司亚楠

摘 要 具身认知批判了自希腊时期便出现的身心二元论，包括以下内涵：一是认知是以身体为基础的，且身体影响认知。二是强调认知过程中环境的作用。三是认知、身体、环境是一个整体，存在交互作用。杜威被认为是具身认知理论的先驱，其思想中的具身认知萌芽主要体现在对“经验”的“哲学改造”和将“活动”引入教育。杜威具身认知思想对教育的改革提供了重要启示：一是重视教学情境创设，加强与生活联系；二是重视“脖颈”以下学习，关注学生身心体验；三是关注认知、身体、环境的系统性，重视学生的自我建构。

关键词 具身认知 经验 活动 从做中学

中圖分类号：B84-09 文献标识码：A DOI：10.16400/j.cnki.kjdkx.2018.08.084

Abstract The cognition of the body has criticized the dualism of mind and body that has emerged since the Greek period， including the following connotations： First， cognition is based on the body， and the body influences cognition. The second is to emphasize the role of the environment in the cognitive process. The third is that cognition， body and environment are a whole and there is interaction. Dewey is considered to be a pioneer in the theory of embodied cognition. The cognition of the cognition in his thoughts is mainly reflected in the "philosophical transformation" of "experience" and the introduction of "activities" into education. Dewey's personal cognitive thoughts provide important enlightenment for the reform of education： first， attach importance to the creation of teaching situations and strengthen contact with life； second， pay attention to "neck neck" learning， pay attention to students' physical and mental experience； third， focus on cognition， body and environment systematically， paying attention to the self-construction of students.

Keywords cognition of the body； experience； activity； learning from doing

随着“第二代认知科学”的不断发展，越来越多的学者开始关注具身认知相关课题的研究。与“第一代认知科学”所倡导的离身认知不同，具身认知不再认为认知是无差别的，从根本上与感知和行为不同，相反，身体和背景的作用被强调。国内外学者在探讨具身认知理论的源流时，大多都将梅洛-庞蒂和杜威作为先驱。梅洛-庞蒂的观点已被进行了详尽的探讨，可杜威的具身认知思想并未得到重视，本文试图挖掘杜威哲学与教育理论中体现出的具身认知思想，并探讨其具身认知思想对现代教育改革的启示。

1 具身认知理论内涵

第一，认知是以身体为基础的，且身体影响认知。叶浩生教授曾举过一个有趣的例子来解释认知以身体为基础：蝙蝠特有的生理构造决定它用声纳系统认识世界那样，人是因为有了直立行走的身体，才有了人类认识世界的特殊风格。……