本研究旨在探討杜威的身心連續性理論，並據以檢視教育之重心輕身的問題。杜威身心連續性理論的發展，最早是以心靈來整合人的身心，其後轉向身體與心靈交互作用的連續性，再擴展至身心與社會文化交織的經驗連續性，最後形成全面統整的身心連續理論。對於杜威身心連續性理論，本文探討以下四方面：一、意識與身體的協成；二、極致經驗的身心協成狀態；三、習慣、性情與性格的身心協成；四、身體修鍊與健全身心功能。最後，關於該理論對教育的蘊義，本文主張：一、省思身體因素在教育的適當定位；二、發展適當身體技法以促進學生身心功能的健全；三、發展有關身心協成關聯性的研究。

This research firstly explores Dewey’s theory of body-mind continuity, including the development and the important aspects of the theory, and then examines the problems arising from the incorrect body-mind relation in education based on this theory. Dewey initially proposed the integration of body into mind in his early body-mind theory. He then shifted his focus to the continuity of the interaction between body and mind. Gradually, Dewey expanded this concept to the continuity of transactions between the body-mind unity and society-culture. Finally, Dewey developed a comprehensive and integrated theory of body-mind continuity in his later works. Regarding the contents of Dewey’s theory of body-mind continuity, this paper discusses four main aspects: (1) the coordination of body and mind; (2) the coordination of body and mind in consummatory experience; (3) the coordination of body and mind in habits, dispositions and characters; (4) the practice of body techniques and the soundness of the body-mind connection. Finally, in terms of the implications of this theory for education, this paper advocates for the following: (1) rethinking the appropriate role of physical factors in education; (2) developing suitable appropriate physical techniques to enhance the soundness of students’ physical and mental functions; (3) conducting further research on the coordination of body and mind.