儿童养育习俗及其研究价值的教育人类学分析
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摘要
教育活动作为一种人类社会的基本活动,并非只发生在制度化的学校教育里,儿童个体生命的成长与社会化离不开养育习俗的影响。教育人类学视野中的儿童养育习俗是人们在长期的儿童保育和教育实践中形成的教育思想、教育经验和教育智慧。深入研究存在于本土的、民间的儿童养育习俗对于促进现代幼儿教育理论的"本土生长"、回应现代幼儿教育的异化现象、实现对本土儿童及其教育知识的人文关怀等方面具有一定的理论与现实意义。
Being a basic activity of human being,educational activity doesn't exist only in institutionalized school education.The growth and socialization of an individual is inevitably influenced by the childrearing customs.Under the perspective of educational anthropology,childrearing customs are the ideology,experience and wisdom of education that are formed in the practice of children's caring and education in a long run.The in-depth research of regional childrearing customs is of certain theoretical and practical significance to the adaptation of modern children's educational theories,the exposition of the phenomenon of alienation of modern early-childhood education,as well as the implementation of humanistic concern towards local children and the knowledge of child education.
Being a basic activity of human being,educational activity doesn't exist only in institutionalized school education.The growth and socialization of an individual is inevitably influenced by the childrearing customs.Under the perspective of educational anthropology,childrearing customs are the ideology,experience and wisdom of education that are formed in the practice of children's caring and education in a long run.The in-depth research of regional childrearing customs is of certain theoretical and practical significance to the adaptation of modern children's educational theories,the exposition of the phenomenon of alienation of modern early-childhood education,as well as the implementation of humanistic concern towards local children and the knowledge of child education.
引文
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[2]格尔兹.文化的解释[M]王家煊,等译.上海:上海人民出版社,1999:24.
[3]孙杰远.浅谈儿童的文化习性及其获得[J].学前教育研究,2007(2).
[4]安东尼·吉登斯.社会学[M]李康,译.北京:北京大学出版社,2009:67.
[5]罗伯特·路威.文明与野蛮[M]张庆博,译.西安:陕西人民出版社,2012:147-148.
[6]恩伯等.文化的变异——现代文化人类学通论[M]杜彬彬,译.沈阳:辽宁人民出版社,1988:62,441.
[7]Weisner,T.S.Eco-cultural niches of middle childhood:A cross-cultural perspective.In W,A.Collins,Development during middle childhood:The years from six to twelve[M].Washington,DC:National Academy Press,1984:335-369.
[8]威廉·A·哈维兰.文化人类学(第十版)[M]翟铁鹏,张钰,译.上海:上海社会科学院出版社,2005:130-147.
[9]詹栋樑.教育人类学[M].台北:五南图书出版公司,1989:23.
[10]闫世贤,扈中平.教育理论的“本土生长”:社会人类学的观照[J].教育发展研究,2013:(15-16).
[11]李姗泽.论人类学研究范式对中国教育研究的启示[J].教育研究,2012(12).
[12]汪丁丁.教育的问题[J].读书,2007(7).
[13]苗曼.天性引领教育——幼儿教育变革路向探寻[D].南京:南京师范大学,2012:51.
[14]王铭铭.人类学是什么[M].北京:北京大学出版社,2002:24.
[15]范可.米德的意义[J].读书,2008(6).
[16]王铭铭.人类学讲义稿[M].北京:世界图书出版社公司北京公司,2011:17.
[17]卡西尔.人文科学的逻辑:五项研究[M]关子尹,译.上海:上海译文出版社,2013:4;122.
[18]黄剑波.作为“他者”研究的人类学[J].广西民族研究,2002(4).
[19]纳日碧力戈.教育人类学:美美与共的学问[J].民族教育研究,2014(4).