摘要
顺应制度化教育的学科发展逻辑,道德教育在学校课程实践中演变成科学化的道德知识的心智学习。心智成了道德学习的主体,学校德育呈现出有心无身、有身无心、身心分离等身心二元的离身问题。基于具身哲学的一元认知观,离身德育中德育内容概念化、德育活动形式化、德育过程去情境化的症结在“身体主体”的转向中找到了出路。本文以德育具身化原理为依据剖析了德育离身的问题及其根源,从道德学习是全身心的、主体间的、活动性的互动建构的角度,提出了具身德育的主体、机制和课程形态。
Following the disciplinary development logic of institutionalized education, moral education in school curriculum practices evolves into a scientific mental acquisition of moral knowledge. Mind becomes the subject of moral learning, leading to some disembodiment problems of moral education in schools. In contrast, the monistic epistemology of embodied philosophy calls for a turn to the whole body as the subject of learning, which provides some insights for addressing the disembodiment problems in moral education, such as over reliance on moral concepts, formalization of moral education activities, and decontextualization of moral education processes. Based on the theory of embodied morality, this paper analyzes the problems of disembodied moral education and the causes, and summarizes the subject, mechanisms, and curriculum forms of embodied moral education from the perspective that moral education consists of whole-body involved, inter-subjective and dynamic activities.
作者
沈光银
尹弘飚
SHEN Guangyin;YIN Hongbiao(Faculty of Education,Northeast Normal University,Changchun,130024,China;Shenzhen Yuanping Special Education School,Shenzhen,518112,China;Faculty of Education,Chinese University of Hong Kong,Hong Kong,999077,China)
出处
《全球教育展望》
CSSCI
北大核心
2022年第2期25-38,共14页
Global Education
基金
国家社会科学基金“十三五”规划2017年度教育学青年课题“先天盲和后天盲学生信息表征方式的实验研究”(项目编号:CBA170279)的阶段成果。
关键词
道德教育
离身
具身认知
具身德育
moral education
disembodiment
embodied cognition
embodied moral education
