教育活动的静心向度：基于具身思想的分析

Meditative Dimension of Educational Activities: Analysis Based on Embodied Thought

Generated by the combination of cognitive science and phenomenology， embodied cognition regards meditation as its main component of practice， which has important implications for the analysis of educational activities. This review， based on embodied thought， considers that pedagogy should absorb the new achievements of contemporary cognitive science and concentrate on body with embodied thought. Furthermore， guided through the embodied way of physical activities， learners， such as teachers， students or parents， would become mindful， sensitive and alert， and then they would become aware， enable themselves to experience their own minds of what they do and how they do and to represent their minds. After that， they would come back from a higher level above the comprehension， perceive their experience again by a less-biased way， understand and reflect themselves again to make their minds educated. Infiltration of embodied thought into educational activities may cause new requirements for embodied education in a new era， which would be a good opportunity for education to return to the world of experience.