The Physical Turn Of Children's Education

The body turning in philosophy,its essence lies in the understanding again of the integrity of human being.Children education is the focus of children,therefore,if there is not only a real understanding of the nature of the children’s existence,children education is not likely to be a reasonable development.It is very important to traditional education about mind training in the classroom,it ignores or even derogatory body’s knowledge special characteristic and construing function in the learning process.The children were divided into the subjective existence of body and mind,in the field of education,child is exsiting without body.It is roots from the dualism in western classical philosophy.On the contrary,Merleau-Ponty’s phenomenology of body opens the discourse power of the body in philosophy and pedagogy,and defines the child as a body-subject.The subject consciousness philosophy is becoming to be a cliff-hange in Merleau-Ponty’rebelling,it is questioned that children are regarded as the main proposition of rational cognition.Merleau-Ponty’s criticism directed at the traditional idea of subject-object dichotom in the history of western philosophy,the body was no longer a matter of cold,but the integration of body and mind,in other words,body and mind unity in the children’s body,it has original understanding of the inseparability in the body philosophy.In this case,the child’s body including the inherent unconscious and other spiritual characteristics began to emerge,children’s cognition or knowledge directly from the body,the concept of learning is to expanding.In the context of Chinese philosophy,this positive view of the body has been fully reflected,the body and mind is dialectically integration in embryology.Coincidentally,in the course of the development of children education,Dewey and Piaget has done pioneering research and discussion on the relationship between children’s body and education.The traditional children education pays attention to the activity of mind learning without body,and learning is an activity that influences the object of education through the external knowledge materials.There is no connection between thinking and action,body and learning,physiology and psychology.In the practice of children education,the body is regarded as a physical existence non-essential ly,learning is related to the characterization and memory of knowledge materials by children’s heart or brain,the body does not participate in the children’s knowledge formation process and cognitive mechanism.Dewey and Piaget rejected the above arguments,demonstrates the fusion relationship between children’s body and knowledge formation,thinking,points out that children education is a process of body and mental activity integration,the cognition development of children is in a "non-dualism" period,body movements is the source of children’s thinking,and the body and mind is not a fragmented relationship.This helps to eliminate the dualism problem exists in the children education,and clear up our narrow understanding of children’s learning concept.Children’s learning or education is not only confined themself to the understanding of objective materials,the inherent spirit of the child’s body itself is a unique way of learning and understanding,It implies that children’s biological level,instinctive unconscious level and consciousness level is three in one.we are more valued about children’s learning at knowledge and civilization of consciousness level,often ignore or belittle the existence of biological level and instinctive unconscious existence in children’s being.The children education,especially the early childhood education is embodied education.In contrast,the children’s thinking training,regard kindergarten learning as primary school and Children’s Reciting Chinese Ancient Classic,and so forth,they are all make a mistake that takes child as a brain existence without body.The objectivism knowledge is not the first in children’s cognition development,children’s cognition is the unity of perception and reason,the body and children education has close ties with the natural.It is suffering the logic challenge on the ontology to traditional education without body,its pedagogical significance of body philosophy is a new awareness of children and children education,and advocated to returning embodied pedagogy.In short,under the guidance of a new concept of body philosophy,the representativism theory of children’s psychological development,the way of thinking of objectivism without body,the negative meaning of body in philosophical discourse are being questioned and criticized.In the field of early childhood education,the traditional knowledge pedagogy should be transformed into modern embodied education.The correct views of children and children education is the only way for the scientific development itself,the turning of body philosophy requires to redefine the nature of children’s existence and the ontological connotation of children education.From this point of view,children education is on the way to embodied education.This paper is divided into three parts,its focus on the "children’s body" to expand discourse and discuss in the contents of each part.First of all,its point out that the body’s position in the turning of body philosophy,the body’s historical logic of disenchantment in the introduction and the first chapter,understanding the root of epistemology of knowing without body.Then,its look for the lost body from the angle of the western and Chinese philosophy in the second and the third chapter,trying to answer the essence of human existence in the process of searching,and point out the relationship between Chinese and Western Philosophy in the body philosophy.At last,its focus on the discussing about the nature of body existence,the relationship between children’s body and knowledge,the logical relationship between children’s body and children education,afterwards the paper puts forward the practical approach of body turning,in order to profound consideration and reflection on the current children education practice.