“三喻文化”理论在中国教育学界的引入、误读及其反思

The Introduction,Misreading and Reflection of the Theory of “Three-Figurative Culture” in Chinese Educational Circles

1970年,美国文化人类学家玛格丽特·米德在《文化与宗奉》一书中针对美国社会严重的代际问题,创设性地提出了"三喻文化"理论,引起了学界的广泛关注。其理论相继延用于人类学、社会学、心理学乃至其他交叉学科领域。改革开放后,该理论经译介开始为中国教育学界使用,主要集中在代际冲突、家庭教育、师生关系等研究领域,整体上呈现波动上升的发展趋势。鉴于当前中国社会问题所产生的叠加效应,"三喻文化"理论仍长期具有借鉴价值,但是回溯其研究,却发现国内学界对该理论的译介存在误读,产生了严重的负面影响,因此有必要正本溯源,对错译现象进行纠偏和反思。

In 1970,in the book of Culture and Commitment,American cultural anthropologist Margaret Mead creatively proposed the'Three-figurative culture'theory,aiming at the serious inter-generational problems in the United States,which aroused widespread concern in the academic circles.This theory has been frequently quoted in the research of anthropology,sociology,psychology and other interdisciplinary fields.After the reform and opening up,the theory began to be used by educational circles after being translated,mainly focusing on Inter-generational conflict,teaching practice,teacher-student relationship and family education and so on,which presented an overall fluctuant increasing and developmental trend.In view of the superposition effect generated by the current Chinese social problems,the'Three-figurative Culture'theory still has long-term reference value.However,retrospective of its research,it is found that there are some misunderstandings in the translation of the theory in the domestic academic circles,which has a serious negative impact.Therefore,it is necessary to trace the origin of the original,correct and reflect on the phenomenon of mistranslation.