实践民族学——基于中国实践的民族学与人类学

"实践民族学"是在当代中国背景下,以实践的视角"再写"民族学与人类学,即重新"盘点"中国民族学与人类学的历史与现状、定位与构成、需求及发展趋势,勾勒一个以应用、实践为目标的相对整合的民族学学科体系。民族学、人类学的整合及本土化过程,必须在应用和实践中实现,且打破"田野"框架,超越传统的范畴,拓展学科领域。民族学或人类学是一个包括研究与实践的过程:来自田野,回到田野;在于实践,源于实践。     

审美人类学与人生论美学的统一——人的自身生产的新实践美学维度透视

审美人类学是从人对现实的审美关系出发来研究人的本性和特质,人生论美学则是从人的本性和特质出发来研究人对现实的审美关系.新实践美学立足于人的社会实践活动,在中国当代美学的发展历程中,已经历史地来到了将人的自身生产从审美人类学和人生论美学统一起来进行透视的交汇点上.新实践美学的哲学基础--实践唯物主义,为新实践美学统一审美人类学和人生论美学来阐述人的自身生产提供了坚实的理论基础.新实践美学紧扣人对现实的审美关系这个关键环节,从审美关系出发去研究人的自身生产,把人的本质研究和人的审美活动的研究统一起来,从而实现审美人类学和人生论美学统一.新实践美学的现实目的--人的全面发展,要求对于人的自身生产的研究走向审美人类学和人生论美学的统一.     

人类学的“普同”与“相对”

现代人类学的开端,可追溯到19世纪,但人类学作为现代科学真正被确立起来,则要到20世纪20年代。长期以来,学科内部由于理念不同逐渐分野,形成两大主要分支,即以英、法两国为首的社会人类学,和以德、美两国为主的文化人类学。两派虽在学术理论、方向、思考方式等方面有所分歧,但并不妨碍他们各自为人类学学科所做出的巨大贡献。本文旨在介绍两派的主要学术观点,以及在人类学四大领域研究当中的理论实践。     

初级中学教育模塑过程的反思——读《教育的期待与实践:一个中国北方县城的人类学研究》

《教育的期待与实践:一个中国北方县城的人类学研究》将"教育的期待与实践"作为主要线索,以一个普通中学为案例,运用人类学的研究方法进行教育研究,其中揭示初级中学教育的一些现象、问题引人深思。     

保罗·拉比诺和“当下人类学”进路

保罗·拉比诺是美国著名人类学家,他在医学及科技人类学领域享有盛誉。人类学在经历了反思潮流的洗礼之后,其传统的研究方法和理论根基受到动摇。保罗·拉比诺的＂当下人类学＂为反思之后的人类学提供了新的进路。在这一模式下,人类学实践与研究对象活动二者的界限变得模糊,而人类学家的身份则由＂客观＂事实的记录者转变为社会实践的参与者。     

文化人类学视野下的大学文化与艺术教育

在文化人类学视野的观照下,大学文化是一种具有相对自足性的特定场域,它是经过历史、文化的长期积淀而形成的,具有延续性、传统性、感染性和创生性等特征。作为大学文化的典型表现和有效表意实践方式,艺术教育成了当前大学文化内涵丰富的重要内容和实践建设的主要途径。它一方面对于提升大学文化品格起着人文精神的作用,另一方面对于凸显大学文化、实践大学文化起着具体的操作和表达功能。在这样一种文化人类学整体关联视角的考察下,大学文化与艺术教育形成了特殊的关系状态,以一种文化遗产的方式共同作用于精神成人、传承文化和创新文化。     

语言人类学视野下的壮侗语民族文化特征

以语言人类学为视角,运用壮侗语族语言材料,诠释壮侗语民族的物质文化、制度文化和观念文化的基本特征.由此感受到壮侗语民族文化对其语言的制约和影响,以及语言人类学视角对于民族文化研究的有效性与真实性.     

审美人类学视域下广西大瑶山瑶族的民族记忆研究——“广西大瑶山瑶族文化记忆研究”系列论文之二

审美人类学作为熔铸美学和人类学的理论和方法,注重民族审美经验的理论批判和实证研究的结合,民族记忆的历史性与现实性结合,在民族审美实践和审美语境中探讨民族记忆的内在意蕴。以审美人类学为指导,研究广西大瑶山瑶族民族记忆不仅必要而且可行,这对深入研究广西大瑶山瑶族民族记忆具有重要的价值与意义。     

主体性呈现的人类学个案评析——以苗学先贤梁聚五为例

主体性呈现在人类学研究中有着特殊的实践意义和理论价值。文章对以梁聚五为例的苗学主体性呈现进行评析,试图探索主体性研究的呈现和理论升华在人类学研究中的个案表现,分析和探讨以苗学的主体性呈现为主线展开的理论寻源和研究指向,以期在不同的个案研究和理论探讨中得到借鉴与启发。     

教育人类学:理论与问题

教育人类学是一门以人为研究对象的应用性边缘学科 ,虽具有悠久的思想渊源 ,但在教育科学知识的分类中 ,仍属年轻学科。代表这门学科的名称的形式之多、由来之久、演变之广 ,是教育科学其他分支学科中不多见的。学科的源起是“多元的”,我们可以把教育人类学的源起与发展宏观地划分为观念教育人类学时期和实体教育人类学时期。对于它的学科地位 ,国际学界有两种截然不同的看法 ,归纳起来 ,可称之为“学科独立论”和“学科非独立论”。教育人类学是 1 9世纪末 2 0世纪初科学知识相互渗透与相互分化的产物 ,作为一个新的知识门类 ,它是以哲学、教育学和人类学的理论为基础的     

四种英国产香烟烟气中自由基的ESR分析研究

研究了用电子自旋顺磁共振(ESR)法对香烟烟气中的自由基进行分析的样品处理方法及ESR检测方法.对四种英国产香烟样品中的粒相及气相自由基进行了分析检测并对检测结果进行了讨论.结论:大多数英国产的检测样品香烟中,含有1.5～3倍于国产对照香烟样品的气相自由基;而国产对照样品香烟的粒相自由基的含量水平则处于较高水平.实验结果还显示:同品牌的Sobranie香烟中,不同型号样品中粒相自由基含量与焦油含量具有负相关性,但不同品牌则不同;对于检测样品而言,气相自由基的含量与焦油含量有正相关性.     

钦州湾表层海水温度盐度及pH值时空变化

根据2009年春夏秋冬4个季节调查资料,分析钦州湾表层海水温度、盐度及pH值的季节变化和分布特征。结果表明：钦州湾海水平均温度春季20．4℃,夏季30．1℃,秋季16．0℃,冬季14．6℃,变化特征与气温的季节变化相同,空间分布为夏秋季河口区的水温都略高于湾口区,而春冬季则相反。海水平均盐度春季20．067,夏季17．975,秋季23．864,冬季23．660,表现为秋季〉冬季〉春季〉夏季,各季节空间分布总体表现为河口区低,湾口区高的趋势。海水pH平均值春季7．82,夏季8．11,秋季8．01,冬季8．10,全年空间分布高值区均出现在大风江口外海域。钦州湾海水比较适宜大蚝、对虾、文蛤等广温广盐性品种的海水养殖。     

德州回族渊源考

德州回族的历史可以追溯到元朝,至今已有700多年的历史。德州回族的来源主要有五：一是元明清陆续自外迁入,二是历代回回兵及其后裔,三是回回商人及其后裔,四是苏禄东王后裔的融人,五是其他民族的融人。在德州回族的形成过程中,伊斯兰教起到了纽带的作用。     

农村远程教育教学资源质量体系建设初探

从为农村远程平台提供教学资源课件内容、资源开发模式、资源建设信息反馈、资源课件质量评价等九个方面,对我省农村现代远程教育教学资源建设质量体系进行诠释,旨在为我省农村远程教育平台教学资源的开发、应用、管理与评价,做有益探索。     

论冰心三四十年代作品艺术风格

冰心是20世纪中国最杰出的文学大师之一。她从1919年五四运动之后,便开始了文学创作。她的作品,如"问题小说"、小诗、散文和儿童文学开创了新文学的先河,而"冰心体"的创造,则是她最杰出的贡献。"爱的哲学"的提出又使她成为现代文学史上最有个性,最有特色的一位女性作家。但是,至今冰心的作品受到评论界充分关注的仍只是她20年代的作品,她三四十年代作品所体现出的一以贯之的对爱与美的追求及其艺术风格,却一直为研究者所忽略,这自然有碍于对冰心创作全貌的把握。本文拟以冰心三四十年代的生活为立足点,试图对她这一阶段的重要作品所表现出的文学精神及艺术风格予以解释。     

A comparative examination of schools' responses to bereavement and the associated needs of the school community in Galway,West of Ireland and Derry,Northern Ireland

The aim and objective of this study is to examine and compare how schools in Galway, Republic of Ireland and Derry in the North of Ireland (cities located within two independent jurisdictions in Ireland) manage and respond to bereavement. To carry out a survey of schools, the ‘Loss in Schools’ questionnaire is considered the most suitable tool. The questionnaire, which contains 10 questions designed to unearth pertinent issues including the needs and concerns of schools, had previously been administered in studies in Hull. Sixty questionnaires were administered in both Galway and Derry, with a return of 38 and 35, respectively. This study illuminates important aspects of the topic. The schools in both Galway and Derry rate bereavement (and parental separation) as highly important in terms of priorities. In terms of policy, some of the respondents in both study sites report that loss is included in their school's policy documents but not formally included in the curriculum. A designated staff member (who would speak to the pupil experiencing the death of a family member or significant other) is evident in 37% of Derry schools and 23% of Galway schools. Some members of staff in both study sites have attended training in bereavement, although the courses are relatively short term. Schools request assistance from other agencies outside the formal schools arena in times of need. In Galway the psychology services are most commonly consulted, while in Derry the Western Education and Library Board Bereavement Counselling teams and Cruse Bereavement Care are identified as additional resources from which help is sought. This paper outlines recommendations on schools' training needs in the area of child bereavement and the request for support to help further develop and formalise school policies.     

Developing pre-service teachers' evidence-based argumentation skills on socio-scientific issues

We report on a study of the effect of meta-level awareness on the use of evidence in discourse. The participants were 66 pre-service teachers who were engaged in a dialogic activity. Meta-level awareness regarding the use of evidence in discourse was heightened by having same-side peers collaborating in arguing on the computer against successive pairs of peers on the opposing side of an issue on the topic of Climate Change and by engaging in explicit reflective activities on the use of evidence. Participants showed significant advances both in their skill of producing evidence-based arguments and counterarguments and regarding the accuracy of the evidence used. Advances were also observed at the meta-level, reflecting at least implicit understanding that using evidence is an important goal of argumentation. Another group of pre-service teachers, who studied about the role of evidence in science in the context of regular curriculum and served as a control condition, did not exhibit comparable advances in the use of evidence in argumentation. Educational implications are discussed.     

教育爱的新视界

教育是一项爱的事业,应该对教育爱有更为宏观的哲学式的关注。教育爱不仅仅是教师之爱,更是所有教育工作者的爱,是他们在整个教育事业中表现出来的爱,是具有精神性、智慧性、文化性等教育品性的爱。教育爱在实现人与社会协调发展、促进教育公平、发挥教育潜能等方面具有重要的的价值。我们可以从教育决策、教育的组织实施、教育评价等层面实现教育爱。     

宋代梅山峒蛮族属新证——以梅山奉氏家族为例

从新发掘出来的史料论证,宋代新化奉家峒的奉姓"蛮猺",是现今新化县奉家山奉姓家族和隆回县虎形山奉姓花瑶的族源.现今新化县奉家山奉姓家族的本来族属应为瑶族.瑶族在梅山文化的多元构成中占有相当重要的位置.     

Shaping a culture: oral histories of academic development in Australian universities

Academic development has had an approximately forty‐year history within Australian higher education, paralleling the major expansions and changes in the sector, both nationally and internationally. Its principal concerns have been the improvement of teaching and the professional development of the academics who teach. The history of academic development has gone largely undocumented and unexamined at a national level, in Australia and elsewhere. However, as university teaching has increasingly become important in relation to quality in higher education, academic development has become a central player in the work of universities. It becomes of particular importance at this time to garner a more thorough understanding of the continuities as well as the discontinuities in the meanings and practices of university teaching and in the work of those whose role has been to support its development. This article presents a discussion of two key themes identified from a set of oral history interviews conducted with early leaders in academic development in Australia. These themes offer different insights into issues and understandings of academic development in today’s university. The first concerns a perennial issue in academic development – the struggle to define academic development’s emerging ethos in relation to research and service to the broader university’s endeavour. The second theme represents an issue that has been forgotten or marginalised in the official accounts of academic development but which lives on in the ‘lore’ of the field – the role of activism in the shaping of university teaching and academic development.