当代湘西苗族传统文化的教育传承研究

【作者】 秦中应；

【导师】 孟立军；

【作者基本信息】 中央民族大学 ， 中国少数民族教育， 2010， 博士

【摘要】 随着经济全球化进程的加快,一些民族传统文化在青少年中的传承断层问题日益严重,一些少数民族的传统文化正面临危机。少数民族文化大多不是通过学校教育,而是在民众日常生活中以口传心授的方式传承的。苗族是一个历史悠久、文化独特的民族,也是一个久经磨难的民族。同时也是一个有语言无文字的民族,学校教育的发展相对滞后,苗族传统文化的传承主要通过各种形式的家庭教育、社区教育来实现。本文通过对湘西苗族传统文化教育传承的田野考察发现,苗族有着独特的传统文化,其传承是以家庭、节日、集会等为主要教育场所,文化传承方式灵活多样、不拘一格,而这正是苗族在其学校教育相对薄弱以及学校教育中民族文化传承相对欠缺的情况下,其独特的民族传统文化得以代代相传、保持浓郁民族特色的根本所在。全文力图从教育人类学的视角,对湘西苗族传统文化的教育传承进行详细考察,指出苗族传统文化教育传承体系中包含有四种不同类型的教育形式,即家庭教育、社区教育、学校教育和国家在场教育。在这四类教育形式当中,学校教育属于有意识教育,是按照一定的社会要求,采用特定的手段对特定人群进行的教育,对教育内容上有很大规定性,这里集中体现了社会主流价值观。而家庭、社区和国家在场教育则是无意识教育,往往是通过人们无意识行为来实现文化的教育传承,体现出民族价值观和国家主流价值观的融合。同时指出每种教育传承形式在传承苗族传统文化的过程中都发挥了各自不可替代的作用,但也都不同程度的存在着问题。论文的第五章对苗族传统文化教育传承的变迁表征及原因进行了分析,建立了苗族传统文化教育传承平台结构模式,指出正如社会是一个完整的功能整体一样,湘西苗族传统文化教育传承体系也是一个有机的整体,各个不同部分分别发挥着各自不同的作用,同时,这些不同的部分之间也存在着密切的关系。在国家在场影响的背景下,家庭教育、社区教育和学校教育构成了民族传统文化教育传承的主流形式。家庭教育是社区教育的基本单位,而社区教育则是家庭教育的延伸。学校作为正规的形式化教育,有具体的教育从业人员、专门的教育场所以及明确的教育指导方向。但在日常教育教学过程中,学校教育存在着“隐蔽的课程”,本身受到社会阶层、民族、地方性因素的影响,因此,学校教育当中,也渗透着家庭和社区教育。论文的第六章在充分认识教育传承苗族传统文化的地位和作用的基础上,指出由于民族传统文化的多样性、发展变化的复杂性,其教育传承方法不可能是单一的、一成不变的。在多年来民族传统文化教育传承上,经历过多次失败和面临着许多困难。这需要我们在认真总结经验教训的前提下,针对不同的情况作出适当的调整,完善民族文化教育传承的手段和方法。论文最后指出：正如民族发展一样,民族文化的发展也有产生、发展、消亡的一般规律。随着时间的流动,民族文化发展的三种趋势可以并存于同一时段,表现出创新、发展、消失三种状态。民族传统文化发展方向从内因上说主要是民族主体自主选择,从外部影响因素来说,教育能起到非常积极的作用。教育是民族传统文化得以传承的最基本的方法和手段。文化传承过程的实质就是一个教与学的过程,在不同的场所通过不同的教育形式得以实现。如湘西苗族,在传统社会里,传统文化知识通过口耳相传的形式,在家庭、家族、社区、宗教活动仪式中,通过歌的形式、舞的形式、禁忌的方式展现出来,人们则在参与这些活动的过程中无意识地受到教育。在新的社会时期里,现代学校系统的建立和学校对民族传统文化资源的采借,促进了民族文化在学校课堂中的教育。从整体民族传统文化传承教育体系来看,人们接受民族传统文化教育可以通过有意识或无意识的教育获得。有意识的教育渗杂了教育者主观的价值观念,对于传统文化教育产生一定价值导向。教育者对于教育内容的选择,对某些文化事项的赞扬、贬抑或抛弃,往往影响到该项文化的壮大或消减。更多还原

【Abstract】 With the acceleration of economic globalization, a number of traditional culture are facing growing inheritance issues among young people, some of the traditional cultures of ethnic minorities are facing a crisis. Most of minority cultures descend not through school education, but through mouth and heart in everyday life. Miao nationality not only has a long history with a long-suffering and unique culture, but also has language without words. The development of school education is lagging behind, the traditional culture descends mainly through various forms of family education and community education.Based on the field work of inheritance education of Miao traditional culture, this article finds that Miao has a unique traditional culture, and its heritage takes family, festivals, meetings and other venues as the major locations. The means of cultural heritage are in various ways and do not stick to one pattern. This is exactly why the unique traditional culture of Miao nationality could descend from generation to generation and keep the essence of strong national characteristics, even if the school education is relatively poor and lacking in national cultural heritage.This article is trying to investigate the education inheritance of traditional culture of Miao nationality in the west of Hunan province in detail from the educational anthropology perspective. It points out that the Miao traditional culture heritage systems contain four different types of education, that is, family education, community education, school education and the State presence education. Among these four forms of education, school education is a conscious education based on certain social requirements, and using specific means for specific populations. The content of this education is very prescriptive and embodies the mainstream values of the society. But the family, community and the state presence education are unconscious education, which normally descend through unconscious behavior to achieve it’s purpose, reflecting the integration of national values and national mainstream values. This article also points out that each form of education plays an irreplaceable role, but there are different degrees of problems.The fifth chapter analyses the changing representations and the reasons for the education heritage in Miao nationality’s traditional culture. It points out that the inheritage education system of Miao traditional culture is an organic whole just as the society is a fully functional community as a whole. Each part plays a different function at the same time. There is close contact between these different parts. In the context of the state presence, family education, community education and school education constitute the mainstream of national heritage of traditional forms of education. Family education is the basic unit of community education, and community education is the extension of family education. Schools, as a formal education, have specific education practitioners, specialized education establishments, and a clear direction. However, in the course of their daily teaching, there is a "hidden curriculum" in school education which is affected by social strata, ethnic, local factors and so on, which means that schools are permeated with family and community education,On the basis of fully understanding of the status and function of the traditional culture in Miao nationality, chapter six points out that the educational heritage methods are diverse thanks to the diversity of traditional culture and the complex development and changes. We have been experiencing countless problems and failures over the years, which requires us to draw lessons, and make appropriate adjustments for different situations to improve the means and methods of cultural education heritage.Finally, the paper points out that like the national development, the development of national culture also has a general law of generation, development and extinction. As time goes on, the three trends of national cultural development can coexist at the same time, showing three states of innovation, development and disappearance. The direction of the development of national traditional culture can be spontaneous choice according to internal reasons, but according to external factors, the education can play a very active role.Education is the basic method and means for national traditional culture’s heritage. Cultural heritage is just a teaching and learning process. It can be achieved by different forms of education in different places. For example, in the traditional society, Miao nationality’s traditional cultural knowledge passes down in the forms of word and mouth, or in the forms of song, dance, taboo in the places like family, clan, community, religious ceremony. The people who participate in the activities are educated unconsciously. In the new society, the establishment of modern school system and the borrowing of traditional cultural resources promote the education of national culture in the school classroom.From the overall view of the whole traditional cultural heritage system, the acceptance of national traditional culture can be achieved consciously or unconsciously. Conscious education contains the subjective values of the educators, which to some extent bring value play to the traditional cutural education. The educators’choice of educational content, praise, belittle or abandoning of cultural issues often influence the growth or reduction of the culture.更多还原