Anthropology Of Education Research Articles

Учение архиепископа Кирилла (Богословского–Платонова) о четырех состояниях человеческой природы: философско-антропологический аспект

The paper presents the results of the author’s anthropological teaching research of Archbishop Kirill (Bogoslovsky-Platonov), the representative of spiritual and academic philosophy of the first half of the 19th century, on the composition of a man. In his philosophical and anthropological teaching, Archbishop Kirill identifies four states of human nature. In an effort to systematize the material presented, Archbishop Kirill defines the components of a person and consistently examines them in different states. The author of this study points out the peculiarity of the Archbishop’s position, who develops the doctrine of the three-part composition of man, in contrast to his teacher, Metropolitan Filaret (Drozdov) and Archimandrite Eutychian (Lestev), who were inclined to a two-part composition. In the basis of his trichotomous views, Archbishop Kirill believes a fragment from the epistle of the St. Paul, who calls the spirit, soul and body of a man. Attention is paid to the high level of education of the St. Petersburg Theological Academy, largely due to which the anthropological thinking of Archbishop Kirill was formed.

Lady scientist, technological treasures and the making of a discipline

Abstract The Pitt Rivers Museum in Oxford is known for its abundant ethnographic and archaeological collections and typological displays. Conceived as an educational museum serving the purposes of evolutionist anthropology and its comparative practice, the collections grew considerably in size and geographical scope during Henry Balfour’s curatorship (1893–1939). The museum’s Siberian collection is almost entirely made up of objects from a single expedition to the Yenisei valley in 1914–15, led by a recent graduate from the University of Oxford Diploma in Anthropology, Maria Antonina Czaplicka (1884–1921). This article follows the journey of the making of this collection, starting from the context of the newly established diploma, and moving through international networks of museum professionals, into the Illimpei tundra, and back to what is now its institutional home in Oxford. Examining the practices of an early professionally trained anthropologist, the article offers novel insights into the complex entanglement of museum collecting and early twentieth-century anthropological teaching and research.

Editorial

In this issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences, authors from Denmark, the United States, Taiwan and the United Kingdom analyse serendipity in anthropology teaching, the use of lecture videos in political science, peer dialogue in education studies, polarisation anxiety among social science students and active learning in criminology.

Education and Training in Forensic Anthropology

The qualifications for a discipline are composed of the education and/or training requirements considered necessary to provide individuals with adequate knowledge to perform discipline-related tasks, including certification or licensing (Passalacqua & Pilloud 2018). Currently there are few available guidelines and no standards for the qualifications of a forensic anthropologist. To examine the qualifications of current practicing forensic anthropologists and to generate consensus-based criteria for the development of standards for qualifications for forensic anthropology, the authors generated an electronic survey. Results demonstrate that the qualifications of practicing forensic anthropologists are varied and do not always align with the qualifications currently outlined by the Scientific Working Group for Forensic Anthropology or the American Board of Forensic Anthropology. These findings do not mean these individuals are unqualified to practice forensic anthropology, but rather that there is currently little oversight or assistance for those individuals who do not fit the current models of perceived qualification, and no means of determining who does or does not have the adequate knowledge to perform forensic anthropological analyses. As forensic anthropology grows as a discipline, the standardization of qualifications will become increasingly important, both in terms of setting requirements for education and training and for the certification of practitioners. Further, there need to be clearer standards for education and training, which are currently lacking in the discipline.

Anthropologies of Education: A Global Guide to Ethnographic Studies of Learning and Schooling

Anthropologies of Education: A Global Guide to Ethnographic Studies of Learning and Schooling

TEACHING ANTHROPOLOGY WITH MUSEUM COLLECTIONS

Material culture provides powerful teaching opportunities for core anthropological themes and issues. Based on experience in teaching both undergraduate and postgraduate students, teh authors provide examples and a framework for a class exercise which supports students to learn from objects and to think anthropologically about them.

The Role of History in the Teaching of Anthropology


 Recently, at the RAI we have been encouraging research and discussion into the history of anthropology. This has been yielding most interesting insights, particularly as to the changing role of the RAI over the years. At one of our seminars, however, I was struck by a particular remark made to me by a distinguished retired professor, when he said to me words to the effect; ‘Please don’t be surprised if my colleagues still in post are not here to speak – the history of the discipline is something that one only undertakes after one is retired. Whilst one is still teaching, there is little time to do anything other than be preoccupied with one’s own material’. 

Antropologia da Educação: introdução

Resumo: O que é antropologia da educação e qual é sua contribuição para o estudo da educação? Estas perguntas orientam este número especial da revista Educação & Realidade. As antropologias de educação variam ao redor do mundo (Anderson-Levitt, 2012a). Aliás, conforme Elsie Rockwell (2002, p. 3) observa, “[…] as categorias analíticas usadas para elaborar textos etnográficos não são autônomas; estão enraizados nas sociedades em que são usadas primeiro e refletem os modos concretos de nelas construir a diferença”. No entanto, podemos identificar alguns compromissos fundamentais que evoluíram ao longo do tempo.

Antropology of the Saint Apostle Paul

This paper analyzes and systematically examines the teaching of the Apostle Paul on man. In the first part of the study the influence of Jewish and ancient Greek anthropological teaching on the thought of the Apostle Paul is examined. The aim of this examination is to point out, on the one hand, that Paul?s teaching is primarily based on the Old Testament anthropology, while on the other hand, that it contains anthropological formulations which point to their Hellenistic origin. The second part deals with the most important anthropological terms: spirit (??????), soul (????), body (????/????), mind (????), and heart (??????). By the investigation of these terms and concepts behind them it is concluded that in the Pauline anthropological thought man is neither spirit, nor soul, nor body, but a complete being, a psychosomatic one, composed of both soul and body together.

La educación artística: un derecho humano en la construcción de identidades culturales

El ser humano desde el seno de su unidad familiar ha promovido una serie de procesos de aprendizaje en el contexto de la formación artística; partiendo de la premisa del empirismo, en donde la prueba y error han marcado significativamente, la estructuración del mundo que lo rodea, independientemente de que dichos procesos sean considerados como innatos o adquiridos. Por lo consiguiente la finalidad del presente artículo, es establecer una aproximación etnográfica entorno al acceso a la educación artística en El Salvador; desde la óptica de los profesores de arte, otorgándole voz a su visión pedagógica heredada durante su formación docente, en el extinto bachillerato en artes del CENAR, durante la década de los ochentas en El Salvador.

Diverse Student Experiences in Higher Education: Implications for the Anthropology Classroom

The articles in this special collection were presented at the Society for Applied Anthropology meeting in 2018 on a panel affiliated with the organization’s Issues in Higher Education Topical Interest Group. This topical interest group focuses on examining how ongoing shifts in student demographics, financial challenges, and national policy impact decision-making and practice at all levels of the institution in complex ways. The articles in this collection explore educational experiences and needs of college students from their perspectives within the broader context of a rapidly changing higher education landscape and with a focus on applying this knowledge to teaching practices in the anthropology classroom. The authors present ethnographic research on students’ experiences, discuss implications of findings for the anthropology classroom, and provide concrete strategies that instructors can implement to address students’ needs. In doing so, they bring together two fields of study that often appear in the literature as separate areas of focus – the anthropology of higher education and the teaching of anthropology.

Hybridization of Islamic Education and Neuroscience: Transdisciplinary Studies of 'Aql in the Quran and the Brain in Neuroscience

The essence of Islamic education, in addition to the transfer of value and knowledge is the optimization of all human potential. Most of human potential rests on his brain. The science of studying the brain is neuroscience. Therefore, Islamic education and neuroscience can be hybridized in an interdisciplinary manner. The purpose of this study was to find new scientific varieties resulted from hybridization of Islamic education and neuroscience. This research is an interdisciplinary study with a qualitative approach in the form of library research. The source of the research data is the literature in the field of Islamic education and neuroscience that is explored and collected documentary and analyzed with content analysis. The results of the study showed that the concepts of nasiyah (crown) and ‘aql (mind) in the Quran have a correlation with the brain and mind in neuroscience. Both can be hybridized so as to find new varieties of science called the Islamic Education Neuroscience. This new branch of science has the potential to be equivalent to the scientific branches that have been developing so far, such as the philosophy of Islamic education, the psychology of Islamic education, the anthropology of Islamic education and so is the neuroscience of Islamic education. Educators, both teachers and lecturers who study this science can do stimulation and intervention to optimize students' brain potential in an integrated manner in learning Islamic diversity.

Relevance of log crib research, renovation and development in Estonia and the world

Relevance of log crib research, renovation and development in Estonia and the world

Nie przeoczyć teraz – filozofia codzienności Janusza Korczaka

In this paper, I focus on one of the children’s rights, which Janusz Korczak raised in his writings, namely the child’s right to the present day, which I understand as a postulate to appreciate the dignity of a child in its everyday life. My aim in this paper is, therefore, not only to reconstruct and uncover the complexities of this postulate, but also to theoretically embed this concept in pedagogical narratives about the child, and more specifically in anthropology of education and upbringing. In order to achieve this aim, 1. I will describe two paths in thinking about the relationship between human beings and their culture, taking into account especially its temporal dimension. Then I will proceed to 2. the concept of children’s rights in Korczak’s understanding of the child subjectivity; in order to indicate 3. the radical and ethical character of message his thinking.

To the problem of the spatial field paradigm research in education

The article is devoted to the analysis of key problems and development trends of modern teacher education. The author systematizes and interprets these phenomena, based on the results of the All-Russian Forum «Modern Development of Pedagogical Education» (Grozny, September 28- 2 9, 2019) and the Scientifc and Educational Forum «Russia - China: New Frontiers and Prospects for Humanitarian Cooperation» (Moscow, RAO, October 17- 1 8, 2019). Several research focuses were highlighted, including: problems of state policy in education (continuity, conceptuality, etc.); theoretical and methodological problems of project management; problems of internal and external cooperation; problems of management and conceptualization of innovative processes and problems of anthropology of education. As one of the possible tools for a meaningful discussion and solution of all these problems, the humanitarian methodology and the «spatial-feld approach» (paradigm) of the interpretation of educational phenomena emerging in its framework, which is consistent with the relevant ideas of K. Levin (psychology), P. Bourdieu (sociology), are considered) and R. Tom (linguistics). In conclusion of the article, the author offers some strategic guidelines for research in each of these areas.

Os 10 anos da Sociologia no ensino médio no Brasil: considerações sobre a formação de professores de Ciências Sociais na UFSM

O artigo objetiva efetuar um balanço da formação de professores de Ciências Sociais no Brasil, inicia- do com a promulgação de lei da Lei no 11.684/ 2008 (que tornou obrigatório o ensino de Sociologia e da Filosofia no ensino médio), que se finaliza com a reforma do ensino médio e a Base Nacional delineada na Lei no 13.415/2017. Para tanto pretendo focalizar a experiência de trabalho com as dis- ciplinas de Ciências Sociais para o Ensino Médio e Antropologia da Educação, a partir das transforma- ções ocorridas no Departamento de Ciências Sociais da Universidade Federal de Santa Maria (UFSM), que levaram à criação dos cursos de Licenciatura em Sociologia e Ciências Sociais nas modalidades presencial e EAD. Em um segundo momento, pretendo propor algumas ações reflexivas para os tempos que se anunciam, efetuando uma recuperação do conceito antropológico de educação, para colocá-lo em ação e, a serviço da formação de licenciados em Ciências Sociais no Brasil, para, como conclusão, expressar novas vias de acesso às Ciências Sociais na escola.

Place and role of medical anthropology in medical education. The so-called Szeged model

It is a necessary part of modern medical education that medical students should learn about the binary nature of human beings - biological and cultural - since both have an impact on our behavior. The subject of medical anthropology helps with understanding the mechanisms and lay concepts behind patients' decisions which is particularly important in our globalized world. The major goal of this course is to help medical students with acquiring cultural competence through theoretical bases and empirical examples that may help them later in their work when they meet patients with different cultural backgrounds. In the present study, we introduce the course of Medical Anthropology as it happens at the Faculty of Medicine, University of Szeged: the so-called Szeged model - its aims, syllabus, strengths, opportunities and possible difficulties. During the development of the subject, we greatly focused on its links to other subjects of behavioral and medical sciences and on its practice-oriented nature. Thus, the course partly contains of lectures and seminars which display cultural variability in relation to biological reality through practical examples. As a result, the topics of medical anthropology prepare the students to use the knowledge as well as skills and attitudes in clinical practice. Orv Hetil. 2019; 160(39): 1527-1532.

Maximizing Impact in Anthropology and Education: Capitulations, Linkages, and Publics

This article describes several ways that anthropologists of education can maximize impact on knowledge projects, policies, and practices. The approaches discussed here are all anchored in powerful and distinctive qualities of our field, and include: (1) Centering our disciplinary authority by refusing to capitulate to dominant forms of knowledge, (2) adopting the sensibilities of public anthropology, and (3) being as expansive in our collaborations and networks as we are in our considerations of context.

A Content Analysis of Papers Published by the Lecturers of the Faculty of Sport and Physical Education for the Last Three Years in Journal of Anthropology of Sport and Physical Education

A Content Analysis of Papers Published by the Lecturers of the Faculty of Sport and Physical Education for the Last Three Years in Journal of Anthropology of Sport and Physical Education

Strengthening the Quality of Graduates in Dealing with the Asian Economic Community and Demographic Bonuses

The purpose of this article is to describe the learning outcomes that graduates needed to face AEC and demographic bonuses. The data used in this article from the research result held in the Department of Anthropology Education of Universitas Negeri Medan. This research was conducted in the Sociology Subject Teachers' Meeting. This research is descriptive using data collection techniques through Forum Group Discussion (FGD). Mapping the ability of teachers needed by the graduates of the Department of Anthropology Education in dealing with the Asian Economic Community (AEC) and demographic bonuses. The graduates need to master two things in dealing with AEC, namely mastery of technology and mastery of knowledge.