摘要
在应试文化浸染的学校教育实践中,知识与身体之间存在着一种不平等的二元论关系。知识是身体的主人,身体为知识服务。身体之所以被关怀,是因为身体是求知(革命)的本钱,可以带来让人满意的求知效益。身体与生活美学无关,甚至与教育伦理学无关,只与哲学认识论密切相关。这是学校教育的沉疴。用自传的方法探讨知识、身体与学校教育的关系,意味着通过笔者三十多年学校教育中的身体叙事,揭示身体是如何被规训为知识的奴仆,以及由此产生的"我"与学校的冲突与妥协。
There is a kind of unequal dualistic relationship between knowledge and body in the examination-oriented schooling practice.Knowledge is the host of body,and body serves for knowledge.Body is cared because it is regarded as the capital of learning knowledge,and can bring satisfied effectiveness of learning.Body has nothing to do with life aesthetics,even independent of educational ethics,but only closely related to philosophical epistemology.This has been a long-term problem in school education.This article explores the relationships among knowledge,body and schooling using an autobiography.In other words,the article reveals how body was advised to be the servant of knowledge through the body narrative of the author's schooling over three decades,and the conflict and compromise between"I"and school as a consequence.
出处
《教育学报》
CSSCI
北大核心
2014年第6期22-29,共8页
Journal of Educational Studies
基金
全国教育科学"十一五"规划2010年度国家社科青年基金课题"身体现象学视野下中小学生的日常生活体验研究"(课题批准号:CHA100140)的研究成果之一
王宽城教育基金会的资助
关键词
知识
身体
学校教育
knowledge
body
schooling
autobiography
