科教导刊
科教導刊
과교도간
The Guide of Science & Education
2015年
30期
59-60
,共2页
教育人类学%后现代%特征
教育人類學%後現代%特徵
교육인류학%후현대%특정
educational anthropology%postmodern%characteristic
人类学的相关知识由来已久,但成为学科是在近代,且其概念使用上存在较大差别.二战时期人类发展出许多分支,其中包括教育人类学.厘清人类学及教育人类学的历史演进便于我们理解教育人类学的性质与特征,同时通过梳理概念也使得教育人类学的后现代性特征不断显现出来.
人類學的相關知識由來已久,但成為學科是在近代,且其概唸使用上存在較大差彆.二戰時期人類髮展齣許多分支,其中包括教育人類學.釐清人類學及教育人類學的歷史縯進便于我們理解教育人類學的性質與特徵,同時通過梳理概唸也使得教育人類學的後現代性特徵不斷顯現齣來.
인류학적상관지식유래이구,단성위학과시재근대,차기개념사용상존재교대차별.이전시기인류발전출허다분지,기중포괄교육인류학.전청인류학급교육인류학적역사연진편우아문리해교육인류학적성질여특정,동시통과소리개념야사득교육인류학적후현대성특정불단현현출래.
There is a long history about the knowledge of anthropology, but the knowledge hadn't become a subject until modern time, and the use of concept is usually confused. In the period of World War Two, many branches came out of an-thropology, including the subject of educational anthropology. It is useful for us to clarify the historical evolution of educa-tional anthropology. It helps us to understand the nature and characteristic more deeply. And the postmodern characteristic can be gradually seen clearly.
