The question of the educational anthropology formation

Tyumen State University Herald. Humanities Research. Humanitates


Vesntik TSU. Pedagogy. Psychology. 2013

The question of the educational anthropology formation

About the author:

Larisa E. Pankratova,
Cand. Philos. Sci., Associate Professor, Department of Social Work, Russian State Professional and Pedagogical University (Ekaterinburg)


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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