杨珂 吴小花

摘 要：在教育人类学视野下，文化传承与教育学所探讨的实为同一话题。以往对苗族社会中传承问题的研究大多注重其表面特征，而对这种特征的形成过程缺少追索。本文以盖赖苗寨的传承现状和当下的传承特点及传承人的亲身体验为案例，追问这种特点的形成根源。在探究中发现，苗族传承机制是苗族社会各要素的有机联接，且在联接中呈现出传承智慧，对当下的学校教育具有深刻启示。

关键词：文化传承;教育人类学;盖赖苗族

中图分类号：G127 文献标识码：A 文章编号：1674-7615（2020）04-0039-06

DOI：10.15958/j.cnki.jywhlt.2020.04.006

Abstract：In the perspective of educational anthropology， cultural inheritance and pedagogy are actually the same topic. In the past， most researches on the inheritance of Miao society focused on its superficial characteristics， lacking the exploration into the forming process of these characteristics. This paper studies the cases of current status of inheritance of Gailai Miao Village as well as the current inheritance characteristics and the experience of inheritors， tracing back to the origin of this characteristic. In the investigation， it was found that the Miao inheritance mechanism is an organic connection of various elements of the Miao society， and the inheritance wisdom is presented in the connection， which has a profound enlightenment to the current school education.

Key words：cultural inheritance; educational anthropology; Miao ethnic groups in Gailai

功能學派认为，无文字社会是通过口头传承来教育民众[1]，这就说明无文字社会中的口头传承与当下教育所实现的功能是相同的，两者所探讨的就是同一话题。有学者将苗族的古歌传承方式划分为家族传承、拜师传承、社会传承三种方式[2]。但这种划分方式无法道尽苗族社会中古歌传承的复杂形态，例如家族传承与拜师传承两类之间可能有所交叉。就盖赖的经验来说，可能是家族血缘促成了师徒关系的结成，师徒传承就是建立在家族的血统机缘上。而社会传承也与家族紧密相关。苗族人的集会大多以家族为单位，能够在公众场合中接受传承的也多为家族中人，他们比血缘之外的人获得了更多的传承机会。此种分类能够概括苗族社会的传承外在形态，但却无法从中获得更多教育学上的启示。要想从教育学上来探讨，就需要在外在传承特征上更加精细深入地考察。……