杜威哲学中的具身化思想及其教育意蕴  

The Embodied Cognition Thought in Dewey’s Philosophy and Its Educational Implication

作　　者：宋岭 SONG Ling(Faculty of Education, Beijing Normal University, Beijing 100875, China)

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《教育学报》2022年第1期33-43,共11页Journal of Educational Studies

基　　金：中国博士后科学基金第69批面上项目“具身思维下学校道德教育变革研究”(项目编号:2021M690429)研究成果之一。

摘　　要：杜威虽不曾卷入具身认知的潮流之中,但其许多思想却蕴含着具身化的意蕴,也影响了近年来具身认知理论的发展。杜威的哲学建立在对种种二元论批判的基础上,从对身心、心物二元论的反思,到强调认知的具身性、延展性和行动品格的身心融合认识论,再到主体与自然和社会的联结以及自身经验的连续性等理念,都与具身认知的核心观念“认知是大脑、身体与环境相互作用的过程”具有内在的一致性。而且他在教育中强调“做中学”“实验探究”、儿童经验与课程的联结、学校教育与社会及儿童生活的联结等思想,与其哲学和心理学理论是贯通的,对整全的身心参与、课程融合、课程过程还原以及回归生活世界等具身化的教育实践具有很大的启发意义。Although Dewey has never been involved in the trend of embodied cognition,many of his thoughts contained and affected embodied cognition.Dewey’s philosophy was based on the criticism of various dualism,and he emphasized the embodied,extensibility and practicality of cognitive,emphasized the continuity of individual experience with nature and society.These are in internal consistency with the core thought of embodied cognition.His thoughts of learning by doing,experimental inquiry,and the interaction between children’s experience and curriculum,between school and society,which are of enlightening significance to embodied education practice.

关 键 词：杜威 身体 具身认知 身心二元论 经验 

分 类 号：G40-02[文化科学—教育学原理]