具身认知下劳动教育的乡村场域选择

Rural Field Selection of Labor Education from the Perspective of Embodied Cognition

摘要: 城乡二元结构持续深化的背景下，劳动教育被寄予厚望，却在当前呈现出发展不足的困境。本文基于具身认知理论和文化濡化理论，通过对城市社区劳动教育实践课的反证分析，发现场域缺会失导致意义升华、身体实践间的脱节，是劳动教育失效的一大重要原因。相较下，乡村作为劳动教育的天然场域，在空间资源的具身性、劳动因果反馈的真实性、集体记忆的可唤醒性以及城乡共生的社会价值等方面有显著优势。

Abstract: Against the backdrop of the deepening urban-rural dual structure, labor education has high expectations placed upon it, yet it currently faces the dilemma of inadequate development. Based on embodied cognition theory and enculturation theory, this paper conducts a negative demonstration analysis of practical labor education courses in urban communities. It finds that the lack of proper sites leads to a disconnection between physical practice and the sublimation of meaning, which constitutes a major cause of the ineffectiveness of labor education. By contrast, as a natural field for labor education, rural areas boast prominent advantages in the embodiment of spatial resources, the authenticity of cause-and-effect feedback in labor, the retrievability of collective memory, as well as the social value of urban-rural symbiosis.