非连续性教育的人类学评析  

Anthropological Comment on Educational Discontinuity

作　　者：冯跃[1] 刘谦[2] 

机构地区：[1]首都师范大学政法学院社会学与社会工作系 [2]中国人民大学人类学研究所

出　　处：《教育研究》2014年第1期35-40,共6页Educational Research

基　　金：国家社科基金课题"农民工随迁子女城市社会融入问题的人类学研究"(课题批准号:12BSH061)的阶段性成果

摘　　要：从人类学观察的原则出发,博尔诺夫详细分析了教育世界的价值走向,创造性地提出教育学的人类学研究方式,其中最有代表性的就是对非连续性教育探究的必要性、迫切性与适宜性的细腻勾勒。非连续性教育是人类学整体性原则、文化相对性原则、解释性原则乃至实然与应然整合原则的综合体现。对教育的非连续性本质的讨论可能会关注"生存—生活—生命世界"三重格局的教育开展,关注"家庭—学校—社会"三者间的整体教育关联,关注社会变迁带来的教育策略的适应性转变。Starting from the principals of anthropology, O.F. Bollnow has analyzed the value trend of educational world in detail, and creatively put forward the anthropological research methods on pedagogy. Among them, the most representative points of view lie in the exquisite description on the necessity, urgency and suitability of exploring on educational discontinuity. Educational discontinuity is the comprehensive reflection of the anthropological principals of integrity, cultural relativity, interpretation, and even the concordance of the actual and the deserved. The discussion on the essence of educational discontinuity will pay attention to the educational development of the triple structure of ＂survival--livelihood--life world＂, the overall relevance of education of ＂family--school--society＂, as well as the adaptive transformation of educational strategy with the social change.

关 键 词：非连续性教育 教育人类学 博尔诺夫 

分 类 号：C912.4[经济管理] G521[社会学]