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- Title
教育即文化框限: 三位文化人類學者的教育觀點.
- Authors
黃鴻文; 曾碩彥
- Abstract
This article synthesizes the viewpoints of three cultural anthropologists on education. C. Geertz regards education as cultural reduction, J. Henry views it as cultural binding or fettering, and G. D. Spindler sees it as cultural intervention and compression. They all emphasize the reliance of culture on education for its transmission, yet at the same time, note how cultural also confines the operation of education. The extended discussion suggests that the limitations of education are not absolute. Education is not entirely determined by culture; there is still room for flexibility in implementation within the broader cultural space and freedom for individual choice, as well as opportunities for relative creativity. Derived from cultural relativism, the perspective adopted in this paper argues that all forms of education have their own cultural limitations, each with its advantages and disadvantages, and that every educational model is merely a cultural choice, adapted to its environment, with no superior or inferior models. In conclusion, drawing on Spindler’s concept of ‘cultural therapy,’ the paper calls for educators to critically question educational models from a cultural perspective, and to avoid blind adherence to specific educational models found in a particular time or place. It encourages the exploration of the mechanisms and effects of cultural constraints, with the goal of achieving relative subjectivity in education, and thereby fostering a better understanding of the interplay between culture and education that supports the rational operation of education.
- Publication
Taiwan Journal of Sociology of Education, 2023, Vol 23, Issue 2, p101
- ISSN
1680-2004
- Publication type
Article
- DOI
10.53106/168020042023122302003