Publications

Publication details [#15003]

Zheng, Xudong. 2020. The Embodied Turn of Educational Practice in the Post-Information Age: An Analysis Based on the Perspective of Philosophy, Science and Technology. Open Education Research 26 (6) : 69–76. 8 pp.
Publication type
Article in journal
Publication language
Chinese
ISBN
10072179

Abstract

Education is an information practice, affected by multiple factors such as time variation, scientific progress, and technological innovation. Based on the three perspectives of philosophy, science, and technology, this study analyzed the embodied turn of educational practice. From practical philosophy, education is an objectification practice with information as the medium and conversation as the basic form. It includes the objectification of teacher and the objectification of student. That is , teachers apply their essential power to change students and students apply their essential powers to change the external world. From a cognitive science view, the educational practice has experienced two stages: the disembodied practice dominated by classical cognitive science and the embodied practice dominated by embodied cognitive science. Although the disembodied education practice of machine metaphor has achieved great success in the industrial age, it has brought about the problems of educational alienation and the one-dimensional development of human beings. With the rise of embodied cognitive science, the practice of life metaphor is increasingly popular and becomes a new development direction of educational practice. The construction of the embodied relationship between human and technology has become an important challenge for the embodied turn of educational practice in the post-information age. So it is necessary to rethink education from a technological perspective. The embodied development of the new generation of artificial intelligence establishes a technical foundation for the construction of the embodied relationship between human and technology, which promotes the intelligent development and embodied transformation of education practice through the principles of subjective presence, embodied interaction, and humanized empowerment.