教育的历史人类学：问题与方法

Historical—Educational Anthropology

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、跨学术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 appeared， 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 educational 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 interdiscipline.