杜威的身心連續性理論及其在教育上的蘊義

Dewey’s Theory of Body-mind Continuity and Its Implications for Education

本研究旨在探討杜威的身心連續性理論，並據以檢視教育之重心輕身的問題。杜威身心連續性理論的發展，最早是以心靈來整合人的身心，其後轉向身體與心靈交互作用的連續性，再擴展至身心與社會文化交織的經驗連續性，最後形成全面統整的身心連續理論。對於杜威身心連續性理論，本文探討以下四方面：一、意識與身體的協成；二、極致經驗的身心協成狀態；三、習慣、性情與性格的身心協成；四、身體修鍊與健全身心功能。最後，關於該理論對教育的蘊義，本文主張：一、省思身體因素在教育的適當定位；二、發展適當身體技法以促進學生身心功能的健全；三、發展有關身心協成關聯性的研究。

This research firstly explores Dewey’s theory of body-mind continuity, including the development and the important aspects of the theory, and then examines the problems arising from the incorrect body-mind relation in education based on this theory. Dewey initially proposed the integration of body into mind in his early body mind theory. He then shifted his focus to the continuity of the interaction between body and mind. Gradually, Dewey expanded this concept to the continuity of transactions between the body-mind unity and society-culture. Finally, Dewey developed a comprehensive and integrated theory of body-mind continuity in his later works. Regarding the contents of Dewey’s theory of body-mind continuity, this paper discusses four main aspects: (1) the coordination of body and mind; (2) the coordination of body and mind in consummatory experience; (3) the coordination of body and mind in habits, dispositions and characters; (4) the practice of body techniques and the soundness of the body-mind connection. Finally, in terms of the implications of this theory for education, this paper advocates for the following: (1) rethinking the appropriate role of physical factors in education; (2) developing suitable appropriate physical techniques to enhance the soundness of students’ physical and mental functions; (3) conducting further research on the coordination of body and mind.