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From Background to Foreground: Toward an Anthropology of Learning
Author(s) -
Hansen Judith Friedman
Publication year - 1982
Publication title -
anthropology and education quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.531
H-Index - 46
eISSN - 1548-1492
pISSN - 0161-7761
DOI - 10.1525/aeq.1982.13.2.05x1833m
Subject(s) - artifact (error) , cultural transmission in animals , educational anthropology , sociology , epistemology , phenomenon , ecological anthropology , anthropological linguistics , anthropology , cultural artifact , sociology of scientific knowledge , focus (optics) , applied anthropology , anthropology of art , social science , psychology , ethnography , linguistics , history , philosophy , applied linguistics , optics , genetics , biology , art history , clinical linguistics , physics , contemporary art , neuroscience , performance art
A “new” anthropology of knowledge transmission must expand its focus beyond traditional concerns with child development, schooling, and cultural continuity. Equally, it should probe the relationship between cultural knowledge‐as artifact and event, as analytic concept, and as empirical phenomenon‐and scientific knowledge and inquiry, moving us toward an anthropology of knowledge. Included in analysis should be processes of knowledge construction and transmission, structural variables, cultural values and assumptions, biophysiological variables, diachronic and synchronic contexts, and learning outcomes. EDUCATIONAL ANTHROPOLOGY, ANTHROPOLOGY OF KNOWLEDGE, KNOWLEDGE TRANSMISSION, LEARNING, STRUCTURE OF SCIENTIFIC INQUIRY.