical literacy transcends the traditional notion of physical education,and its philosophical implications enrich our understanding of human existence and development,providing a theoretical foundation for relevant practices.