Release:Vesntik TSU. Pedagogy. Psychology. 2013
About the author:Larisa E. Pankratova,
Abstract:The purpose of this paper is the analysis of the main stages in the development of educational anthropology. The XX century was called “the age of a child”. This is due to the re-interpretation of the role and place of a child in culture and society. The child is as a subject of law, as a personality, as an object of education and socialization — this is a range of a theoretical interest in various spheres. Educational anthropology may be as a research field, representing a synthesis of different approaches to the phenomenon of a child and childhood. N.I. Pirogov, K.D. Ushinsky, L.N. Tolstoy, P.F. Lesgaft, A.P. Nechayev and other prominent Russian teachers and psychologists played a significant role in its formation. It is necessary to note a contribution of the German philosophers and teachers, such as O.F. Bolnov, G. Rot, G. Nol, etc .Today we can speak about the formation of educational anthropology as a science; about its system and interdisciplinary nature. Although the range of issues, concepts and methods of this science has not been well defined yet, no doubt, it has a theoretical and practical significance.
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