西方德性教化思想中"身体"的演进脉络探析
An exploration of the evolution of the"body"in Western moral educational thought
冯昊青 1朱哲成 2贺凯杰2
作者信息
- 1. 浙江师范大学 马克思主义学院,浙江 金华 321004
- 2. 浙江师范大学 教育学院,浙江 金华 321004
- 折叠
摘要
因循理性主义的逻辑演化,西方德性教化视域下的身体长期被贬作道德实现的障碍,德性教化也因此被异化为祛身化的智性学习.在近代身体现象学思潮的激荡下,身心二分的教化模式遭到了质疑与挑战.尼采、梅洛-庞蒂等学者将主体重构为灵肉圆融的身体主体,逐渐形成了"身体—世界"的具身认知结构.随着"具身"概念渗入教化领域,"具身德育"逐渐成为学界的焦点话题.从道德学习是全身心的、交互性的、生成性的角度,具身德育强调德性教化必须根植于此身经验与在世处境,以期构建道德与身体的圆融关系.而在现代伦理学的视域下,德性教化中的身体转向将道德澄明为面向德性的根身性实践,从而为贬身尊心、知行不一等既有教化问题提供了可鉴路向.
Abstract
Following the logical evolution of rationalism,the body in Western moral education has long been relegated to an obstacle to moral realization,and moral education has thus been alienated to a disembod-ied intellectual learning.In the wake of modern phenomenology of the body,the educational model of the body-mind dichotomy has been questioned and challenged.Nietzsche,Merleau-Ponty,and other scholars re-constructed the subject as a body subject with the integration of spirit and flesh,gradually forming an embod-ied cognitive structure of"body-world".With the penetration of the concept of"embodiment"into moral edu-cation,"embodied moral education"has gradually become the focus of academic circles.From the perspective that moral learning is holistic,interactive,and generative,embodied moral education emphasizes the need for moral education to be deeply rooted in the experience of the body and the situation in the world,with the aim of building a harmonious relationship between morality and the body.In the perspective of modern ethics,the bodily turn in moral education clarifies morality as a rooted practice oriented to virtue,thus providing a refer-ential direction for existing educational problems such as derogation of the body and veneration of the mind,and inconsistency between knowledge and action.
关键词
祛身化/身体主体/具身德育Key words
disembodiment/body subject/embodied moral education引用本文复制引用
基金项目
国家社会科学基金一般项目(19BZX108)
出版年
2024
NETL
NSTL
万方数据