原始教育重释

【作者】 袁宝华；

【导师】 张诗亚；

【作者基本信息】 西南师范大学 ， 课程与教学论， 2001， 硕士

【副题名】人类学视野中的原始教育

【摘要】 关涉诸多教育重大理论问题（教育起源、教育本质、教育功能等等）的原始教育，其研究的学术价值之大在教育理论界是公认的。目前，以原始教育为研究对象的有两大领域，一曰史学，二曰民族学。在史学领域中，其研究的重点在于力求把握整个原始教育的发展流变，提炼出原始教育的特点。但是，原始教育所历经的时间跨度之大，所涉及的空间之广，其中的疑点、断点又甚多，因而，要构筑科学意义上的宏大的原始教育“理论大厦”，其难度之大是可想而知的。史料的数量与质量是史学研究的灵魂，原始教育从起源到前文字教育，经历了三百万年之久，就空间而言，世界七大洲的众多民族，其原始文化所呈现出的纷繁复杂，时空的交织缠绕更加剧了其复杂性，此足以说明要构筑科学意义上的宏大理论尚须时日。那种“毕其功于一役”的思路是不合时宜的。在民族学研究领域中，又有微观层面与中观层面两个亚领域。相对于以单一民族文化为蓝本来解读原始教育并从中导源出人类原始教育的一般特点，中观层面的研究要合理些。它既能克服大叙事的空乏，又能补微观研究涵盖面较小的不足。它是以某一地区现存的几个原始部落为摹本来重现原始教育的图景。以我国西南地区的原始民族为摹本来进行研究，国内学者已有建树。但尚未发现系统地以国外某一地区现存的原始部落为摹本来开展研究工作。这是一个新的研究领域。笔者尝试在这方面做些努力。 本文以三位人类学家对印第安人——世界秘密文化实验室——所作的考察报告为蓝本来重现原始教育的图景。这是一次尝试用全新的、科学的、系统的资料来重新解读原始教育的尝试，并试图为后来的原始教育研究探索出一条用人类学考察报告——当然可以结合历史文献与考古情报——来重构历史画面、揭示原始教育规律的新路。 本文认为原始教育的发展分为两个阶段、四个亚分支。在第一阶段中，原始教育是随境的，是寓于其他活动之中，是整个情境的一部分，随情境而发生、发展和结束， 它的主要特点是无专职教师，没有刻意去选择教学内容，目的性、计划性、组织性不 强。它是与粗耕农业相适应的一种教育实践活动．主要培养个体的生存能力，进行民 族凝聚力和集体意识的教育，兼终身教育、全民教育与通才教育于一体．民族文化“精 英”是自然产生于随境教育中，是个人的天资、勤奋以及对本民族强烈的责任感的产 物。一 随着人类自我意识的逐步增强，初民们对人的培养的自觉性也与日俱增，原始教 育第二阶段——半专门化的教育阶段中，已有了兼职的教师，其目的性、计划性、组 织性都较强．它分为两个层面，第一层面为基础教育，是以培养个体具有成熟的精神、 高度的自控力与顽强的毅力为主要目的，宗教社团承担了此任．第二个层面为“高等 教育”，是以巫师、祭司、萨满及手艺人的培养为目标，采取个别教学的组织形式， 教学手段为口耳相传、言传身教，在易洛魁社会中，出现了前文字教育，这是教育史 上的重大革命．更多还原

【Abstract】 Major:Curriculum and DidacticsSupervisor:Professor Zhang ShiyaAuthor:Yuan BaohuaIt has been commonly accepted that the primitive education which has aclose relationship with many crucial theories of education such as the origin,essence, function of education. It shows a great value on academic research. Bynow, there are two fields in which people have began to investigate theprimitive education: history and ethnology. In history the researchers are tryingto discover the secrets of the total developing process of the primitive education,and them to extract its unique features. Because of its long period of time, greatscope of space, the difficulty is imaginable. The quantity and the quality ofmaterials are soul of history research. Primitive education, from its origin topre-written education, lasted for three million years. From the point of space,there are so many nationalities in the seven continents in the world, thecomplexity of their primitive culture shows firmly that it’s a long way toconstruct so complex and great theory system. Such way as "Accomplish thewhole task at one campaign" is not reasonable. It is almost impossible tomacroscopically construct a scientific primitive education theory at present. Inethnology researches are divided into microcosmic and mid-comic onmicrocosmic, only one nationality is involved to summarize the commonfeatures of primitive education. Mid-cosmic is more reasonable, for it tries torehabilitate the phenomenon of primitive education according to some presentprimitive tribes. For example, on the study of the primitive nationality insouthwest China, some Chinese researchers have gained great results. Still,systematic research on the primitive tribes in some region needs furtherconcerns, It is a new field. I am trying to make some efforts in this field.I construct my paper on the basis of three anthropologists researchingresults about Indians. This is a try of re-interpreting the primitive education by3using newly, scientific and systematical references, and it also intends toexplore a new road for the future research by using anthropological report onan investigation to reconstruct a history prospect.I divide the primitive education into two stages. In the first stage, educationis carried out in scene specifically, education is given in every concreteactivities, as one part of it and it begins, develops and ends following with thescene. Its main features are absence of full-time teachers, none of intentionallychosen educational content, lack of purpose, plan and organization It is aneducational pradtice which adapts to the horticulture. Its aim is to trainindividual’s surviving ability, the cohesion of nationality, and the collectiveideas, In today’s words, the primitive education includes life-long education,all-round education and all-member education. The excellent person innationality’s culture emerges naturally from the scene education. It’s the resultof persons’ talent, diligence and the extreme sense of responsibility to his ownnationality.As the enforcement of human’s self-consciousness, human-beings’consciousness to educate is also developing. The second stage is half-specificeducation. Human-beings have already concurrent teachers, and the educationshows better purposive, and organizational. The education has two steps. Thefirst is called elementary education, in which mainly aimed to train person’sgaining mature spirit, highly self-control ability and dedicated will. Religiousgroup undertook this duty. The second step is called "adult education," in whichmainly aimed to cultivate witches, overseers of sacrifices, shamans andcraftsmen. The method of education is in individual way. The medium ofeducation is "talking and acting teaching" in the Iroquois society,更多还原