Liberal Theology and Transformative Pedagogy

The author makes a case for the contributions of liberal theology to the transformative pedagogy that is essential for the flourishing of human beings in the twenty-first century. First he advocates the retention of liberal theology, but in a postmodern form that is open, critical, experiential, visionary, and culturally transformative. Then he demonstrates points of contact between this revisioned theology and liberal education, particularly those connections manifested in five elements of transformative pedagogy: education and life-formation, the rhythm of education, constructive and interactive knowledge, connected and imaginative teaching, and education as the practice of freedom. The author concludes that a revisioned liberal theology can contribute significantly to the recovery and explication of the religious dimension of education and its incumbent power of transformation.     

梅洛-庞蒂:具身意识的身体

梅洛-庞蒂认为我们是以身体在世.身体是现象的身体而非传统意义上的客观的身体.知觉与行为都内嵌于身体内在的形式中.形式不仅仅是现象身体最初的意向结构,是它内在的秩序原理,而且是物理世界中的跳跃与非连续性系统的存在方式.因此,在形式哲学中,物理秩序、生命秩序与人类秩序实现了统一.     

Body in Mind: The Role of Embodied Cognition in Self-Regulation

We review a growing body of literature that evidences the reciprocal relationship between body and mind, known as embodied cognition. We argue that an embodied mind may serve a functional purpose, aiding in self-regulatory processes. Specifically, we suggest that embodied cognition assists in self-regulation by increasing signal strength, encouraging appropriate goal-relevant action, and incorporating situational constraints to cue appropriate information processing styles. Furthermore, we propose that affect serves as the link between an embodied mind and self-regulatory action. Finally, we situate this research in debates on theories of mind, and we advocate for a highly interactive system that integrates information across modalities.     

具身认知:身体主题在心身关系研究中的回归

上世纪80年代以来,随着经典认知研究的步履维艰,认知研究逐渐显示出具身化的特点。具身认知是第二代认知科学的代表,它强调身体在认知形成中的重要性,认为身体对认知有限制、分配和调节作用,并具有与经典认知不同的运动观。近年来研究者们以实验手段力求为具身认知的存在提供证据,着力考察认知与身体感知运动状态的相互影响。具身认知理论在认知构建、生态效度等方面具有自己的优势,但目前具身认知还是一个新兴的研究领域,有待进一步的深入探讨。     

对话心智与身体：具身认知的内感受研究转向

具身认知观念试图强调心智是根植于身体的,身体经验会对认知过程产生重要影响。但对于心智与身体的对话是如何进行的？身体通过何种渠道如何影响心智？等问题困扰着具身认知的支持者。传统的具身认知研究遭遇可重复性危机,身体状态改变影响高级认知的结论受到质疑。近年来,越来越多的证据表明内感受与身体表征、具身情绪以及社会认知等存在着密切的联系,因而内感受很有可能在身体加工和高级认知过程中起着重要的调节作用。     

具身认知观的身体样态分析

面对身体与心灵的二元论困境,具身认知观开始以一种新的眼光去打量身体,并致力于将身体改造为一种具有超越能力的新的身体。但是,当根据一条纵向线索将具身认知观划分为温和的具身认知观和激进的具身认知观之后,上述新的身体在纵向上就呈现为两种身体样态。而且,通过对这两种身体样态的批判性反思,最终可以发现,具身认知观当前所实现出来的身体,与其说超越了二元论,不如说在二元论的思考框架下最大程度地强化了传统身体。     

The Body Politic of Christ: Theology, Social Analysis, and Bonhoeffer's Arcane Discipline

As the world moves further into a postmodern era, the church often seems at a loss to articulate its own raison d'etre . Dietrich Bonhoeffer's discussion of the early church's "arcane discipline" provides a suitable basis for an ecclesiology and modus vivendi that can help Christians respond critically and faithfully to a world come of age as it seeks to sequester the life of the church within its global dispensation. This response takes the concrete form of a distinctive body politic that resembles in many ways the way of life of cultivated by diasporic Judaism.     

Embodied Paths in Aging: Body Journeys Towards Enhanced Agency and Self-Attunement

Informed by the Developmental Theory of Embodiment, the article describes the embodied journeys of 31 women, ages 50 to 70 years, who participated in 52 life-history interviews, and delineates the implications of the theory and the research program to the practice of feminist therapy with women in older adulthood. In the domain of Physical Freedom, a core construct of the theory, the research suggests that women at these ages often seek to re-capture experiences of joyful immersion and competence in physical action as well as of moving freely and taking space in the physical territory; safety where it has been violated; and attuned comfort and agency with physical desire. In the domain of Mental Freedom, another core construct of the theory, the research suggests that women in later adulthood aim to challenge long-held constraining ‘feminine’ molds, such as inhabiting the body as an object to be gazed at and as a deficient site, caring for others at the expense of oneself, or acting demure and submissive. Older adulthood seems to be a productive phase for transformations in the way women engage with the world.     

Method,MacIntyre, and Pedagogy: Inviting Students to Participate in Theology as a Living Conversation

Teaching theology within academic institutions with confessional commitments and theologically conservative students requires holding together, in creative tension, two pedagogical goals. The challenge is to promote rigorous academic inquiry by encouraging student openness to engagement with perspectives that challenge their own beliefs while simultaneously constructing a course that is experienced as a safe space where students do not feel their personal faith is under attack. This essay presents the argument that a methodological framework for introductory theology courses informed by Alasdair MacIntyre's reflections on the nature of living traditions holds great promise for achieving these objectives. The essay will also describe how a creative extended analogy drawn from the game of basketball facilitates student comprehension of this initially abstract intellectual framework. Finally, the essay will offer some representative examples of student participation in course online discussion forums in order to illustrate the effectiveness of this approach for student learning.