教育研究
教育研究
교육연구
Educational Research
2015年
4期
104~114
,共null页
具身认知 具身性 学习 教育 身体
具身認知 具身性 學習 教育 身體
구신인지 구신성 학습 교육 신체
embodied cognition, embodiment, learning, education, body
自古希腊开始，身体在教育与教学过程中就受到贬抑或忽略。教育与教学效果体现在“脖颈”以上，与“脖颈”以下的身体无关。在这种教育模式里，身体要么是通向真理的障碍，要么仅仅是一个把心智带到课堂的“载体”或“容器”。学习被视为一种可以“离身”的精神训练。但是具身认知挑战了这种教育观念。具身认知的中心观点是：认知、思维、记忆、学习、情感和态度等是身体作用于环境的活动塑造出来的。从根本上讲，心智是一种身体经验，身体的物理体验制约了心智活动的性质和特征。心智基于身体、源于身体。具身认知挑战了以身心二元论为基础的教育与教学观，将从本体论、认识论和方法论三个层面对传统教育观形成挑战。
自古希臘開始，身體在教育與教學過程中就受到貶抑或忽略。教育與教學效果體現在“脖頸”以上，與“脖頸”以下的身體無關。在這種教育模式裏，身體要麽是通嚮真理的障礙，要麽僅僅是一箇把心智帶到課堂的“載體”或“容器”。學習被視為一種可以“離身”的精神訓練。但是具身認知挑戰瞭這種教育觀唸。具身認知的中心觀點是：認知、思維、記憶、學習、情感和態度等是身體作用于環境的活動塑造齣來的。從根本上講，心智是一種身體經驗，身體的物理體驗製約瞭心智活動的性質和特徵。心智基于身體、源于身體。具身認知挑戰瞭以身心二元論為基礎的教育與教學觀，將從本體論、認識論和方法論三箇層麵對傳統教育觀形成挑戰。
자고희석개시，신체재교육여교학과정중취수도폄억혹홀략。교육여교학효과체현재“발경”이상，여“발경”이하적신체무관。재저충교육모식리，신체요요시통향진리적장애，요요부부시일개파심지대도과당적“재체”혹“용기”。학습피시위일충가이“리신”적정신훈련。단시구신인지도전료저충교육관념。구신인지적중심관점시：인지、사유、기억、학습、정감화태도등시신체작용우배경적활동소조출래적。종근본상강，심지시일충신체경험，신체적물리체험제약료심지활동적성질화특정。심지기우신체、원우신체。구신인지도전료이신심이원론위기출적교육여교학관，장종본체론、인식론화방법론삼개층면대전통교육관형성도전。
Since the time of ancient Greece, the body has always been in a repressed or forgotten position in the processes of learning and teaching. From the point of view of traditional education, either the body is an obstacle in the way of knowledge and truth, or a carrier that gets the mind to the classroom. Learning is regarded as a process that can be disembodied. Embodied cognition movement, which is rising in cognitive science, has challenged the view of the disembodied education. Embodied cognition is based on the idea that the cognition, thinking, memory, learning, emotion and attitude, et al. are all shaped by the interaction between the body and environment. The mind is based on the body and originated from the body. To accept the ideas of embodied cognition is to question many of the beliefs traditionally held by educational world. It will pose serious challenges on traditional education from the levels of ontology, epistemology, and methodology.
