德育叙事中的身体逻辑探析——基于身体哲学的视角  

Analysis of Body Logic in Moral Narration--Based on Body Philosophy

作　　者：王苇琪 WANG Wei-qi(Institute of Moral Education,Nanjing Normal University,Nanjing,Jiangsu 210097,China)

机构地区：[1]南京师范大学道德教育研究所,江苏南京210097

出　　处：《大庆师范学院学报》2022年第2期51-59,共9页Journal of Daqing Normal University

摘　　要：人以身体在世,故德育叙事作为人的实践活动必然蕴涵着一定的身体逻辑,主要体现在三个方面:第一,师生作为叙事性存在的身体—主体,既是超越意识主体的生命叙事建构者,也是身处德育之场的叙事实践者;第二,在实现德育叙事的过程中,身体德性引导着实践的价值取向,基于此,作为话语织体的学生叙出由身体意向性整合而成的故事,并由此展开关于道德意义的对话与讨论;第三,身体间性是德育叙事中的关系样态,即身体—主体既是居于共生世界的叙事合作者,又是相对独立的具有个性身体空间的道德建构者。People are living with their bodies,so moral education narration as a practical activity of people must contain certain physical or body logic,which is mainly reflected in three aspects.First,teachers and students,as the bodies-subjects of narrative existence,are not only the life narrative builders who transcend the conscious subjects,but also narrative practitioners who are in the field of moral education.Second,in the process of realizing moral narrative,physical virtue guides the value orientation of practice.Based on this,as a discourse texture,students narrate stories that are integrated by physical intentionality,and thus start a dialogue and discussion about moral significance;Third,intersubjectivity is a kind of relationship in moral education narration,that is,body-subject is not only a narrative collaborator living in the symbiotic world,but also a relatively independent moral builder with individual physical space.

关 键 词：德育叙事 身体逻辑 身体哲学 身体—主体 身体间性 

分 类 号：B824[哲学宗教—伦理学]