“感知—行动”循环中的互利共生：具身认知视角下学习环境构建的生态学

Mutualism in the Circulation of “Sense-Act”: The Ecology of Learning Environment' s Construction in the Perspective of Embodied Cognition

具身认知打破了经典认知科学中根深蒂固的身心二分，进而主客二分的二元论传统，开辟了对认知进行理论解释的新道路，而其深厚的生态心理学渊源，则有力地促进了具身认知领域内“认知生态”这一观念的发展，进而在教育学的层面上，推动了具身认知视角下学习环境之生态隐喻的建立。基于这一生态隐喻，学习者与学习环境的交互就不再是一个纯思维的线性模式，即“输入—存储—再现”模式，而是一个基于“感知—行动”循环的动态耦合机制。理解这一机制有三个关键之处：环境的给养与学习者的效能；客体探测的不变性与主体意图的动态性；学习者与学习环境之间基于“感知—行动”调适机制的耦合性交互。在“感知—行动”的循环中，学习者与学习环境建立了一种互利共生的关系。这种关系主要体现在以下三个方面：学习环境构建的观念共同决定论；学习者与学习环境之间的内共生关系；学习者与学习环境之间的互惠式发展。

Embodied cognition broke the deep-rooted phenomena of the standard cognitive science， the traditional dualism between body and mind， subject and object， and then explored a new approach to explain cognition. Based on the ecological psychology， embodied cognition effectively promotes the development of idea of “cognitive ecology”. From this point of view， the interaction between learner and learning environment is no longer a linear model or an “input-store-output” model which only involves thinking， but a dynamic coupling mechanism based on a circulation of “sense-act”. There are three crucial points to understand this mechanism: environment’s affordance and learner’s efficiency， the invariance of object’s probe and the dynamic of subject’s intention， and the coupling interaction between learner and learning environment based on “sense-act” adaptation mechanism. In the circulation of “sense-act”， learners and the learning environment construct a relationship of mutualism through interaction. The relationship is mainly reflected in the following three aspects: common determination of concepts in learning environment’s construction， an endosymbiotic relationship between learner and learning environment， and the reciprocal development between learner and learning environment.