vovrВысшее образование в России (Vysshee obrazovanie v Rossii = Higher Education in Russia)Vysshee Obrazovanie v Rossii = Higher Education in Russia0869-36172072-0459Moscow Polytechnic Universityvovr-1060Research ArticleФИЛОСОФИЯ ОБРАЗОВАНИЯ И НАУКИPHILOSOPHY OF EDUCATION AND SCIENCEФЕНОМЕНОЛОГИЯ ТЕЛА В КОНТЕКСТЕ ОБРАЗОВАНИЯPHENOMENOLOGY OF BODY IN THE CONTEXT OF EDUCATIONВОЛКОВАС. В.VOLKOVAS. V.

канд. пед. наук, доцент

Адрес: 185910, Республика Карелия, г. Петрозаводск, пр. Ленина, 33

Cand. Sci. (Education), Assoc. Prof.

Address: 33, Prosp. Lenina, Petrozavodsk, 185910, Russian Federation

svetavolkov@ya.ruПетрозаводский государственный университетРоссияPetrozavodsk State University, PetrozavodskRussian Federation2017290620170597104Copyright © ВОЛКОВА С.В., 20172017ВОЛКОВА С.В.VOLKOVA S.V.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://vovr.elpub.ru/jour/article/view/1060

В статье предпринята попытка осмыслить ключевые идеи философии М. Мерло-Понти в их связи с феноменом образования. Отталкиваясь от традиционных воззрений на образование как культивирование способности к логическим умозаключениям, исследованию, решению познавательных проблем, автор показывает, что подобные представления покоятся на превратном понимании деятельности разума как якобы независимой от движения тела. Эксплицируя идею единства сознания и тела, автор видит одну из главных задач образования в том, чтобы задействовать и раскрыть тело как источник смысловой активности. Значимость уроков драмы, танцев, музыки обосновывается через возможности этих предметов воспитывать и генерировать у учеников опыт воплощенного присутствия.

The article attempts to analyze the key ideas of the philosophy of Merleau-Ponty in its relationship with the education phenomenon. Borrowed the old idea about education as a cultivation of capacity for logical inference, as well as ability to investigate and to find solutions to problems, the author demonstrates that these notions reflect a false view of reason as somehow separate from motion and body. Basing on the unity of mind and body, the author shows that one of the main goals of education is to engage and disclose body as a source meaning making. The importance of such curriculum areas as drama, dance and music lies in their possibilities for giving students experience of embodiment.

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The authors declare that there are no conflicts of interest present.