摘要
我国劳动教育的“离身”困境主要呈现为:知识化的劳动教育内容,使身体处于被约束和被规训的状态;断裂化的劳动教育场域,使身体的调节认知作用被肢解而沦为任务化的道具;偏离化的劳动教育价值,使身体成为重复性劳动中的高效率工具。具身认知将遮蔽的身体重新显现出来,主张“悬置”先在的观念,以更加灵敏地觉察身体的体验;主张生成场域间的共识,以锻造日趋连续的身体自主体;主张达至身心的融合,以实现基于身体而又对身体的“超越”。具身化劳动教育的策略包括:强调身体的主动参与,以实现劳动教育内容的活动性改造;获得丰盈的身体图式,以编织连续性劳动场域;凸显身体的内感受,以形塑身心融合的劳动教育价值。
The dilemma of“leaving the body”of labor education in China mainly presents:the contents of knowledge-based labor education make the body in a slate of being constrained and disciplined;the fractured labor education field makes the regulating cognitive effect of the body disintegrated and becomes a task-oriented prop;the deviated labor education value makes the body an efficient tool in repetitive labor.The embodied cognition rereveals the veiled body,advocates the concept of“suspension”in order to perceive the experience of the body more sensitively;advocates the generation of consensus between fields in order to forge the increasingly continuous body,and advocates to achieve the integration of body and mind to realize the“transcendence”based on the body.The strategies of embodied labor education include:emphasizing the active participation of the body in order to realize the active transformation of labor education contents;obtaining the abundant body schema to weave the continuous labor fields;highlighting the internal feeling of the body to integrate the value of body and mind.
作者
邹乐
朱文辉
Zou Le;Zhu Wenhui(Northeast Normal Univercity)
出处
《当代教育科学》
北大核心
2024年第5期20-28,共9页
Contemporary Education Sciences
基金
国家社会科学基金教育学一般课题“中国共产党百年教材思想的系谱学研究”(项目编号:BHA210148)的研究成果之一。
关键词
劳动教育
身体
离身
具身认知
labor education
body
disembodiment
embodied cognition
