教育人类学:理论与问题  

Educational Anthropology: Theory and Problems

作　　者：李复新[1] 瞿葆奎[2] 

机构地区：[1]澳大利亚森隆国际有限公司 [2]华东师范大学教育学系,上海200062

出　　处：《教育研究》2003年第10期3-13,共11页Educational Research

摘　　要：教育人类学是一门以人为研究对象的应用性边缘学科 ,虽具有悠久的思想渊源 ,但在教育科学知识的分类中 ,仍属年轻学科。代表这门学科的名称的形式之多、由来之久、演变之广 ,是教育科学其他分支学科中不多见的。学科的源起是“多元的”,我们可以把教育人类学的源起与发展宏观地划分为观念教育人类学时期和实体教育人类学时期。对于它的学科地位 ,国际学界有两种截然不同的看法 ,归纳起来 ,可称之为“学科独立论”和“学科非独立论”。教育人类学是 1 9世纪末 2 0世纪初科学知识相互渗透与相互分化的产物 ,作为一个新的知识门类 ,它是以哲学。Although educational anthropology is an applied frontier discipline with a long ideological history, it is still comparatively young in the classification of education science knowledge. It is really very rare in other branch disciplines of education science to have so many long existing and various names for this discipline. While this discipline has a “pluralistic” origin, we can divide the origin and evolution of educational anthropology into two phases: the phase of conceptual educational anthropology and the phase of substantial educational anthropology. In the international academic circle, there exist two opposite viewpoints on the position of this discipline, i.e. “theory of independent discipline” and “theory of non independent discipline”. As the outcome of the interaction and separation of science knowledge at the beginning of the 1820s, educational anthropology is a new class of knowledge with philosophy, pedagogy and anthropology as its theoretical basis.

关 键 词：教育人类学 教育理论 儿童本位论 应用人类学 教育科学化 教育人种学 

分 类 号：G40-05[文化科学—教育学原理]