Therefore, the staged limitations of physical and psychological development are an important reason the other can manage our body. In the same way, students need certain guidance and training because they are in a stage of physiological and psychological development, which is an important factor in the legality of the physical management of students. For example, the school's activities of performing morning exercises, setting up physical education courses, etc., which help students to exercise and grow up, are primarily aimed at improving students' physical fitness and promoting students' physical and mental development.
On the other hand, the human body also has social attributes, our body is not completely private, it has a certain publicity. From the history of mankind, the human body and the attitude toward the body are not eternal, the body changes with age, and is restricted by material conditions and culture. Different eras and kingdoms also show different concerns to the body, social culture. Changes also affect the development of human self-cognition of the body.
For example, some scholars have pointed out that the meaning of hair as a part of the body has gone through ethical and folklore, to revolutionary, political, and then to aesthetic and cultural changes, which generally reflects people and their bodies. Bonded to the course of freedom.
Through the research on the hair management of students in primary and secondary schools, they also pointed out that unlike hair in a purely physiological sense, the hairstyle has the symbolic meaning of identity in management, and the school as a social educational institution applies hair to students.
By stipulation and classification, it means a kind of physical discipline and arrangement of identity order, trying to match the student's hairstyle with his identity, and starting from the "head" to carry out the standardization management of the school body. A school is a public place. When students enter the time and space of the school, the public nature of the body cannot be ignored. Since education is a social process, Schools are a form of social life.
Therefore, the social image of the student's body as a social organization and public time and space school is a key factor in the school's physical management of students. From this perspective, the school's physical management of students is mainly to encourage students to deepen their recognition and understanding of their social roles and promote the development of students' social cognition.
Third, the enlightenment of embodied cognitive theory to school management
Overcoming the teaching management of reflexivity and understanding students' reasonable body freedom.
For a long time, there have been various "reflexive" phenomena in school education management, ignoring the physical value of students. The "reflexives" here is relative to the "positive body", that is, there is no correct, formal, and correct understanding and treatment of the body. In the past, China's primary and secondary school classrooms have strict requirements on students' physical activities.
For example, in the classroom, teachers require students to have certain physical postures during lectures. The hands and feet should not move, and the hands should be flat from the arms to the palms. Balance with the body on the table, the head can not shake, can not just turn around or bow, even the eyes can not look at it, to listen to the teacher's command, the teacher let the blackboard look at the blackboard, let the book read when reading, if you don't get the "instruction", even the teacher will be criticized, let alone thirst, want to drink water, yawn, etc.
All physical "small actions" that do not meet the requirements of teachers or schools are considered to be disciplinary. Criticized. Students have to have a tight body in the classroom, and the activities of all parts of the body are extremely depressed. The author believes that all educators need to be aware that such "discipline requirements" are all different levels of "reflexive" practices, which devalue the value of students' body freedom.
As Dewey pointed out in the book Democracy and Education, the main source of “discipline issues in schools” is that teachers often have to spend a lot of time-consuming the physical activities of students, which prevent students from The mind is placed on the textbook. The teacher will praise the quietness of the student's physical activity, the silence of the student, the uniformity of the student's posture and movement, the mechanical imitation of the student's attitude towards intellectual interest... separating the physical activity and the understanding of meaning.
This kind of situation will inevitably lead teachers and students to be in a state of nervousness and mental weakness... In this way, it is not the responsibility of educating children to use their physical abilities meaningfully and gracefully, but Educate them to bear the mandatory obligation to suppress the free performance of the body.