具身道德视角下高校课程思政的基本理念与实践路径

The Basic Principles and Practical Pathways of Ideological and Political Education in University Courses from the Perspective of Embodied Morality

全面推进高校课程思政高质量建设是落实立德树人根本任务的必然和关键。当前高校课程思政实践中仍存在一定的问题,如忽视学生真实经验、缺少实践行动、脱离现实情境等。具身道德作为思想道德教育领域的现代理论,能够为当前课程思政问题的解决提供指导。基于具身道德思想,课程思政要实现从“离身”向“具身”的转向,需要从课程目标、课程内容、课程实施和课程环境四个方面体现“经验、行动、情境”三大要素,以真正实现课程思政的入脑、入心、入行。

The comprehensive advancement of high-quality ideological and political education in university courses is essential and crucial for fulfilling the fundamental task of fostering virtue. However, there are still certain issues in current ideological and political education practices in universities, such as neglecting students’ real experiences, lacking practical actions, and disconnecting from real-life contexts. Embodied morality, as a modern theory in the field of moral education, can provide guidance for addressing these issues in current ideological and political education practices. Based on the theory of embodied morality, ideological and political education in university courses needs to shift from “detached” to “embodied”. This requires embodying the three elements of “experience, action, and context” in course objectives, content, implementation, and environment, in order to truly engage students’ minds, hearts, and actions in ideological and political education.