Research On Experience Teaching From The Perspective Of Body Philosophy

The importance of body is beyond words. However, the body has been treated unfairly since the existence of mind-body dualism in the beginning of philosophy. After that, the research of body has plunged into a dark period. Until the 19th century, Nietzsche aired its grievance for body. Since then the study of body has aroused increasing attention among researchers, leading to the academic boom of general philosophy of body. A body does not only consist of the flesh. When trying to unscramble our most familiar "stranger"-the body, we will see that it’s a combination of flesh and soul, the basis of a living being, the media to get to explore the world, the bonding point of various meanings and a showcase for self-representation. In addition, the body is also characterized by naturality, subjectivity, practicality, situationality, variability and so on.Experience is an act itself and also the result of an act, which is embodied by the emotions and meanings one will get after the act. As for the study of experience, people have put more emphasis on the psychological level, whereas neglecting the function of the physical side. From the view of the philosophy of body, experience has close relationship to the body for experience is a reaction of the body. The process of experience consists of the original perceptual stage, internalization of the experience within the body, feedback stage of experience through physical expression. In experiencing, personal feelings are formed through the sense grgans gathering information; then transformed into emotions and meanings through body; and finally represented by physical expressions. Therefore experience of the body is also characterized by practicality, self-involvement, integrity.After the analysis of the relationship between body and experience, we will turn to experiential teaching. Since the new curriculum reformation, experiential teaching has teemed with teaching theory and practice. Through case study, conclusions has been made that the teachers has tried to adopt the experiential method so that the students could better understand and construct their knowledge. However, there still exist failures, which are caused by the shortage of the practicality, self-involvement and integrity and the absence of the students’ body. Whereas the absence of the body can be attributed to the neglect ion of body in philosophy, discipline of students’ body in education and the vacancy of body in the theory of experiential teaching.Therefore, we appeal to the return of the body inexperiencing. Firstly, a conducive environment should be constructed where freedom is given to the body instead of discipline. Secondly, the teachers should design games and activities based on the sense organs and physical movements to involve the body. Thirdly, the experiences and information should be taken into consideration while constructing the environment through the body to the body. Lastly, evaluate the students based on physical observation-facial expressions, body movements and their performances.