摘要
二战结束至二十世纪七十年代末,日本经历了社会民主化和经济腾飞的过程,国民生活和教育进入现代化阶段。日本教育学者田浦武雄借访学之机了解到美国教育人类学,后通过专著《教育人类学——文化取向与教育》介绍国际教育人类学的发展脉络和成果,分析哲学教育人类学和文化教育人类学的性格、意义及课题。田浦武雄试图以此促进日本教育研究与人类学视角相结合。著作以日本名古屋市和爱知县的初中和高中为案例,揭示日本教育被应试战争裹挟,深刻影响青少年社会化和个性化发展的教育问题,及其背后的文化因素,希望借助教育人类学视角来获得改善教育的启发。
From 1945 to the end of the 1970s,Japan has experienced a process of social democratization and economic soar,and people’s life and education have entered the stage of modernization.Japanese educationist Taura Takeo learns about Educational Anthropology in America by the chance of academic visit;then,through his monograph Educational Anthropology:Cultural Orientation and Education,he introduces the development context and achievements of international Educational Anthropology,and analyzes the character,significance,and subject of Philosophy Educational Anthropology and Culture Educational Anthropology.Taura Takeo also tries to promote the combination of educational studies in Japan with anthropological perspective.The book takes junior high school and senior high school in Nagoya and Aichi as examples,reveals the problem of how Japanese education has been threatened by examination-orient war,which has produced profound impacts on teenagers and adolescents’socialization and personalized development,as well as the cultural factors behind it,and hopes to borrow the perspective of Educational Anthropology to acquire the inspiration to improve education.
出处
《广西民族研究》
CSSCI
北大核心
2021年第2期115-122,共8页
GUANGXI ETHNIC STUDIES
关键词
教育人类学
文化取向
文化濡化
日本教育
Educational Anthropology
cultural orientation
Japan’s education
socialization
personalized development
