论人类学取向的民族地区教育研究方法论之革新——经典文化概念的局限及其克服

A Probe into the Innovation of the Methodology of Anthropology-oriented Education in Ethnic Territory——The Limitation and Resolution of the Definition of Classical Culture

加强人类学方法的应用,是民族教育研究体现特色和进一步深化的一个基本途径,但我国民族教育研究者应当注意的是,人类学核心概念——文化的经典观念在今天日益暴露出局限。其一,将文化假设为匀质的疆界分明的铁板,忽视文化内部的多样性和文化间的互动。其二,将文化视为无时间性的静态性实体,忽视其历史流变。其三,暗含着若干二元对立,即文化与自然的对立,社会建构与个体建构的对立,主观与客观的对立。针对这些局限,笔者初步建议有三:其一,推敲文化概念这类方法论的基础知识;其二,及时借鉴国外新近成果,但注意使之在我国本土化,尤其是重视东西方民族问题的差异;其三,要跨学科地走向开放,尤其是向长于个体层次分析的心理学等学科借鉴,以弥补经典人类学偏重群体层次分析的局限。

The application of anthropological methods is one of the primary approaches that is helpful to the feature and further development of ethnic educational studies. However, we should be careful that in today＇s world we can see more and more faults of the classic assumptions of culture, the core concept of anthropology. First, a culture is assumed as a homogenous iron board with a clear boundary, which fails to explain the intemal diversity of a culture or the cultural interactions. Second, a culture is considered to be a timeless static entity, which fails to explain its historic changes.Third, the concept implies some dichotomies, culture VS nature, social construct VS individual construct, subjective VS objective. In order to avoid these faults, this author offers suggestions that the concept of culture should be further studied; we must introduce the frontier fruits of foreign studies of this concept, but pay attention to the difference of ethnic matters between West and East, so we must localize them in China; we must be open towards interdisciplinary, learn from psychology that is skilled at individual level analysis so as to overcome the fault of the analysis of anthropology that is skilled at population level.