摘要
继以现象学、整体化和哲学为导向的教育人类学之后,在过去几十年里,以教育—历史为导向的人类学也日益兴起。它从对迄今为止的教育人类学研究的批判出发,突出强调其研究的双重历史性,同时也不忘对人类学的批判。属于历史教育人类学的重点研究范围的有:身体与感知、代际与性别、时间与空间。对其发展来说,历史与心态、文化性与跨文化性、跨学科性与跨国性这三个任务和研究领域极为重要。
Since the phenomenal,the integrated and the philosophical oriented educational anthropology ap- peared,the historical-educational oriented anthropology has got achievement in the last decades. The starting point of this kind of anthropology is not only the criticism of the research on the educa- tional anthropology till now,but also the emphasis on the double historical point of researches,and the consideration of anthropology-criticism.Body and sensuality,generation and gender,time and space belong to the most important crucial points of the historical-educational researches.For the further development,the followings are three task and research fields of great importance:history and mentality,culture and interculture,transdiscipline and interdiseipline.
出处
《北京大学教育评论》
北大核心
2007年第4期126-141,共16页
Peking University Education Review
作者简介
克里斯托弗·乌尔夫（Christoph Wulf），德国柏林自由大学教育学心理学系人类学与教育学研究所教授，哲学博士。
