【作者】 张鸿；

【导师】 郑富兴；

【作者基本信息】 四川师范大学 ， 教育学原理， 2019， 博士

【摘要】 从当前教育重视“身体”到“身体”在教育中不堪重负的存在状态,从“心主身辅”的传统身体观到“身”与“心”孰轻孰重的认识争论,如何看待“身体”在教育中的存在意义仍是需要思索的重要问题。身体在当前教育中作为实现身体之外利益的认识,即本文所指的“工具化教育身体观”,不仅表现于直接牺牲身体健康的“过程取向”的工具化教育实践,也表现于重视身体健康以为更好地学习、工作服务的“目的取向”的工具化教育实践。围绕“身体在教育中的存在意义是否是工具”问题,已有研究尽管从关注“身体被伤害、被规训”的教育现象,呼吁“重视身体”的观念以及思考身体教育实践等予以了思考,但多从教育与社会的关系视角认为“身体作为工具存在”是外部社会文化对教育的影响所致,忽视了从教育自身系统出发对“身体存在意义的合理性”追问,没有基于“教育的超越性”提出“确认身体‘是’与‘在’的教育身体观”来,因此,本文试图对“身体在教育中的存在意义”予以明确,并由此建构存在论教育身体观。通过学习借鉴中国先秦时期“以身为本”的修身教育实践,梳理西方“重视心灵到重视身体”的教育历史,研读当前哲学、认知科学、美学关于身体认知、身体德性和身体审美的研究成果,基于教育应通过整全知识,培养具有身心和谐的人,以不仅实现适应社会,更适当超越社会发展的认识前提,遵循从“权力”与“审美”视角对“身体存在”的分析路径,本文以霍姆斯提出的教育需关注“人、知识、社会”三大主题作为考察点,着眼于对身体在教育关注“人、知识、社会”的教育认知、德性与审美实践中的存在意义进行思考。首先,本文明确了当前“身体作为工具存在”的教育实践既受到社会功利文化的影响,也受到传统“心主身辅”的工具化身体观的影响;其次,本文阐述了工具化教育身体观割裂了人“身心一体”的和谐性与整全性,违背了教育的认知性、伦理性和超越性,不符合教育对“人、知识、社会”的关注使命。最后,本文从身体在教育认知、德性与审美实践中的存在论争议、身体存在的实质与身体观的内涵等方面对存在论教育身体认知观、教育身体德性观与教育身体审美观进行了逐一讨论,认为身体在教育中的存在意义不仅表现为作为既有之“在”参与教育实践,以工具与手段的方式发挥“以身启知”、“以身显德”、“以身美心”的作用,更是通过不断交互作用于教育实践中的人与物,促进教育实践最终实现以“体之心知”、“修身养性”、“美身美心”为表现特征的人的不断生长。由此,身体在教育中的存在意义还作为人获得真、善、美的新的存在结果之体现。存在论教育身体观的具体内涵为:(1)“体之心知”的教育身体认知观。尽管“身体是否有助于人获得知识与真理”的认识存在争论,但发生认识论、具身认知、身体知、做中学等理论研究明确了身体在教育的认知实践中不仅具有“以身启知”的工具意义,更具有生成始源性、鲜活性的“身体知”的目的意义;(2)“修身养性”的教育身体德性观。尽管“扬身”与“抑身”的德性获得途径认识存在争论,但中国哲学“体知”、“知行合一”等认识肯定了身体在教育德性实践中具有“以身成德”的工具意义与生成“身体善”的理想价值。(3)“美身美心”的教育身体审美观。尽管教育实践应塑造“身美”还是“心美”的认识存在争论,但身体审美的意识与反思等理论研究明确了身体在教育的审美实践中不仅具有“以身美心”的工具意义,更具有“健康与美的身体共生”的目的存在价值。由此,教育作为一项关涉认知、德性与审美的实践,身体在教育之中“存在”,不仅体现为作为手段、工具的“既有之在”,表现为可见的量的形态之变化,更表现为在参与不断循环推进的教育实践中实现“存在之‘是’”与“生成之‘在’”的动态切换,体现为“身心一体”的人的“是”其所“是”的不断生成与发展的存在。实现教育理想,就要立足“身体在教育中不仅作为既有之工具存在也作为生成之目的存在”的事实,合理使用且不断完善身体,培育具有真善美的身体。更多还原

【Abstract】 From the current educational emphasis on“body”to the unbearable existence of“body”in education,from the traditional body view of“mind dominates the body”to differences in understanding the problem“who is more important,body or heart”,how to look upon the issue of“body”in education is still a question that needs to be seriously considered.This paper refers“instrumental educational body view”to an understanding of the body as an outside benefit,which is not only manifested in the“process-orientated”instrumental educational practice of direct sacrifice of physical health,but also in the“purpose-oriented”one attaching importance to physical health for better learning and work.On the question whether the meaning of the existence of the body in education is only a tool,some existing studies have called for paying attention to the body in the practice of body education based on the phenomenon of“body being hurt and disciplined”,but most of them believed that the existence of the body as a tool is caused by the influence of social cultures from the perspective of the relationship between education and society.Previous studies ignored discussing the question of“What is the existence meaning of the rationality of the body in education”without puting forward the body view of“confirming that the body is being and to be”on the basis of the transcendence of education.Therefore,this paper attempts to clarify the meaning of the existence of the body in education,and thus construct the educational body view from the perspective of ontology.By learning and drawing lessons from the practice of“body-oriented”self-cultivation education in the pre-Qin period of China,combing the educational history of“attaching importance to the mind to the body”in Western Education,and studying research results of the body cognition,body virtue and body aesthetics in the current philosophy,congnitive and aesthetic science.Based on the fact that education should promote the harmonious development of body and mind through complete knowledge,it can adapt to the society and more appropriately transcend the social development.This paper discusses the existence significance of body in educational cognition,virtue and aesthetic practice,followed the analysis path of“body existence”from the perspective of“power”and“aesthetics”,focused on the three educational themes of“man,knowledge,society”put forward by Holmes,and discusses the educational body cognitive view,the educational body virtue view and the educational body aesthetic view from the aspects of the debate of body existence,the realistic pattern of body existence and the essence connotation of body view.First of all,this paper clarifies that the current educational practice of“body as a tool”is influenced not only by social utilitarian culture,but also by the traditional view of instrumental body.Secondly,this paper expounds that the instrumental educational body view separates the harmony and integrity of“physical and mental integration”as human beings,violates the cognition,ethics and transcendence of education,and does not accord with the mission of education to pay attention to man,knowledge and social characteristics.Finally,this paper holds that the existing significance of the body in education is not only to participate in educational practice,to play the role of“enlightening knowledge with body,”“showing morality with body”and“beautifying mind with body”by means of tools and means,but also through the process of body participating in educational practice and constantly interacting with people and things in educational practice,the educational practice finally achieves the goal of man’s growing continuously manifested in“the mind obtains knowledge”,“the mind obtains virtue”,“beautiful body and beautiful heart”.Therefore,the significance of the existence of the body in education is also the embodiment of the man’s new existence result of obtaining truth,goodness and beauty.Therefore,The specific connotation of ontology-based educational body view is:(1)Educational body cognitive view of“mind acquires knowledge through embodied knowing”.Although there has been a debate about the relationship between“body and knowledge acquisition”in education,current theoretical studies such as epistemology,embodied knowing,body knowledge support the conclusion that the body can acquire knowledge and truth,and make it clear that the body not only has the instrumental meaning of“enlightening knowing with body”in the practice of education cognition,but also the purpose meaning of forming“body knowledge”with origin,rare activity.(2)Educational body virtue view of“Virtue through self-cultivation”.Although there has been a debate on the ways to obtain virtue of“lifting the body”and“restraining the body”in the practice of educational morality,the theories of“embodiment”and“unity of knowledge and practice”in Chinese philosophy affirm the conclusion of“body as virtue”,and draw the conclusion that the body has the instrumental significance of“self-cultivation”and the ideal value of forming“body virtue”in moral education practice.(3)Educational body aesthetic view of“body beauty promotes spiritual beauty”.Although there has been a debate about whether educational practice should shape“body beauty”and“spiritual beauty”,the current theoretical research on body consciousness and body reflection of educational aesthetics supports the conclusion that“the beauty of education is embodied in the beauty of body and mind”,and draws the conclusion that the body has the purpose and value of“body symbiosis between health and beauty”in educational aesthetic practice.Thus,education is a practice related to cognition,virtue and aesthetics,the significance of the existence of the body in education is not only as an“original existence”of tool,but also as a“general existence”to participate in the process of educational practice.It is manifested in the dynamic switching process between“being”and“generating”in the educational practice of participating in the continuous circulation,and embodies the existence of the continuous generation and development of the“being”of the“body and mind integration”.we should base on the fact that the body exists not only as an existing tool in education,but also as an existing purpose of generation in education,reasonably use and constantly improve the body,and cultivate a body with truth,goodness and beauty.更多还原