德国教育人类学的研究传统与发展  

On the Tradition and Development of Educational Anthropology in Germany

作　　者：克里斯托弗.乌尔夫 陈红燕[1] 

机构地区：[1]柏林自由大学教育与心理学学院

出　　处：《教育研究》2016年第4期112-119,159,共9页Educational Research

摘　　要：自20世纪中叶起,教育人类学在德国业已成为教育学的一个重要的研究领域。与英美国家相比,德国教育人类学具有开放性与"大陆性"特征,并以人类自我形象为核心议题。在全球化进程背景下,教育人类学面临新的问题,通过反思德国先后经历的哲学、现象学以及整合取向的三种教育人类学的传统范式,历史文化取向的出现为教育人类学研究提供了更为广阔的视角。展望未来,德国教育人类学的发展将呈现出方法的多样性,注重交叉学科与跨学科、交叉文化与跨文化,以及把人文艺术教育作为研究重点等特点。Since the 1950s, educational anthropology has played a significant role in education research field of Germany. Contrast to England and America, the educational anthropology in Germany shares the open and continental characters. It takes the self-image of human being as its core assignment. With the development of globalization, the educational anthropology in Germany confronts new challenges. Based on the reflection, reconstructing and criticizing the three traditional educational anthropology schools, namely on the philosophical, phenomenal and integrative paradigms, the appearance of historical-cultural orientation offers a wider perspective for studying educational anthropology. In the future development of educational anthropology, the diverse methods, trans-diseiplinary, inter-cultural research and humanity and art education should be taken as the key research.

关 键 词：德国 教育人类学 全球化 人类自我形象 历史文化取向 

分 类 号：G40-056[文化科学—教育学原理]