教育人类学学科发展审思:差异化视角  

Reexamination of Disciplinary Development of Educational Anthropology

作　　者：吴洪亮[1] 

机构地区：[1]丽水学院工程与设计学院,浙江丽水323000

出　　处：《教育文化论坛》2015年第4期34-38,共5页Tribune of Education Culture

基　　金：教育部人文社会科学研究基金项目"民族地区和谐人际关系构建的教育人类学研究"(项目编号:10YJA880094)

摘　　要：遵循差异性原理提供的"差异性思维"或"识差法",探求教育人类学学科发展中四对关系的"同中之异与异中之同":教育人类学与民族教育学、教育人类学与教育社会学,"文化教育人类学"流派与"哲学教育人类学"流派,以及教育人类学中的"教育学立场"与"人类学立场",在"求同存异"中对教育人类学学科发展进行审思。Following the difference principle of ＂Differences in thinking＂ or ＂method of difference＂ proposed in the principle of differences,the present paper explores the common points and differences of educational anthropology disciplinary development,i. e.,＂ethnic pedagogy and educational anthropology＂,＂educational anthropology and educational sociology＂,＂cultural educational anthropology and Philosophical educational anthropology＂ and ＂anthropology position and educational position of educational anthropology＂. Based on the above analysis,this paper reexamines the disciplinary development of educational anthropology.

关 键 词：差异性思维 教育人类学 学科发展 

分 类 号：G40-056[文化科学—教育学原理]