具身道德的脑机制研究——具身德育的认知神经科学证据  

Research on the Brain Mechanism of Embodied Morality——Cognitive Neuroscience Evidence for Embodied Moral Education

作　　者：姚茹[1] YAO Ru(Department of Moral Education,Psychology and Special Education,National Institute of Education Sciences,Beijing,100088)

机构地区：[1]中国教育科学研究院德育与心理特教研究中心,北京100088

出　　处：《中国特殊教育》2021年第3期91-96,共6页Chinese Journal of Special Education

基　　金：中国教育科学研究院2019年度基本科研业务费专项基金项目“具身道德的脑机制研究”(课题批准号:GYI2019062)阶段性成果。

摘　　要：具身德育针对传统的"离身"倾向和现象,明确了身体及其与周围环境的相互作用在德育中的不可替代性,能有效克服德育知行脱节现象。本文从具身道德的概念隐喻、具身道德情绪、具身道德情境三个方面论述具身道德领域的脑科学研究前沿成果,为具身德育新理念提供认知神经科学依据。In view of the traditional tendency of disembodied moral education, embodied moral education clarifies the irreplaceable role of the body and its interaction with the surrounding environment, which can effectively overcome the disconnection between knowledge and practice in moral education. This paper discusses the cutting edge of brain science research in the field of embodied morality from three aspects: metaphors of embodied moral conception, embodied moral affection, and embodied moral situation, so as to provide cognitive neuroscience evidence for theories of embodied morality.

关 键 词：具身道德 具身德育 

分 类 号：B842[哲学宗教—基础心理学]