Abstract:

Vocational education is the main way to cultivate high-quality technical and skilled talents. Analysing the ontology, epistemology, and methodology of vocational education from the perspective of body philosophy, it can be seen that vocational education should confirm the body’s position, highlight the body’s experience and create the body’s perceptual field. However, under the constraints of the mind-body dualistic epistemology, vocational education is faced with the shackles of “disembodied”, such as the teaching process being outside of the body, the teaching content being besieged by the transmission of knowledge, and the teaching field being detached from the actual work. In the face of the actual predicament of vocational education, Germany, Britain, Australia, and other countries rely on digital technology to draw a picture for us of the coexistence of body and mind in vocational education, namely, returning to embodiment through the embodied perception of skill learning, highlighting creativity through the dynamic generation of professional cognition, and reshaping situationality through the embodied embedding of learning space. This helps us clarify the practical path for the return of the body in vocational education in the digital age.

Key words: vocational education, digital era, body, presence, disembodied