迈向“新教育人类学”——教育人类学新范式的构想与解说

Towards the"New Anthropology of Education"——The Conception and Interpretation of the New Paradigm of the Anthropology of Education

"何谓教育人类学"是一个令包括人类学和教育研究在内的社会科学从业者困惑不已的问题。传统上,教育人类学的界说范式是"归属+对象+方法",但这一界说范式在知识的更替速度日趋加快、知识生产竞争日趋激烈的今天显得苍白无力,学科界说范式转换迫在眉睫。回顾与检视改革开放后社会科学重建以来的学科发展历程,可以看出教育人类学传统界说范式的实质是学术领域的"圈地运动",浸淫其中的学术政治比例和浓度过大。鉴于当前学科竞争日趋激烈的现实,教育人类学界应该主动作为,适时将界说范式从传统范式转换到新的范式,即"论题+主题+策略"的"新教育人类学"上来,重塑这门学科生产新知和洞察生活的能力,走"积累性知识生产"和"标志性作品打造"两轮驱动的发展之路。

"What is the anthropology of education?"is a question that puzzles scholars in social sciences,including researchers in anthropology and education.Traditionally,the paradigm for the definition of the anthropology of education is"belonging+object+method,"but this paradigm seems to be feeble and futile today,when knowledge tends to be replaced rapidly,and knowledge production is faced with increasingly fierce competitions;thus,it is urgent to shift the paradigm.A review of the disciplinary developments since the reconstruction of social sciences after the reform and opening-up reveals that this traditional paradigm is in essence the"enclosure movement"in the academic field,where the proportion of academic politics is excessively large.In view of the increasingly fierce competitions in disciplines,the field of the anthropology of education needs to take the initiative to shift the traditional paradigm into the new paradigm of"thesis+topic+strategy,"reshape the"new anthropology of education"in the abilities to produce new knowledge and gain an insight into life,and tread the dual wheel-driven path of"producing accumulative knowledge"and"creating landmark works."