Cultivating Virtue Through Embodiment:Theoretical Reflection And Implementation Strategies Of Embodied Moral Education In Schools

In his work "Progress in Education Since 1900," Cai Yuanpei pointed out that "educators are also engaged in the cultivation of character." Moral education,as an educational activity that shapes and develops individuals,is an important avenue for fostering students’ moral character and possesses irreplaceable and unique value.However,due to the prevalence of mind-body dualism,the invasion of utilitarian ethics,and the impact of rationalism,moral education has tended to become overly focused on knowledge and utility.This has led to the neglect of students’ subjectivity and agency in the moral education process,as well as the neglect of the bodily foundation for nurturing moral emotions,moral will,and moral beliefs.Moral education has gradually found itself in a state of confusion and is in urgent need of change and reform to construct a new model of moral education.Embodied cognition,hailed as the "second generation of cognitive science," has not only brought new research directions to the field of cognitive science but also presented a new opportunity for the reform of moral education.Embodied cognition argues that human cognition is not solely based on rational thinking but also acquired through various bodily means such as perception,experience,and emotions.Given the natural and inherent connection between moral education and the body,whether it is the genesis and development of morality or the learning about morality,the body cannot be ignored.Therefore,this study is based on the perspective of embodied research and engages in theoretical reflection on the return of the body in school-based moral education,exploring how to achieve the reintegration of the body in educational practice.Guided by embodied cognition,school-based moral education should prioritize the body and utilize bodily perception,experience,and action to help students internally generate morality and enhance their individual moral literacy.Embodied moral education is a model that is grounded in bodily perception,emotional experience,and interactive generation,providing embodied moral educational resources and environments for learners,and guiding them to interact with their physical characteristics and minds.This approach enables comprehensive development in their knowledge,emotions,intentions,and behaviors.Conversely,embodied moral education is characterized by emphasizing the physical and practical,constructing situational contexts and emotional experiences,and highlighting the generative interactions.To achieve embodied moral education in schools,several steps need to be taken.Firstly,educators need to reflect on their mindset,establish a value orientation that unifies the mind and body,and respect students’ bodies in the moral education process.Secondly,it is essential to establish the purpose of moral education as the integration of knowledge and practice,eradicating the phenomenon of the separation of knowledge and action in contemporary school-based moral education.Thirdly,it is crucial to select moral education content related to bodily experiences,strengthen the practicality,physicality,and relevance of educational content,enabling students to deeply experience the essence of moral education through bodily activities.Additionally,creating an educational environment that resonates with students’ minds and bodies,enhancing the situational and lively nature of the educational process,allows students to better perceive,understand,experience,and practice morality in specific moral contexts.Moreover,adopting interactive educational methods that embody the learner-centered approach,prioritizing moral practice,and emphasizing students’ subjectivity and participation,facilitates the tight integration of bodily and moral learning.Finally,the evaluation system should shift from the traditional grade-centric evaluation to a student-centered evaluation that focuses on students’ subjectivity and agency.In conclusion,embodied cognition theory provides a fresh perspective and method for constructing moral education.Through an embodied approach,students not only acquire moral knowledge but also develop moral emotions,establish moral beliefs,and achieve moral behavior through bodily experiences and perceptions.Embodied moral education is not only a historical choice rooted in China’s ancient culture of embodied knowledge but also a necessary response to the practical problems in moral education and the embodiment of the concept of "cultivating virtues to nurture individuals." It not only emphasizes students’ subjectivity in the educational process but also represents further exploration in the theoretical research of moral education.