| 试论我国教育人类学的学科定位与学科精神 |
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| 引用本文： | 岳天明.试论我国教育人类学的学科定位与学科精神[J].民族教育研究,2008,19(1):35-41. |
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| 作者姓名： | 岳天明 |
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| 作者单位： | 西北师范大学政法学院社会学系,甘肃兰州,730070 |
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| 摘 要： | 结合学科发展的现状和实际,应该强调我国教育人类学的双重学科属性,即人类学的部门学科和教育科学的基础性学科.我国教育人类学的学科精神为:实事求是、求真务实的田野精神,善待别人、尊重他者的包容精神及兴教为民、旨在智民的人本精神.如此框定教育人类学的学科精神,有利于加速中国教育理论发展的时代性转型和教育品质的提升.
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| 关 键 词： | 教育人类学 学科性质 学科定位 |
On Discipline Orientation and Discipline Spirit of Educational Anthropology in China |
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| YUE Tian-ming.On Discipline Orientation and Discipline Spirit of Educational Anthropology in China[J].Journal of Research on Education for Ethnic Minorities,2008,19(1):35-41. |
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| Authors: | YUE Tian-ming |
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| Abstract: | According to present reality of discipline development,importance should be attached to dual attributes of discipline of educational anthropology in China.It is both a branch discipline of anthropology and a basic discipline of educational science.The discipline spirit of educational anthropology in China should embody the spirit of field study in seeking truth from facts and being realistic and pragmatic,the spirit of inclusiveness in treating kindly and respecting others and the humanistic spirit of revivifying education for the people.This definition of discipline spirit of educational anthropology will contribute to accelerating development of education theory as well as improving education quality in China. |
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| Keywords: | educational anthropology nature of discipline discipline orientation |
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