A Theoretical Exploration On The Reconstruction Of The Relationship Between Human And Technology In Education:From The Perspective Of Embodiment

In the era of digital survival,the idea that information technology has a revolutionary impact on education development and must be given high priority has become a widespread social consensus.While in reality,the deep integration of information technology and education has encountered various challenges.The fact that we did not correctly handle the relationship between human and technology in practice is an important reason.As an extension of human essential power,technology should promote human development in the application of education,but it is facing the historical fate of alienation in practice.To transcend this alienation,we should find the historical roots of the alienation of technology in education with a more profound insight and seek new ways to reconstruct the relationship between human and technology in education from a multidisciplinary perspective.This paper takes historical materialism and materialist dialectics as the basic methodological framework.Based on deep reflections on the reality and extensive research on the literature,the historical and cultural criticism of the alienation of technology application in education has been carried out.This paper explores the historical and realistic issues of the reconstruction of the relationship between human and technology in education from many dimensions such as psychology,technology,phenomenology,and education.The Conclusions of this study are as follows:Firstly,in the contradictory movement of educational productivity and production relations,the uncertainty,anti-nature and anti-purpose of technology itself determine that the alienation of technology applications in education and the resulting alienation of education are historically inexorable.The proliferation of instrumental rationality further exacerbates this trend.However,from the perspective of the unity of the subjective and objective dimension of historical dialectics,the intrinsic consistency of the structural and subjective dynamics of technology evolution determines the transcendence of the alienation of technology in education.Secondly,the science of embodied cognition breaks through the radical duality between body and mind persisted in classical cognitive science,challenges the cognitive-processing model of"representation-calculation",transcends the mental construction method of "mechanical organization" and highlights the body's position in cognition with the ontology of "body and mind integration",the epistemology of "simulation-reproduction" and the practical theory of "organic generation".This embodiment shift of cognitive science has laid a new science foundation for the reconstruction of the relationship between human and technology in education,and will inevitably push educational practice from "disembodiment" to "embodiment".Thirdly,the innovative application of modern information technology provides a basic technological approach for scientifically constructing a learning environment based on embodied cognition,and then cultivating and developing the embodied relationship between human and technology in education.The "magnification/reduction" structure of the relationship between human and technology has shaped the "systematic view","evolutionary theory" and "ecological concept" of the construction of embodied learning environment,ie,the self-organizing reconstruction of environmental system based on metaphor of organism,the bidirectional construction between learner and learning environment mediated by enbodied technology,and the mutual symbiosis between learner and learning environment in the circulation of "sence-act".Fourthly,the reduction of human own kind's essence and its intentional structure indicated in human phenomenology establishes the subject position of the learner in the construction and development of the relationship between human and technology.The classification of"human-technology-world" relations proposed by technology phenomenology provides tools for diagnosing the application of techniques in education,whether it is embodied,hermeneutic,alterity,or backgrounded.The analysis of the relationship between cognitive subject and the lifeworld in the field of educational phenomenology reveals that embodied technology is the intermediary and bridge for the establishment of the "presence" relationship of "learner-learning environment".Fifthly,from the standpoint of education,to make embodied relationship between human and technology in education move from garden to earth,it is necessary to grasp two basic categories,which are curriculum and teaching.Specifically,we should promote the integration of the curriculum narrative framework and the student's learning trajectory through the construction of embodied curriculum and the design of embodied learning;promote the construction of individual experience through the embodied interaction between learner and learning environment.Only starting from the concept that education should grounded in body can we realize the establishment and development of the embodied relationship between human and technology in practice,create a new historical realm of embodied education,and promote human development in the unity of body and mind.