回归人的本质:哲学人类学视角与教育学立场下教育人类学——《教育人类学引论》导读

Return to the Essence of Man: Educational Anthropology from the Perspective of Philosophical Anthropology and Pedagogy——Introduction to Educational Anthropology

《教育人类学引论》是一部凸显教育人类学中“教育学立场”的创新性作品。这一本教育人类学专著区别于以往人类学的“文化”立场,从教育学中“人”的立场进行新的探索。不仅如此,作者对“生命·实践”“文化实践”“教育实践”的关注和思考更是为本书的逻辑论证注入了新活力。本文从教育人类学学科背景与作者个人的教育与研究背景出发,以教育人类学的“研究传统——方法论基础——本体论内涵——发展趋向”为脉络,梳理了作者关于教育人类学的一系列论述。最后阐明其写作特色:一是彰显作者深厚的理论功底,呈现教育人类学的理论对话与话语建构;二是注重归纳教育实践,联系基础教育阶段的学校改革;三是进行深入的本体性思考,关注教育人类学基本理论问题研究,从而展现了本书整体的独特性。

Introduction to Educational Anthropology is an innovative work that highlights the“pedagogy standpoint”in educational anthropology. This monograph of educational anthropology is different from the“culture”standpoint of anthropology in the past, and makes a new exploration from the standpoint of“human”in pedagogy. Moreover, the author’s thinking about“life · practice”,“cultural practice”and“educational practice”have injected new vitality into the logical argumentation of this book. Starting from the discipline background of educational anthropology and the author’s personal education and research background, this paper sorts out a series of treatises on educational anthropology from the perspective of“the research tradition of educational anthropology--the basis of methodology--the connotation of ontology--the development trend”. Finally,the author expounds the characteristics of his writing. Firstly, it reflects the author’s profound theoretical foundation, and has the theoretical dialogue and discourse construction of educational anthropology. The second is pay attention to inductive educational practice and link the school reform in the basic education stage. The third is the deep ontological thinking, focusing on the research of the basic theoretical issues of educational anthropology, thus showing the uniqueness of the book as a whole.