从“身体话语”与“概念话语”的融合进路看“教-学”活动的共生格局——一种基于梅洛-庞蒂语言现象学的教育哲学分析  

Symbiosis Pattern of“Teaching-Learning”from Integration of“Body-discourse”and“Conceptual-discourse”——An Analysis of Educational Philosophy Based on Merleau-Ponty’s Phenomenology of Language

作　　者：沈宇彬 Shen Yubin(Zhejiang Gongshang University)

机构地区：[1]浙江工商大学东方语言与哲学学院

出　　处：《当代教育科学》2022年第3期25-33,共9页Contemporary Education Sciences

基　　金：国家社会科学基金青年项目“梅洛-庞蒂时间现象学研究”(项目编号:20CZX042)的研究成果之一。

摘　　要：梅洛-庞蒂的语言现象学蕴含着深刻的教育哲学思想。基于身体现象学的实存立场,梅洛-庞蒂以“处境化”原则通过对“概念话语”与“身体话语”的结构性还原,试图摆脱二元向度下传统表象主义语言观和教育观。这种实存现象学的教育观将“教”“学”活动还原并锚定于情境化的知觉场域,因而在一定程度上缓解了教学活动中“概念性知识”与“实践性知识”在养成机制方面的固有张力。与此同时,在学生的知识谱系从“机械记忆”到“逻辑记忆”的建构路径中,“身体话语”所触发的诸种教学理念也将得到哲学层面的理论证成,最终在教与学的共生面相中形成从“教学”到“教育”的本质变革。The philosophy of education plays an important role in Merleau-Ponty’s phenomenology of language.According to the phenomenology of body,Merleau-Ponty tries to get rid of dualism’s representational view of language and education through the structural reduction of“Body-discourse”and“Conceptual-discourse”in terms of“contextualization”.“Teaching”and“Learning”activities are reduced and anchored in the perceptual field by such existential phenomenological view of education,which in some sense eliminates the dualistic tension between“conceptual knowledge”and“practical knowledge”in the developmental mechanism.Meanwhile,during the approach from“mechanical memory”to“logical memory”,various principles within teaching-learning activity triggered by“body discourse”will also be justified by Merleau-Ponty’s phenomenology of language.Therefore,the authentic transition from“Teaching-Learning”to“Education”will be fulfilled in the symbiotic logos of Teaching-Learning.

关 键 词：梅洛-庞蒂 语言现象学 教育哲学 身体话语 

分 类 号：G40-02[文化科学—教育学原理]