遵循差异性原理提供的“差异性思维”或“识差法”，探求教育人类学学科发展中四对关系的“同中之异与异中之同”：教育人类学与民族教育学、教育人类学与教育社会学，“文化教育人类学”流派与“哲学教育人类学”流派，以及教育人类学中的“教育学立场”与“人类学立场”，在“求同存异”中对教育人类学学科发展进行审思。%Following the difference principle of “Differences in thinking” or “method of difference”proposed in the principle of differences, the present paper explores the common points and differences of educational anthropology disciplinary development, i.e., “ethnic pedagogy and educational anthropolo-gy”,“educational anthropology and educational sociology”,“cultural educational anthropology and Phil-osophical educational anthropology” and “anthropology position and educational position of educational anthropology”.Based on the above analysis, this paper reexamines the disciplinary development of edu-cational anthropology.
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